Health+and+Physical+Education

Adopted by BoT November 2003 Reviewed on a 4-yearly cycle – last review June 2015
 * Curriculum Policy - Health and Physical Education **

The New Zealand Curriculum document calls on schools to embrace a holistic view of well-being called Hauora, a Māori philosophy of well-being that involves spiritual, mental, emotional, social and physical development. This can be enhanced by a healthy and safe learning environment that encourages students to make a positive contribution to their own well-being, the well-being of others and the wider community.
 * Rationale **


 * Purpose **
 * 1) To enable all students to participate in regular, safe exercise, and develop positive attitudes towards physical activity.
 * 2) To encourage students to understand nutritional needs and take responsibility for personal hygiene.
 * 3) To develop motor skills for all students that are challenging, enjoyable, appropriate to ability level and promote fair play.
 * 4) To develop students’ skills and attitudes to enhance their interactions and relationships with others.
 * 5) To encourage students to make positive contributions towards creating a healthy and safe environment and community.

- Provide well balanced and enjoyable programmes that promote daily health and related exercise that meet the developmental needs of the students. - Develop a wide range of learning experiences that equip children with the knowledge and the skills to allow them to make informed choices for a healthy life style now and in the future. - Design programmes that will promote fair play, well-being, respect and concern for others and the environment. - Provide suitable equipment and environment. The School is committed to providing a safe and healthy environment, along with the maintenance and safe operation of playgrounds and equipment, as outlined in the School’s Health and Safety Policy. - Recognise that programmes in Health and Physical Education are a partnership between the School and the community. The School will consult with the community when developing its health and sexuality education programme and make use of all available resources that will enhance the Hauora of students.
 * Guidelines **

The teaching and learning programme is intended to promote well-being and therefore improve students’ health and attitude to learning across the curriculum. It will also prepare them to make a positive contribution to their community, both now and in the future.
 * Conclusion **

=SYNDICATE OVERVIEWS= =Junior Syndicate Overview= Enter and exit safety How to get help Participate cooperatively Confidence in on and under water Floating Use of floatation aids Gliding front and back |||| == **PA** ==
 * ===ODD YEAR=== |||||||| ===EVEN YEAR=== ||
 * **Term** || **Title / Context** || =Focus skills and needs= |||| **AO / KAOL** || **Title / Context** || **Focus skills and needs** || **AO / KAOL** ||
 * **1** || **BUBBLES TO BUOYANCY** || Responsible practices rules around aquatic areas

**BCPS**
2B4 A3 D2  C2  B1  B1  2A3 B1 || **BUBBLES TO BUOYANCY** || Identify hazards Safe aquatic places Aquatics for well-being Respect for others when changing Use buoyancy aids for safety self & others. Leg action on front and back Breathing using floatation aids, legs & arms || == **PA** ==

**BCPS**
D4 B4  A2  D1/3 2A3 B1 2B1 || JUMP: and land safely, jumping leaping and hopping over distance and small obstacles. THROW: push and sling for distance using objects of varying weights Transfer skills learned into different environments |||| == PA == B1 B1  B2  B1/4 || **RUN JUMP THROW** || RUN: explore space, direction, light and heavy movement and running over obstacles. JUMP: and land safely, jumping leaping and hopping over distance and small obstacles. THROW: push and sling for distance using objects of varying weights Transfer skills learned into different environments Participate in a variety of enjoyable games Acknowledge personal strengths || ====PA==== B1 B1  B2  B1/4 B2 A4 || Catch, Pass, Field, Strike, Shoot || Explore and experiment with basic movements with a variety of equipment Describes places and situations where it is unsafe to play with balls and bats. Enjoy participation in simple games and relays |||| **PA** **SS** B1 B4  B2 || **HAVING A BALL** Catch. Pass. Field, Strike, SHOOT || Basic techniques with a variety of equipment Children select and set up games in appropriate environments Works co-operatively with a partner and offers verbal support. Understanding of game rules boundaries and care of equipment. || **PA** **SS** B1 D1/3 C2 B3 ||
 * **1** || **RUN JUMP THROW** || RUN: explore space, direction, light and heavy movement and running over obstacles.
 * **2** || **HAVING A BALL**
 * **2** || **TUMBLE**

Locomotion, Balance, Rotation || Explore moving in a variety of ways, levels, direction, and speed. Balance in a variety of ways with and without equipment Roll smoothly and safely Discuss and demonstrate positive ways to encourage others |||| == PA == 1B1 1B1 1B1 C1 || **LEAP FROG**

Spring, Flight, Landing, Swing || Walk, run, jump, hop, leap and land in many ways with and without equipment Experience climbing, hanging and swinging activities Demonstrate an awareness of basic safety procedures || == PA == B1 B1  A3 || Kick/Strike, Trapping, Passing. || Explore and experiment with basic movements with a variety of equipment Describes places and situations where it is unsafe to play with balls and bats. Enjoy participation in simple games and relays |||| **PA** **SS** B1 B4  B2 || **FOOTLOOSE** Kick/Strike, Trapping, Passing, || Basic techniques with a variety of equipment Children select and set up games in appropriate environments Works co-operatively with a partner and offers verbal support. Understanding of game rules boundaries and care of equipment. || **PA** **SS** B1 D1/3 C2 B3 || Move in imaginative ways, to different stimuli e.g. words, poems, stories, and myths, legends, songs and themes. |||| **PA** B1 A4 || **MOVE IT** || Perform set dances that have simple steps, patterns and rhythms. Share space and work co-operatively || ====PA==== B1 C2 || Adventure games Fun, imagination, exploring the environment |||| **OE** B4 C2  A2 || **OUR WORLD** || Recognise dangers and knowing how to act Playing together co-operative games || **OE** D1/3 C2 || Use equipment and space to move creatively Use movement to express themselves Participation and cooperation Share space and equipment |||| **PA OE** B2 B3  B1  C1  C2 || **PICNIC /PARTY GAMES** || **PICNIC GAMES** A range of games from different cultures, suitable and safe for picnic environments Move creatively and express feelings **PARTY GAMES** Apply rules in selected games Express how playing party games with others encourages positive attitudes to physical activity || **PA** **OE** B1/3 B2 D1/3 B2 ||
 * **3** || **FOOTLOOSE**
 * **3** || **WIGGLE WORKS** || Direction, size, speed and level.
 * **4** || **THE OUTSIDE WORLD** || How environments affect their choice of play
 * **4** || **CREATIVE PLAY** || Moving their bodies creatively

=Middle Syndicate Overview= Enter and exit safety How to give and accept help Participate cooperatively Include and support others Refine glide Water safety in differing environments Coordinate limb movement Sculling |||| == **PA** ==
 * ===ODD YEAR=== |||||||| ===EVEN YEAR=== ||
 * **Term** || **Title / Context** || =Focus skills and needs= |||| **AO / KAOL** || **Title / Context** || **Focus skills and needs** || **AO / KAOL** ||
 * **1** || **SWIM SAFE** || Responsible practices and rules around aquatic areas

**BCPS**
2B4 2A3 2A3 2C2 2C1 2B1 2A3 2B3 2B1 2B1 || **SWIM SAFE** || Responsible practices and rules around aquatic areas Enter and exit safety How to give and accept help Participate cooperatively Include and support others Refine glide Play minor games using a range of equipment Coordinate limb movement Sculling || == **PA** ==

**BCPS**
2B4 2A3 2A3 2C2 2C1 2B1 2B3 2B1 2B1 || JUMP: run, jump leap and hop over raised equipment of varying heights and land safely. THROW: Body position Weight transfer Point of release Safety in movement and safe use of equipment |||| == PA == 2B1 2B1 2B1 2A3 || **RUN JUMP THROW** || RUN: Correct technique JUMP: run, jump leap and hop over raised equipment of varying heights and land safely. THROW: Body position Weight transfer Point of release Safety in movement and safe use of equipment || ====PA==== 2B1 2B1 2B1 2A3 || Catch, Pass, Field, Strike, Shoot || Judge distance, and speed and accuracy Develop a repertoire of minor games and relays. Fairplay Success and satisfaction Positive contributions as a team member. |||| **PA** **SS** B1 B3  B4  B2  A4 || **HAND/EYE GAMES** Catch. Pass. Field, Strike, SHOOT || Judge distance, and speed and accuracy Exploring how attitudes and actions contribute to game play. Create and teach own game Manage game environment || **PA** **SS** B1 B2  D1  B4  C1 ||
 * **1** || **RUN JUMP THROW** || RUN: Correct technique
 * **2** || **HAND/EYE GAMES**
 * **2** || **ON THE MAT**

Locomotion, Balance, Rotation || Link basic movement patterns to perform simple movement sequences Use and share equipment in creative play and games. Understand and follow safety rules. Support other students to perform movement tasks |||| == PA == B1 B3/C2 A3 C1 || **AIRBORNE**

Spring, Flight, Landing, Swing || Link basic movement patterns to perform simple movement sequences Use and share equipment safely Practice spotting techniques Explain safety procedures in the event of injury Support other students to perform movement tasks Identify places where gymnastic skills are practiced and used || == PA == B1 B1  A3  C1  A1 || Kick/Strike, Trapping, Passing. || Judge distance, and speed and accuracy Exploring how attitudes and actions contribute to game play. Create and teach own game Manage game environment |||| **PA** **SS** B1 B2  D1  B4  C1 || **FOOT/EYE GAMES** Kick/Strike, Trapping, Passing, || Judge distance, and speed and accuracy Develop a repertoire of minor games and relays. Fairplay Success and satisfaction Positive contributions as a team member. || **PA** **SS** B1 B3  B4  B2  A4 ||
 * **3** || **FOOT/EYE GAMES**
 * **3** || **WAE WAE TAKAHIA**

Te Reo Kori Traditional Dance || Practice and combine a range of movement skills. (poi, sticks, traditional dance from different cultures) Can sing perform and understand the action of a variety of waiata ringa (action songs) Compare the effect of continuous and short bouts of activity on the body Displays a positive attitude towards learning activities form other cultures |||| **PA** B1 B2  A2  C2 || **TWIST AND SHOUT**

Creative Movement || Creative movement sequences (on spot, moving, body shapes) Move to different qualities. (sustained, sudden, light and strong) In pairs or as a group, explore space direction level, meeting, parting, over, around and through…using a variety of equipment. Move alongside others, sharing space and equipment || ====PA==== B1 B1  B2/C1 C1 || Identify the potential dangers associated with outdoor activity The use of outdoor environments for recreational play Select and learn skills for appropriate recreational activities Express feelings when participating in new or challenging outdoor activities.
 * **4** || **SAFE OUTDOOR CHALLENGES** || ====YEAR 3====

YEAR 4
Safety of self and others (equipment, clothing, activities) Group problem solving in outdoor environment. Caring attitude towards the environment. Skills for specific outdoor activities |||| == **OE** == A3 D2  B1 B2  A3  B2/C1 D1 B1 || **SAFE OUTDOOR CHALLENGES** || ====YEAR 3==== Identify the potential dangers associated with outdoor activity The use of outdoor environments for recreational play Select and learn skills for appropriate recreational activities Express feelings when participating in new or challenging outdoor activities ====YEAR 4==== Safety of self and others (equipment, clothing, activities) Group problem solving in outdoor environment. Caring attitude towards the environment. Skills for specific outdoor activities. || == **OE** ==

A3 D2  B1 B2  A3  B2/C1 D1 B1 || (tiggy, 4 square, elastics, hopscotch, marbles, skipping, popular games, knuckle bones,) Movement skills for specific activities Regular physical activity Accepting and enjoying challenge Consider societal influences in our choice of play
 * **4** || **PLAYGROUND GAMES**
 * ADVENTURE GAMES** || ====YEAR 3====

Year 4
Graduated adventure activities to develop personal confidence Mutual support within a group Physical agility and coordination Accepting and enjoying challenge Awareness of environmental surroundings |||| == **PA** == B1 A2  B2  D1  A4  C1  B1  B2  D2 || **PLAYGROUND GAMES**

(tiggy, 4 square, elastics, hopscotch, marbles, skipping, popular games, knuckle bones,) Movement skills for specific activities Regular physical activity Accepting and enjoying challenge Consider societal influences in our choice of play
 * ADVENTURE GAMES** || ====YEAR 3====

Year 4
Graduated adventure activities to develop personal confidence Mutual support within a group Physical agility and coordination Accepting and enjoying challenge Awareness of environmental surroundings || **PA** **OE** B1 A2  B2  D1  A4  C1  B1  B2  D2 ||

=Senior Syndicate Overview=

Survival stroke Explore and learn specific actions for other swimming strokes Swim for distance. Assist and support others in water activities //Work independently to refine stroke development// |||| == **PA** ==
 * ===ODD YEAR=== |||||||| ===EVEN YEAR=== ||
 * **Term** || **Title / Context** || =Focus skills and needs= |||| **AO / KAOL** || **Title / Context** || **Focus skills and needs** || **AO / KAOL** ||
 * **1** || **BE COOL BE SAFE** || Describe and demonstrate safe rescue activities, (huddle, safe exit from boats, aid assistance etc).

**BCPS**
A3 B1  B1  B1  C1  B1 || **BE COOL BE SAFE** || Describe and demonstrate safe rescue activities, (huddle, safe exit from boats, aid assistance etc). Survival stroke Explore and learn specific actions for other swimming strokes Swim for distance. Assist and support others in water activities //Explore a range of water sports and games (waterpolo, lose the ball, sharks /islands)// || == **PA** ==

**BCPS**
A3 B1  B1  B1  C1  B3 || Running fast over obstacles with little interruption to stride pattern (hurdles) Baton change. **JUMP**: Jump for distance using a metre board. Refine scissor jump, with correct approach. **THROW**: Refine technique, with emphasis on power for distance, throw, push and sling. Understand simple ways to cope with physical stress. Accept personal limitations in running, jumping and throwing events. |||| == **PA** == 3B1 3B1 3B1 3A1 3A4 || **RUN JUMP THROW** || **RUN**: Refine technique. Stand start and finish technique. Running fast over obstacles with little interruption to stride pattern (hurdles) Baton change. **JUMP**: Jump for distance using a metre board. Refine scissor jump, with correct approach. **THROW**: Refine technique, with emphasis on power for distance, throw, push and sling. Understand simple ways to cope with physical stress. Accept personal limitations in running, jumping and throwing events. || ====PA==== 3B1 3B1 3B1 3A1 3A4 || Game strategy, positioning, attack and defend, using space in minor, modified and mini games. (Choose no more than two modified games to focus learning) Understand the rules and etiquette of games, and be able to officiate with peers.
 * **1** || **RUN JUMP THROW** || **RUN**: Refine technique. Stand start and finish technique.
 * **2** || **WINTER GAMES** || Refine skills

Cope with the opposition
|||| **PA** **SS** 3B1 3B2 3B2 3B4 || **WINTER GAMES** || Refine skills Game strategy, positioning, attack and defend, using space in minor, modified and mini games. (Choose no more than two modified games to focus learning) Understand the rules and etiquette of games, and be able to officiate with peers.

Societal influences on sport and culture
|| **PA** **SS** 3B1 3B2 3B2 3D1 ||
 * **2** || **GYM BEAM**

Locomotion, Balance, Rotation || Develop controlled and consistent movements and link to form a complex movement sequence, (with partner, on equipment, using hand held props, considering, levels, direction time and energy) Take part in group activities that encourage the participation and cooperation of all members |||| == **PA** == 3B1 3C1 || **GYM JUNKIES**

Spring, Flight, Landing, Swing || Develop controlled sequences of movement patterns. Develop techniques for beat-board, bar work, hand and foot placement on equipment… Select activities appropriate to personal ability Show sensitivity and tolerance for differing abilities || == **PA** == B1 B1  3A3 3C2 ||
 * **3** || **TE REO KORI**

Creative movement || Work in groups to perform movement sequences using either poi, te rakau, tira, waiata a ringa. Play a variety of creative and traditional Maori games, e.g knuckle bones, string games hand games, stilts etc Understands the significance of Te Reo Kori activities in Maori culture |||| **PA**

3B1 3B2 3C2 || **A CHANCE TO DANCE** || Use combinations of locomotor and non locomotor movements which encourage balance, coordination, agility and flexibility, e.g step hop, skip, slip, gallop, twist. Concentrate and perform set dances which have more complicated steps, patterns and rhythms. Confidence to enjoy moving with others in social dances. || **PA**

3B1 3B1 3C1 || Cultural practises in the outdoors Food, navigation, 1st aid, outdoor activities etc Team building and problem solving as part of the adventure sequence |||| **PA** 3B2 3D1 3C1 || **CHALLENGE ME** || Managing risks, 1st aid Experience and cope with minor discomforts such as tiredness. New outdoor skills e.g kayaking, bushcraft Accept specific responsibility in planning and implementation. Understand that safe and enjoyable experiences in the outdoors are dependent on group effectiveness || ====PA==== 3A3 B1 B2/C1 C1 || Game strategy, positioning, attack and defend, using space in minor, modified and mini games. (Choose no more than two modified games to focus learning) Understand the rules and etiquette of games, and be able to officiate with peers.
 * **3** || **TOGETHER OUTDOORS** || Orienteering
 * **4** || **SUMMER GAMES** || Refine skills

Societal influences on sport and culture
|||| **PA** **SS** 3B1 3B2 3B2 3D1 || **SUMMER GAMES** || Refine skills Game strategy, positioning, attack and defend, using space in minor, modified and mini games. (Choose no more than two modified game to focus learning) Understand the rules and etiquette of games, and be able to officiate with peers. //Cope with the opposition//

|| **PA** **SS** 3B1 3B2 3B2 3B4 || Positive attitudes when learning skills for recreational activities Consider societal and environmental influences on our choice of equipment and play **(Frisbees, vortex, swing ball, foxtails, beach balls, scoops, catch it mitts etc)** |||| **PA** **OE**
 * **4** || **HOLIDAY FUN** || Understand play as a means of regular enjoyable physical activity

3A2 3B2 3D1 || **STREET GAMES** || Understand play as a means of regular enjoyable physical activity Positive attitudes when learning skills for recreational activities Consider societal and environmental influences on our choice of equipment and play Knowledge and use of appropriate safety equipment and safety behaviours.. **(skateboarding, rollerblading, hacky saks, scootering, bike riding, break dancing…)** || **PA** **OE**

3A2 3B2 3D1 3A3 ||

= HEALTH AND PHYSICAL EDUCATION Self Review 2011 =

**Policy Review:** The following policies were reviewed and updated: - Health and PE Curriculum (see above) - Health and Safety - Safety in Phys Ed and in the playground - Fair Play - Water-safety - Health and Safety Guide for Students, Employees and Visitors


 * The following student assessments/surveys were carried out on our full cohort of Year 4 students (refer to attached reports). They are summarised below.**

**Student Survey** (prepared and administered by Wendy Frazer):

All Year 4 students were given a survey that was prepared using the NEMP (National Education Monitoring Project) survey questions as a guide. //(We considered it important to cover how infectious diseases are spread and how to prevent diseases as we found that this was a weakness last time we surveyed.)//

The questions covered: What do you think makes a person healthy? What are some ways that infections get spread from one person to another? List some things we can do to help stop the spread of infections. Which foods would give Sunny a healthy/unhealthy lunch? (choose from a set of pictures) List some things a child could do to stop someone bullying them. What could you do to be a good neighbour? Write five rules for fair play in games. Write down four rules to help make this playground a safe and happy place.

A summary of results is included separately, and the recommendations are below.

- Increase the profile of the peer mediators: Promote the use of the peer mediators, by getting them to make classroom visits to discuss or show role-plays of ways to support junior and middle syndicate students. Teachers on duty should also be encouraged to direct problems to the peer mediators to solve. - Continue to remind our students of the importance of hand washing (they appear knowledgeable about this already). Teach them the importance of not sharing a drink bottle. - Talk with our students of the high sugar component in such things as Muesli bars and fruit juice, which were often put in the most healthy list.
 * Recommendations:**

**Physical Skills Assessment**
 * //(Prepared and administered by Mary Waters)//

Students were given a set of physical tasks to do, chosen from the NEMP tasks 1. Open space hitting with a racquet. 2. Open space catching with a small ball 3. Open space running – 40 metres

- Sunnybrae students displayed good hitting technique, but poorer hitting strength than the nationally tested sample. - In ball catching they compared favourably to the national sample in both technique and number of catches made. - They also compared favourably with the national sample when asked to run as fast as they could to a marker and back (40m) and were assessed on time taken.

PE programmes should give students more opportunity to strike a ball using a racquet or bat - skills used for tennis, softball and cricket.
 * Recommendations:**

= PROFESSIONAL LEARNING AND DEVELOPMENT: = The attached PowerPoint may help you in the delivery of Physical Education lessons. It has been adapted from a staff PLD session taken in 2013 by Miguel Gallardo from Harbour Sport. Our thanks to him for providing this resource.