Course aims / learning outcomes
In health and physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.
Four underlying and interdependent concepts are at the heart of this learning area:
- Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.
- Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
- The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.
- Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.
- Further information about the learning students will engage it, including topics, activities such as camps or excursions etc
- A total of 16 level 1 Achievement Standard credits are offered within this course.
- The nature of assessment will vary across standards but will include assignments and assessment work done in class and at home
- Assignments that take place over time will be produced in an online system such as Google Docs. Learning Advisors will monitor student work by accessing document history. A portion of work will need to be completed during class time under Learning Advisor supervision.
- Class tests will take place under supervised test conditions within class.
- Students may be required to sign an authenticity statement, perform certain parts of assessment tasks under close supervision, or show through interview and the existence of notes and supporting material that the work submitted by the student is genuinely his/her own work.
- Students have the right to appeal the mark they have been awarded. If a student wishes to appeal a grade, they should initially talk to the subject learning advisor about the marking process immediately after the marked assessment task is shown to them. If still dissatisfied the student should make an appointment and discuss grades with the Principal’s Nominee who will check that the correct procedures have been followed as outlined in the school and subject policies taking into account any special circumstances.
Table of Assessments
|Number||Name||Credit value||Internal or External||Literacy Numeracy UE Reading/Writing||When||Reassessment opportunity||Type of assessment|
|AS90971||Take action to enhance an aspect of well-being||3||Internal||Literacy||Term 1||No||Assignment|
|AS90974||Demonstrate understanding of strategies for promoting positive sexuality||4||Internal||Literacy||Term 2|
|AS90979||Demonstrate ways of which well-being can change and strategies to support well-being||4||Internal||Term 3|
|AS90956||Demonstrate knowledge of an individuals nutiritonal needs||5||Internal||End of Term 3/Term 4|