Key areas of learning for the curriculum statement
The key areas of learning reflect and address the health and
physical education needs of New Zealand students. The spiral nature
of learning in health education and physical education means that
the key areas of learning will need to be revisited at different
levels and in different learning contexts. These key areas of
learning are required to be incorporated into programmes for all
students at both primary and secondary levels to the end of year
ten. (Health and Physical Education curriculum statement page
35)
The diagram
from p.35 of the curriculum statement illustrates the relationship
between the underlying concepts, strands and key areas of learning.
Use the key areas of learning (KAL) to check overall coverage.
There may be some KALs that are more relevant in some schools than
in others and these will require greater emphasis. The Wellington
College of Education facilitators recommend that each KAL is focused
on at least once in a two-year cycle.
The key areas of learning are outlined in the curriculum –
mental
health,
sexuality
education,
food
and nutrition,
body care and physical safety,
physical activity, sport studies, and
outdoor education.
Each begins with general statements linked to the underlying concepts, followed by a list of learning opportunities
in shaded boxes. Teachers should select appropriate learning opportunities
using the suggested examples given in italics with each AOs for
guidance.
The diagram
from p.13 shows the relationship between the achievement objectives,
key areas of learning, and examples.
In two of the key areas of learning there are specific coverage
statements:
- In Food
and Nutrition it is expected that all students will have
had practical cooking experiences by the end of year eight.
- In Physical
Activity it is expected that all students will have had
opportunities to learn fundamental aquatics skills by the end
of year six.
Note the last sentence in paragraph three of the key area of learning
Body
Care and Physical Safety, should finish "... to manage
personal body care constructively".
We suggest you spend time reading the key areas of learning and
make note of any queries. These may be clarified:
Consider your teaching skills and the content of this curriculum
relevant to your students. Identify professional development you
may need and contact your regional facilitators and Colleges of
Education for opportunities available.
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