Overall structure of the curriculum statement
Foreword
Note the compulsory nature of this learning area (paragraph
2), the importance of schools addressing the broad health issues
(paragraph 4), and the link between student health and well-being
and academic performance and their relationships with others (paragraph
4).
Introduction
The three subjects of health, physical education, and home
economics share a philosophy and achievement objectives. (For the
aspects of home economics refer to the section on school
organisation.) This page signals the need for teachers in charge
of these subject areas to collaborate for planning and coverage.
This should take place within schools and between contributing schools.
Collaboration clearly signals working together rather than the three
subjects being integrated.
Structural
framework
The general aims are developed into strands
and achievement aims.
Achievement
Objectives (AO)
The AOs at each level include examples of possible content. level
one / level
two /
level three / level
four / level
five / level
six / level
seven / level
eight.
Underlying concepts
The curriculum espouses four underlying concepts: well-being/hauora,
health
promotion, the
socio-ecological perspective, and attitudes
and values. The approach advocated in this curriculum depends
upon the underlying concepts being developed through all units of
learning.
Key
areas of learning
This curriculum states seven areas that provide the content and
contexts for teaching. They are mental
health, sexuality
education, food
and nutrition, body
care and physical safety, physical
activity, sport
studies, and outdoor
education. These reflect the current health and physical education
needs New Zealand students.
Essential
skills
These pages clearly identify the essential skills that may
be developed through teaching and learning in this essential learning
area.
Implementing
the curriculum
This section focuses on the needs
of students and implementation issues which include: school
organisation, consultation,
creating
positive learning environments, and planning
and assessment.
Glossary
It is important to read through these terms to ensure understanding
their context in this curriculum statement.
Index page Next
|
