Level 6 Achievement Objectives
Strand A – Personal Health and Physical
Development
1. Personal Growth and Development
Students will investigate and understand reasons for the choices people make that affect their well-being and explore and evaluate options and consequences, for example, in relation to nutritional needs, sexual activities, ill-health, recreation and sporting activities, the influences of certain attitudes and behaviours on people, depression, drug use, time management, and stress management.
2. Regular Physical Activity
Students will choose, implement, and maintain an appropriate physical activity programme that enhances their well-being, taking into account such factors as their personal recreational and sporting preferences and opportunities, their body's response to exercise, their lifestyle choices, and the need to set appropriate goals.
3. Safety and Risk Management
Students will distinguish between real and perceived risks in physical and social environments and develop skills for appropriate action, for example, in relation to speaking out, drug use, food choices, drinking and driving, sexual activity, pregnancy, emergency procedures, preventing injury, and safety procedures in sport and outdoor activity.
4. Personal Identity and Self-worth
Students will demonstrate an understanding of factors that contribute to personal identity and will celebrate individuality and affirm diversity, for example, in relation to gender, culture, whanau, whakapapa, religion, sexuality, age, abilities, state of health, friendships, achievements, and personal beliefs, attitudes, and feelings.
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Strand B – Movement Concepts and Motor Skills
1. Movement Skills
Students will acquire, apply, and refine specialised motor skills by using the principles of motor skill learning, for example, in relation to specific game skills, te reo kori activities, whole and part learning, selective attention, practice, fatigue, and recovery.
2. Positive Attitudes and Challenge
Students will acquire, apply, and refine skills, and demonstrate responsible attitudes, in challenging physical situations, for example, when involved in trampolining, contemporary dance, gymnastics, campcraft, or bushcraft, or developing the skills of officiating, coaching, participating, and administrating at sports events.
3. Science and Technology
Students will apply scientific and technological knowledge and resources to enhance physical abilities in a range of environments, for example, in relation to anatomy, physiology, biomechanics, exercycles, ergonomics, the design of specific gear, and video cameras.
4. Social and Cultural Factors
Students will demonstrate understanding and affirmation of people's diverse social and cultural needs and practices when participating in physical activity, for example, in relation to culture, gender, chronic illness, injury, specific needs, competition, and clothing.
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Strand C – Relationships with Other People
1. Relationships
Students will demonstrate an understanding of how individuals and groups affect relationships by influencing people's behaviour, beliefs, decisions, and sense of self-worth, for example, through power imbalances, peer pressure, popular culture, whanau, religious groups, advertising, leadership, fellowship, and teamwork.
2. Identity, Sensitivity, and Respect
Students will plan and evaluate strategies recognising their own and other people's rights and responsibilities to avoid or minimise risks in social situations, for example, situations involving drinking and driving, rape, outdoor pursuits, harassment, the use of drugs, discrimination, sports activities, and sexual activity.
3. Interpersonal Skills
Students will plan strategies and demonstrate interpersonal skills to respond to challenging situations appropriately, for example, when responding to other people's physical and emotional needs, working with students with specific needs, implementing team strategies, or planning an outdoor activity.
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Strand D – Healthy Communities and Environments
1. Societal Attitudes and Beliefs
Students will analyse societal influences that shape community health goals and physical activity patterns, for example, in relation to cultural practices, socio-economic factors, gender roles and stereotypes, media images, the physically active population, drinking and driving, smoke-free environments, food choices and national nutritional guidelines, immunisation, breast screening, tolerance of difference, drugs, and pregnancy.
2. Community Resources
Students will evaluate school and community initiatives that promote young people's health, safety, recreational activities, and sports and develop an action plan to instigate or support these, for example, in relation to smoke-free environments, recycling, Heartbeat and Fair Play awards, recreational clubs, officiating and coaching, support for people with specific needs, and peer support.
3. Rights, Responsibilities, and Laws
Students will compare and contrast personal values and practices with policies, rules, and laws and investigate how the latter contribute to safety in the school and community, for example, when considering harassment policies, mediation procedures, vandalism, care of the outdoors, policies on communicable diseases, sports policies, and the Privacy Act.
4. People and the Environment
Students will investigate the roles and the effectiveness of local, national, and international organisations that promote well-being and environmental safety, for example, organisations for sport and recreation, health, safety, and human rights. |
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