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NZ CURRICULUM AO MAPPING

 

This page will show you how physical activity is portrayed in the New Zealand curriculum and how it can be used to link in to the physical and cognitive development of our young students.

 

 

‘Physical Activity’ is an integral component of Health and Physical Education and is one of the seven key areas of learning. Physical activity provides students with opportunities to: explore and enjoy movement, relate to others and develop social awareness, and encourage positive experiences so students want to participate in regular exercise. Just as with all aspects of HPE, it is guided by four underlying concepts which have remained the same between the 1999 Curriculum and the current curriculum. These include:

 

Hauora:

A philosophy that believes in the interconnectedness of mental/emotional, social, spiritual and physical well-being.

 

Attitudes and values:

Encouraging students to act responsibly and positively towards their own well-being and demonstrating respect, care and concern for others and the environment.

 

Socio-ecological perspective:

An understanding of relationships between individuals, others, and the wider society.

 

Health promotion:

The importance of maintaining supportive physical and emotional environments for individuals and collective groups.

(Ministry of Education, 2007)

 

Image sourced from: http://health.tki.org.nz/Teaching-in-HPE/Curriculum-statement/Underlying-concepts

In both the old and current curriculum, Physical Activity and Physical Education contributes to the individuals learning in, through and about movement.

 

  • In movement, by developing physical skills in a range of physical activity contexts

 

  • Through movement, using the medium of physical activity to develop knowledge of themselves and other people, social skills, and positive attitudes and values

 

  • About movement, by examining scientific aspects of it and by learning about the social and cultural significance of physical activity for individuals, groups, and communities

       -(MoE, 1999).

 

 

These underlying concepts and ideas about learning through Physical Activity help to aid Primary School teachers/educators in addressing the health and physical education needs of New Zealand children. The 1999 curriculum provides a detailed summary in understanding the range of opportunities that could be included in HPE planning.

 

Students require a range of learning opportunities in physical activity. These include opportunities to develop:

 

  • Movement skills for physical competence, enjoyment, a sense of self-worth, and an active lifestyle. Such as fundamental movement skills, dance (including expressive and creative movement) play, games, aquatics, athletics, te reo kori, gymnastics, ball activities, fitness activities, and physical recreational skills.

  • Personal and interpersonal skills to strengthen their awareness of personal identity and to enhance their sense of self-worth and their relationships with other people. Such as skills relating to leadership, co-operation, goal setting, communication, personal and social responsibility, fair play, achievement, ethical decision making, and problem solving.

  • Knowledge and understanding of scientific and technological influences on physical activity.

  • Knowledge and understanding of the significance of cultural practices in physical activity. Including physical activities characteristic of Maaori and other ethnic groups.

  • Knowledge and understanding of the significance of social influences on physical activity. For example, in relation to body image, gender, the media, conpetition, family, friendships, group identity, stereotyping, and discrimination.

  • Their own values, attitudes, behaviours, and actions in physical activity settings. Including such attributes and values as respect for other people, acceptance of diversity, care for the environment, a sense of fair play, and a willingness to become involved.

 

       -(MoE, 1999)

Click on the button to the left to have a look at the New Zealand Curriculum online.

You can view the latest 2007 document, otherwise if you want some more detail, have a look at the older 1999 document. The information in there is still very relevant and worth a look.

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