Cross country is something that comes up for schools each year. This is great news for our students who love running, but what about our tamariki that do not?
Do students know why they are running?
Is it “Because my teacher said I had to”?
Just like any other curriculum area, students should know the purpose of any activity they do. For many of our tamariki, running to win is not a realistic goal, so they need to find another reason for running.
This resource supports teachers to think about the 'why' of cross country and what can we do to create a purposeful environment.
Click the link below to read about how New Zealand's perception of typical Cross Country is changing for Tamariki.
According to Sport New Zealand research, one in four tamariki (children)
aged 6-13 years don’t like cross-country, and by the time tamariki are 13
years old, only 52% of them actually enjoy participating in it
Athletics day is an annual event that features in every schools calendar. The Building Skills for Athletics Day resource was designed to support teachers to create inclusive and engaging lessons to teach the required skills of High Jump, Long Jump, Shot Put and Discus atheltic events.
The philosophy underpinning this teaching resource is Teaching Personal and Social Responsibility (TPSR). This model supports student empowerment, agency and clarity on next steps whilst allowing them to be leaders in their own learning.
With an environment promoting student ownership and leadership in their learning, teachers are able to work with small clusters and individuals as they progress through the stations to develop at their pace whilst still having a progression of next steps for the rest of their class to continue with.
With the variety of nonconventional materials used by students in each station, resourcing doesn't have to rely on only traditional event equipment. This has been created from a scheme of work designed between Southland Adventist Christian School kiako and Active Southlands Made to Move team.
During the i-PhysEd 2021 Summit of webinars based on a wide range of Health and Physical Education approaches, Active Southland's Made to Move team found inspiration in content based on setting challenges for students to work towards, when playing games and physical education activities.
We were also working with schools who played some really great games and activities but the learning wasn’t extended further than the physical doing, therefore missing out on quality learning experiences.
We decided that a set of missions, with reflective questions and an understanding of why we would set this mission, needed to be created at an affordable cost to support our teachers to get more out of the Physical Education and physical activities they were doing.
WHAT ARE THE MISSION; FOR GAME BASED PE RESOURCE CARDS?
The Mission; for game based PE resource is a fantastic resource for teachers looking to take their PE lessons to the next level. This resource has been designed to help teachers get more out of games they are already playing in the classroom. Students will have more opportunities to problem solve during PE and develop a variety of skills. These cards will help students think both creatively and critically before, during and after games.
MoveWell is a new resource to assist teachers, kaiako and others who may be involved with implementing activities to support and extend children’s learning, confidence, ability, and enjoyment in movement.
The resource uses an enjoyable, games-centred approach to develop children’s knowledge, attitudes and movement skills.
MoveWell is the outcome of collaboration between Sport NZ, Physical Education New Zealand, the Accident Compensation Corporation of New Zealand, and is supported by the Ministry of Education.
Children love to move and MoveWell aims to build from their playful and creative nature, not by just ‘teaching skills’ but by creating environments that allow them to explore, problem solve and build their movement abilities, competence and confidence to play games with others and feel a sense of success.
Each primary school was issued and sent 3 copies of the resource in term 4 2021, if your school requires more or need to replace the copies you have, do this online at www.thechair.co.nz or email firstname.lastname@example.org order number 03700.
Fresh and creative ideas to bring the curriculum alive in your school
This book advocates for using concepts rather than contexts to drive the learning based on students' needs at the time and for getting HPE to work together effectively with other areas of the curriculum. In showing you how, it offers many practical examples of what your HPE plans could look like and ideas to strengthen school systems and structures to support HPE. You'll also find quick "pick up and go" ideas that you can adapt to suit your purpose and key concepts in your school, as well as to put well-being at the centre of the learning. Use these fresh ideas to make HPE a rich learning experience and just plain fun for all primary and intermediate students.
Active Southland's Kī O Rahi resource outlines the legend of Rahi, the objective of the game, general rules, and how the game can be adapted.
For more information on Ki O Rahi in Southland, or to hire the equipment required, please contact Active Southland on 03 211 2150.
The Physical Activity Leaders (PALs) is a leadership initiative designed to provide senior-primary and intermediate school students with the opportunity to develop leadership skills and apply them in the context of physical activity or sport.
The implementation of this initiative is unique to each school, according to their vision, beliefs, needs and wants.
This initiative requires an adult/teacher/teacher aide to oversee PALs.
Some of the opportunities for these students to lead activities could be, but not limited to; lunchtimes, fitness times, special school events and family days.
To support implementation of this guidance, toolkits have been developed in te reo Māori and English. These are available to all schools, kura, and English and Māori medium early learning services. A health promotion workforce based in public health units throughout the country will provide practical support to assist education settings to create healthier food environments.