LEVEL 1
Personal Health and Physical Development |
Movement Concepts and Motor Skills |
Relationships with Other People |
Healthy Communities and Environments |
Personal growth and development • Describe feelings and ask questions about their health, growth, development, and personal needs and wants |
Movement skills; Science and technology • Develop a wide range of movement skills, using a variety of equipment and play environments. |
Relationships • Explore and share ideas about relationships with other people. |
Community resources • Identify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices. |
Regular physical activity • Participate in creative and regular physical activities and identify enjoyable experiences. |
Positive attitudes; Challenges and social and cultural factors • Participate in a range of games and activities and identify the factors that make participation safe and enjoyable. |
Identity, sensitivity, and respect • Demonstrate respect through sharing and co-operation in groups. |
Rights, responsibilities, and laws; People and the environment • Take individual and collective action to contribute to environments that can be enjoyed by all. |
Safety management • Describe and use safe practices in a range of contexts and identify people who can help. |
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Interpersonal skills • Express their own ideas, needs, wants, and feelings clearly and listen to those of other people. |
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Personal identity • Describe themselves in relation to a range of contexts. |
LEVEL 2
Personal Health and Physical Development |
Movement Concepts and Motor Skills |
Relationships with Other People |
Healthy Communities and Environments |
Personal growth and development • Describe their stages of growth and their development needs and demonstrate increasing responsibility for self-care. |
Movement skills • Practice movement skills and demonstrate the ability to link them in order to perform movement sequences. |
Relationships • Identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups. |
Societal attitudes and values • Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments. |
Regular physical activity • Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being. |
Positive attitudes • Participate in and create a variety of games and activities and discuss the enjoyment that these activities can bring to them and others |
Identity, sensitivity, and respect • Describe how individuals and groups share characteristics and are also unique. |
Community resources • Identify and use local community resources and explain how these contribute to a healthy community. |
Safety management • Identify risk and use safe practices in a range of contexts. |
Science and technology • Use modified equipment in a range of contexts and identify how this enhances movement experiences |
Interpersonal skills • Express their ideas, needs, wants, and feelings appropriately and listen sensitively to other people and affirm them. |
Rights, responsibilities, and laws; People and the environment • Contribute to and use simple guidelines and practices that promote physically and socially healthy classrooms, schools, and local environments. |
Personal identity • Identify personal qualities that contribute to a sense of self-worth. |
Challenges and social and cultural factors • Develop and apply rules and practices in games and activities to promote fair, safe, and culturally appropriate participation for all. |
LEVEL 3
Personal Health and Physical Development |
Movement Concepts and Motor Skills |
Relationships with Other People |
Healthy Communities and Environments |
Personal growth and development • Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes. |
Movement skills • Develop more complex movement sequences and strategies in a range of situations. |
Relationships • Identify and compare ways of establishing relationships and managing changing relationships. |
Societal attitudes and values • Identify how health care and physical activity practices are influenced by community and environmental factors. |
Regular physical activity • Maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of wellbeing. |
Positive attitudes • Develop movement skills in challenging situations and describe how these challenges impact on themselves and others. |
Identity, sensitivity, and respect • Identify ways in which people discriminate and ways to act responsibly to support themselves and other people. |
Community resources • Participate in communal events and describe how such events enhance the wellbeing of the community. |
Safety management • Identify risks and their causes and describe safe practices to manage these. |
Science and technology • Participate in and describe how their body responds to regular and vigorous physical activity in a range of environments. |
Interpersonal skills • Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these. |
Rights, responsibilities, and laws • Research and describe current health and safety guidelines and practices in their school and take action to enhance their effectiveness. |
Personal identity • Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth. |
Challenges and social and cultural factors • Participate in co-operative and competitive activities and describe how co-operation and competition can affect people’s behaviour and the quality of the experience. |
People and the environment • Plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment. |
LEVEL 4
Personal Health and Physical Development |
Movement Concepts and Motor Skills |
Relationships with Other People |
Healthy Communities and Environments |
Personal growth and development • Describe the characteristics of pubertal change and discuss positive adjustment strategies |
Movement skills • Demonstrate consistency and control of movement in a range of situations. |
Relationships • Identify the effects of changing situations, roles, and responsibilities on relationships and describe appropriate responses. |
Societal attitudes and values • Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. |
Regular physical activity • Demonstrate an increasing sense of responsibility for incorporating regular and enjoyable physical activity into their personal lifestyle to enhance well-being. |
Positive attitudes • Demonstrate willingness to accept challenges, learn new skills and strategies, and extend their abilities in movement-related activities |
Identity, sensitivity, and respect • Recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people. |
Community resources • Investigate and/or access a range of community resources that support well-being and evaluate the contribution made by each to the well-being of community members. |
Safety management • Access and use information to make and action safe choices in a range of contexts |
Science and technology • Experience and demonstrate how science, technology, and the environment influence the selection and use of equipment in a variety of settings. |
Interpersonal skills • Describe and demonstrate a range of assertive communication skills and processes that enable them to interact appropriately with other people. |
Rights, responsibilities, and laws; People and the environment • Specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community |
Personal identity • Describe how social messages and stereotypes, including those in the media, can affect feelings of self worth. |
Challenges and social and cultural factors • Participate in and demonstrate an understanding of how social and cultural practices are expressed through movement. |
LEVEL 5
Personal Health and Physical Development |
Movement Concepts and Motor Skills |
Relationships with Other People |
Healthy Communities and Environments |
Personal growth and development • Describe physical, social, emotional, and intellectual processes of growth and relate these to features of adolescent development and effective selfmanagement strategies. |
Movement skills • Acquire and apply complex motor skills by using basic principles of motor learning. |
Relationships • Identify issues associated with relationships and describe options to achieve positive outcomes. |
Societal attitudes and values • Investigate societal influences on the well-being of student communities. |
Regular physical activity • Experience a range of personally enjoyable physical activities and describe how varying levels of involvement affect wellbeing and lifestyle balance. |
Positive attitudes • Develop skills and responsible attitudes in challenging physical situations |
Identity, sensitivity, and respect • Demonstrate an understanding of how attitudes and values relating to difference influence their own safety and that of other people. |
Community resources • Investigate community services that support and promote people’s wellbeing and take action to promote personal and group involvement. |
Safety management • Investigate and practise safety procedures and strategies to manage risk situations |
Science and technology • Investigate and experience ways in which scientific, technological, and environmental knowledge and resources assist in and influence people’s participation in regular physical activity. |
Interpersonal skills • Demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and other people in a variety of settings. |
Rights, responsibilities, and laws • Identify the rights and responsibilities of consumers and use this information to evaluate health and recreational services and products in the community. |
Personal identity • Investigate and describe the ways in which individuals define their own identity and sense of self-worth and how this influences the ways in which they describe other people. |
Challenges and social and cultural factors • Investigate and experience ways in which people’s physical competence and participation are influenced by social and cultural factors. |
People and the environment • Investigate and evaluate aspects of the school environment that affect people’s well-being and take action to enhance these aspects. |