Sharpening the Focus - Issue 10
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Sharpening the Focus
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Issue 10, August 2005

This issue of Sharpening the Focus outlines the support available to schools and teachers as they address the need for students to develop high levels of competence (knowledge, skills, attitudes, and values) in physical education and physical activity. This issue also includes the amended sections relating to physical activity in the National Education Goals (NEGs) and National Administration Guidelines (NAGs).

In October 2004, the Minister of Education announced a physical activity professional development initiative to help teachers encourage New Zealand primary school children to become more physically active. It has since been announced that:

From term 1 2006, it will be mandatory for all state and state-integrated schools to give priority to regular quality physical activity that develops movement skills for all students, especially in years 1–6.

Amended sections of the NEGs and NAGs | Physical activity for all students, especially those in years 1–6 | Support for schools | Ministry of Education resources

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Amended sections of the NEGs and NAGs

The National Education Goals

These are amended by deleting existing clause 5 and substituting the following clause:

(5) A broad education through a balanced curriculum covering essential learning areas. Priority should be given to the development of high levels of competence (knowledge and skills) in literacy and numeracy, science and technology and physical activity.

The National Administration Guidelines

These are amended by adding clause (i) (c) to NAG 1:

  1. Each Board of Trustees is required to foster student achievement by providing teaching and learning programmes which incorporate the New Zealand Curriculum (essential learning areas, essential skills and attitudes and values) as expressed in National Curriculum Statements.

Each Board, through the principal and staff, is required to:

  1. develop and implement teaching and learning programmes:
    1. to provide all students in years 1–10 with opportunities to achieve for success in all the essential learning and skill areas of the New Zealand Curriculum
    2. giving priority to student achievement in literacy and numeracy, especially in years 1–4
    3. giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1–6.

See the full text of the NEGs and NAGs here. To navigate here, go to www.minedu.govt.nz, select ‘School Management & Administration’ from the left-hand menu, then ‘Planning & Reporting’, then ‘Relevant Legislation, NEGs and NAGs’.


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Physical activity for all students, especially those in years 1–6

Recent research shows that when students gain competence in movement skills and enjoy their experience of physical activity, they are more likely to carry on these practices outside school time and to continue to be involved in regular physical activity throughout their lives.

The Ministry of Education, the Ministry of Health, and Sport and Recreation New Zealand (SPARC) are working together through whole-school and community approaches to increase the well-being of New Zealand children.

In particular, the Ministry of Education and SPARC are working:

  • to raise the profile of physical activity within schools and communities
  • to enable teachers to deliver quality learning experiences in physical activity to primary-school students.

Schools need to consider and develop their culture of physical activity and to plan for change where appropriate. Teachers need to develop their knowledge and understanding of what it means to be “physically educated” and of the critical pedagogy that underpins Health and Physical Education in the New Zealand Curriculum so that they are able to deliver quality learning experiences.

For an account of how four pilot schools went about introducing student and community physical activity programmes in 2003–04, see the article “Fit and Confident”, published in the Education Gazette, 7 February 2005. The Education Gazette online is available at www.edgazette.govt.nz.

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Support for schools

Since 1999, the government has worked to improve knowledge, understanding, and skills in health and physical education through the introduction of Health and Physical Education in the New Zealand Curriculum and the provision of professional development opportunities and curriculum materials to support its implementation.

In 2005 and 2006, the Ministry of Education and SPARC will provide professional development opportunities to help primary schools to meet the new requirements in the NEGs and NAGs by considering the implications of "regular quality physical activity that develops movement skills for all students".

From the beginning of 2006, the Ministry and SPARC will be producing a comprehensive set of guidelines to help schools to develop their physical activity culture. The guidelines will support principals and boards in raising the profile of physical activity in schools.

ighteen new physical education advisers in School Support Services, together with education personnel based in regional sports trusts (contracted by SPARC), will provide a range of materials and professional development opportunities to enable schools to respond to the changes.

The professional development options will involve principals in considering questions such as:

  • Is your school a physically active school?
  • Are you concerned about how confident and competent your students are in physical activity?
  • Is student participation in physical activity declining in your school?

The aim of the professional development is to deepen teachers’ understandings and contribute to their teaching strategies so that they can:

  • increase student physical activity through needs-based, quality physical education programmes
  • motivate students so that they become active learners
  • promote physical activity within the school
  • identify ways to maximise physical activity within the school curriculum
  • create opportunities to work with other teachers, agencies, and schools.

One-day, introductory workshop

This workshop will be available to all primary schools through funding for one lead teacher and the principal to attend. The focus will be on ensuring that principals and schools are aware of the changes to the NEGs and NAGs. Schools will conduct an analysis of their needs and consider appropriate professional development based on these.

This one-day, introductory workshop is a prerequisite for ongoing professional development.

Professional development programmes in 2005 and 2006

Each of the following options includes a contribution towards funding for teacher participation.

  • Model 1 offers a cluster approach for schools already progressing towards being “active schools”. This two-term professional development aims to build a learning community of lead teachers. An adviser will provide up to four days of support for each participating school through cluster workshops and school visits.
  • Model 2 offers in-depth, whole-school professional development for schools that need more focused support. A physical education adviser and co-curricular educational personnel will spend up to eight days over four terms with each participating school.

Physical education advisers attached to the School Support Services within the universities (Auckland, Waikato, Massey, and Victoria) and the colleges of education (in Christchurch and Dunedin), will offer these programme models and other support in 2005 and 2006. Flyers requesting registrations of interest have been sent to all schools. Contact details for the nearest School Support Services can be found in telephone directories, and email links are available at On TKI: Education Agencies (www.tki.org.nz/e/tki/ed_agencies).

Ongoing professional development

The aim of SPARC’s Active Schools model is to increase students’ levels of physical activity through a co-curricular and cross-curricular approach in schools. The Active Schools model will build on the professional development programmes offered to schools by the Ministry of Education through School Support Services in 2005 and 2006.

SPARC will partner with the Ministry of Education to offer in-depth and ongoing support for a group of sixty schools nationally to increase teacher knowledge, understanding, and skills in physical education and physical activity. The partnership will involve education personnel from the SPARC Regional Sports Trusts working alongside School Support Services advisers to develop quality physical education programmes and implement school–community physical activity plans.

SPARC have developed an Active Schools toolkit to encourage teachers to include more physical activity across the curriculum, to explore co-curricular strategies, and to develop ways to include families and the community. This resource has four components:

  • an overview booklet to support principals, senior management, and board members, which looks at ways and benefits of developing a culture of physical activity within a school community and suggests methods of informing and involving the school’s community
  • a teachers’ handbook, which includes practical cross-curricular ideas and learning experiences to help teachers increase the amount of physical activity in teaching and learning programmes
  • laminated cross-curricular activity cards, which are colour coded by curriculum area for easy use
  • a CD-ROM, which includes music tracks for activities and learning experiences as well as video clips and digital photos that show examples of activities and model good practice.

For further information on support for curricular and co-curricular physical activity in your school, please contact your nearest School Support Service or SPARC Regional Sports Trust.

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Ministry of Education resources

To enquire about any of the following resources, please contact Customer Services, freephone 0800 800 565 or email: orders@learningmedia.co.nz

Learning for Living: Implementing Health and Physical Education in the New Zealand Curriculum for Boards of Trustees (video and booklet) item 10064

Classroom dance resources from the curriculum area the arts/ngā toi include a video and teachers’ book Dancing the Long White Cloud for years 1–6 and 7–10 (items 10426 and 10428), the Wall Charts for Classroom Dance (see also Dance Wall Charts: Teacher support material http://www.tki.org.nz/r/arts/dance/index_e.php) for years 1–6 and 7–10 (items 10590 and 10591), and the new Kiwi Kids Dance audio CD and handbook for years 1–8 (item 31143).

The New Zealand Curriculum Exemplars: Health and Physical Education (item 30815, loose-leaf) provide samples of authentic student work annotated to illustrate learning, achievement, and quality in relation to levels 1–5 of Health and Physical Education in the New Zealand Curriculum. The exemplars online can be accessed at www.tki.org.nz/r/assessment/exemplars/hpe/index_e.php

Te Ao Kori (the world of movement, resource for teachers in te reo Māori and Exploring Te Ao Kori (resource for teachers in English), were launched on TKI in July 2005.

The Curriculum in Action

The books in this series suggest learning activities, possible learning outcomes, and assessment opportunities in health and physical education. Some Curriculum in Action titles can be accessed online at www.tki.org.nz/r/health/cia/index_e.php

Physical activity

For years 1–3: Bubbles to Buoyancy: Aquatic Education (item 23034) and Creative Play (item 12808). For years 1–6: Moving in Context (item 27559). For years 4–6: Enjoying Movement (item 12952). For years 7–8: H2O – Here We Go! Aquatic Education (item 23043) and Moving in Context (item 27787).

Sport studies

For years 5–7: Olympism: Attitudes and Values in Physical Education (item 30654). For years 9–10: Attitudes and Values: Olympic Ideals in Physical Education (item 12716).

Outdoor education

For years 4–6: Adventure Experiences in the School Grounds (item 23057). For years 7–8:In the Outdoors (item 24700). For years 9–10: Group Challenges in the Local Environment (item 23058).

Websites

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Schools may freely photocopy this newsletter for school use. Additional copies of Sharpening the Focus are available free on request from Customer Services, freephone 0800 800 565, freefax 0800 800 570, email: orders@learningmedia.co.nz

Published 2005 for the Ministry of Education by Learning Media Limited, Box 3293, Wellington, New Zealand. www.learningmedia.co.nz

Copyright © Crown 2005. All rights reserved. Enquiries should be made to the publisher.

Item number 10948


Issue 10
This issue of Sharpening the Focus outlines the support available to schools and teachers as they address the need for students to develop high levels of competence (knowledge, skills, attitudes, and values) in physical education and physical activity. It also includes the amended sections relating to physical activity in the National Education Goals (NEGs) and National Administration Guidelines (NAGs).

Issue 9
This issue of Sharpening the Focus outlines support that is available for schools in addressing the needs of their gifted and talented students.

Issue 8
This issue of Sharpening the Focus, is a newsletter for boards of trustees, principals, and teachers on school management and administration.

Issue 7
This issue of Sharpening the Focus looks at the intent and effect of the Education Standards Act 2001, which has introduced the requirement that every school's charter include planning for improvement of student outcomes.

Issue 6
This issue of Sharpening the Focus discusses the National Education Guidelines' requirement for boards of trustees to identify and provide for students who have special needs related to disabilities, learning difficulties, and behavioural problems. It also answers some frequently asked questions.

Issue 5
This issue of Sharpening the Focus looks more closely at the relationship between the revised National Administration Guideline 2 and professional development and answers some frequently asked questions.

Issue 4
This issue of Sharpening the Focus looks more closely at the requirements that the revised National Administration Guideline 2 places on schools as they undertake strategic planning.

Issue 3
This issue of Sharpening the Focus looks more closely at what schools will need to consider as they align their curriculum and assessment policies and practices to the revised National Administration Guidelines 1 and 2.

Issue 2
This issue includes information on Kia mahitahi - working together, Frequently Asked Questions, and Better Relationships for Better Learning.

Issue 1
This newsletter backgrounds the recent revision of the National Education Guidelines, outlines the help to be offered to schools as they adjust to the new requirements, and answers some frequently asked questions.



© Ministry of Education, Wellington, New Zealand