8W2 PE and Health
Weekly outline
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Kia ora...
Success Criteria: I can/have...
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Activities:
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Follow Up Tasks:
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Kia ora...
Connecting:
To give learners the opportunity to get to know their new PE teacher.
To get to know the students in the PE class.
Get an outline of the structure of PE lessons for term 1.
Success Criteria: I can/have...
- To discuss interests in physical activity.
- To discuss what students like to play (Sports) Competitively vs for activity.
- To discuss the importance of development in physical fitness. For competition vs self progress.
Activities:
- Record outline of what the PE and health lessons will look like.
- Learn the ACC 7 minute warm up routine.
- Set expectations for the term.
Follow Up Tasks:
- Search fitness assessments. What do I learn from them.
- Prepare for first fitness assessment the following week.
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Kia ora...
To create a healthy eating diary for one week. 14-18 Feb.
Learn to play Maramaratonga
Understand the importance of physical fitness and the advantage.
Success Criteria: I can/have...
- Record weekly food diary on individual slide. High trust model.
- Understand the rules of playing Maramaratonga.
- Analyse the advantages of being and feeling fit.
Activities:
- Food diary on Health/PE and fitness slide
- All learners involving themselves in playing. Just have a little fun.
- Complete the beep test and record individual results.
Follow Up Tasks:
Request students to start thinking about what they have eaten through the week. How does this compare with the healthy food triangle.Students start developing their own physical activity program.
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Kia ora...
We are learning to compare what we have entered in out food diary with the healthy food pyramid. We will learn to evaluate our food choices and be critical of what we choose.
We are learning to take responsibility for physical fitness.
We are learning about traditional Maori games.
We are learning to play striking sports - Hockey and Tennis.
Success Criteria: I can/have...
- Can critically evaluate the food choices we make.
- Can make an effort to complete fitness development activities.
- Can make an effort to play traditional Maori games
Activities:
- Complete health slide number 6 - Evaluate food choices.
- Fitness - Stride outs 20m x 5 and 40m x 2
- Hitting striking - Hockey drills, Tennis - consolidate the forehand shot.
Follow Up Tasks:
Go for a run in own time.Perfect the drills and start playing adaptive games.
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Kia ora...
We are learning to think critically about what we choose to eat. We are learning to evaluate what we choose to eat against the healthy food triangle.
We are learning to take responsibility for physical fitness by committing to some form of training weekly.
We are learning about traditional Maori games. Select from a list of Maori games and do research to find games that might interest oneself.
We are learning to play striking sports - Hockey and Tennis. Skills development. Checpoints - grip and basig hitting and movement.
Success Criteria: I can/have...
- Can critically evaluate the food we choose to eat against the healthy food pyramid.
- Can name some cultural foods that may be healthy choices.
- Can make an effort to complete fitness development activities.
- Can choose a series of traditional Maori games we would like to choose from.
Activities:
- Complete health slide number 7 and create own food pyramid.
- Fitness - Strength development - 4 corner fitness rotation.
- Hitting striking - Hockey drills, Tennis - grip and basic striking.
Follow Up Tasks:
Develop personalised fitness and physical activity program.Perfect the drills and start playing adaptive games.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING traditional Maori games.
- We are EXPLORING...
- We are EXPLORING...
FOCUS / ARONGA learning intentions:
- We are FOCUSING learning traditional Maori Games
- We are FOCUSING on Hauora - Physical Health
- We are FOCUSING fitness development and healthy diet.
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Kia ora...
We are learning to think critically about what we eat. Create personal food pyramid.
We are learning to take responsibility for physical fitness by committing to some form of training weekly. We want to show a positive attitude.
We are learning about traditional Maori games. Start planning poster to promote Maori game selected.
We are learning to play striking sports - Hockey and Tennis. Skills development. Students learn to use stick manipulations to move and drag the ball.
Success Criteria: I can/have...
- Can critically evaluate the food we choose to eat against personal food Pyramid/personal choices.
- Can name some cultural foods that may be healthy choices.
- Can make an effort to complete fitness development activities.
- Can choose a series of traditional Maori games we would like to choose from.
- Can use skills developed to improve game play in sports.
Activities:
- Complete health slide number 8 healthy cultural foods.
- Fitness - Strength development - stride outs and core strength.
- Hitting striking - Hockey drills, Tennis - use skills work to improve play.
Follow Up Tasks:
Develop personalised fitness and physical activity program.Perfect the drills and start playing adaptive games.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING traditional Maori games.
- We are EXPLORING...
- We are EXPLORING...
FOCUS / ARONGA learning intentions:
- We are FOCUSING learning traditional Maori Games
- We are FOCUSING on Hauora - Physical Health
- We are FOCUSING fitness development and healthy diet.
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Kia ora...
We are learning to think critically about what we eat. Sharing healthy cultural foods. Choosing a cultural dish, compare it with the food pyramid. Share ideas with students in class.
We are learning to take responsibility for physical fitness by committing to some form of training weekly. We want to show a positive attitude.
We are learning about traditional Maori games. Formulate the objective of the Maori game.
We are learning to play striking sports - Hockey and Tennis. Skills development. Students learn to use stick manipulations to move and drag the ball better. Start playing the forehand with clean striking and landing inside target area.
Success Criteria: I can/have...
- Can critically evaluate the a selected cultural dish and evaluate it agains a personalised food pyramid.
- Can create a short presentation to share with peers about my cultural foods.
- Can make an effort to complete fitness development activities.
- Can formulate the objective of traditional Maori Game as well as playing instructions.
- Can use skills developed to improve game play in sports.
Activities:
- Complete health slide number 9, and traditional Maori game on slide number 20.
- Fitness - Strength development - short sprints - head down drive.
- Hitting striking - Hockey drills, Tennis - use skills work to improve play.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day.Perfect the drills and start playing adaptive games.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING traditional Maori games.
- We are EXPLORING...
- We are EXPLORING...
FOCUS / ARONGA learning intentions:
- We are FOCUSING learning traditional Maori Games
- We are FOCUSING on Hauora - Physical Health
- We are FOCUSING fitness development and healthy diet.
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Kia ora...
We are learning to think critically about what we eat. Sharing healthy cultural foods. Choosing a cultural dish, compare it with the food pyramid. Share ideas with students in class. Students will create a recipe slide to share win the class recipe slide.
We are learning to take responsibility for physical fitness by committing to some form of training weekly. We want to show a positive attitude. termly beep test number 2.
We are learning about traditional Maori games. Formulate the objective of the Maori game. Create poster and complete assignment planning hard copy.
We are learning to play striking sports - Hockey and Tennis. Skills development. Students learn to use stick manipulations to move and drag the ball better. Start playing the forehand with clean striking and landing inside target area. Add - on: Football for Sports Shield.
Success Criteria: I can/have...
- Can create a recipe of healthy cultural foods for class recipe slide.
- Can make an effort to complete fitness development activities. Be resilient and do personal best in termly beep test #2
- Can formulate the objective of traditional Maori Game as well as playing instructions.
- Can display game on poster.
- Can collaboratively plan to teach poster.
- Can use skills developed to improve game play in sports.
Activities:
- Complete health slide number 10, and traditional Maori game on slide number 22 (Create own).
- Fitness - Strength development - short sprints. 30's workouts. Beep test.
- Hitting striking - Hockey drills, Tennis - use skills work to improve play.
- Add - on: Football skills.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. 30's workouts at home.Perfect the drills and start playing adaptive games. Practice when time is available.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING traditional Maori games.
- We are EXPLORING...
- We are EXPLORING...
FOCUS / ARONGA learning intentions:
- We are FOCUSING learning traditional Maori Games
- We are FOCUSING on Hauora - Physical Health
- We are FOCUSING fitness development and healthy diet.
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Kia ora...
We are learning to think critically about what we eat. Students are creating a class "Healthy Cultural food slide" Students are rewriting a family recipe, personalising it with photos of the food and the student preparing the dish. This will be shared on the class slide.
We are learning to take responsibility for physical fitness by committing to some form of training weekly. We want to show a positive attitude. termly beep test number 2, students will be asked to evaluate their efforts and progress.
We are learning about traditional Maori games. Formulate the objective of the Maori game. Create poster and complete assignment planning hard copy. Students finalise preparation for weeks 9 assessment.
We are learning to play striking sports - Hockey and Tennis. Skills development. Students learn to use stick manipulations to move and drag the ball better. Start playing the forehand with clean striking and landing inside target area. Add - on: Football for Sports Shield. Students starting to play adaptive 6 a side hockey and "King, Queen, Jack, Poop" in tennis.
Success Criteria: I can/have...
- Can create a recipe of healthy cultural foods for class recipe slide.
- Can make an effort to complete fitness development activities. Be resilient and do personal best in termly beep test #2 and to a self evaluation.
- Can complete planning document.
- Can create equipment lists and request what is needed.
- Can use skills developed to improve game play in sports.
Activities:
- Complete health slide number 11
- Practise traditional Maori games.
- Fitness - Strength development - short sprints. 30's workouts. Beep test. Figure 8's
- Hitting striking - Hockey drills, Tennis - use skills work to improve play.
- Add - on: Football skills.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. Go for easy jog.Perfect the drills and start playing adaptive games. Practice when time is available.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING traditional Maori games.
- We are EXPLORING...
- We are EXPLORING...
FOCUS / ARONGA learning intentions:
- We are FOCUSING learning traditional Maori Games
- We are FOCUSING on Hauora - Physical Health
- We are FOCUSING fitness development and healthy diet.
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Kia ora...
We are learning to think critically about what we eat. Students are creating a class "Healthy Cultural food slide" Students are rewriting a family recipe, personalising it with photos of the food and the student preparing the dish. This will be shared on the class slide. This slide will be shared once completed.
We are learning to take responsibility for physical fitness by committing to some form of training weekly. We want to show a positive attitude. termly beep test number 2, students will be asked to evaluate their efforts and progress. Students continue to participate in fitness program twice weekly.
We are learning about traditional Maori games. Formulate the objective of the Maori game. Create poster and complete assignment planning hard copy. Students finalise preparation for weeks 9 assessment. Finall assessment preparation and assessment due this week.
We are learning to play striking sports - Hockey and Tennis. Skills development. Students learn to use stick manipulations to move and drag the ball better. Start playing the forehand with clean striking and landing inside target area. Add - on: Football for Sports Shield. Students starting to play adaptive 6 a side hockey and "King, Queen, Jack, Poop" in tennis.
Success Criteria: I can/have...
- Can create own recipe of healthy cultural foods for class recipe slide.
- Can make an effort to complete fitness development activities. Be resilient and do personal best in termly beep test #2 and to a self evaluation.
- Can complete planning document.
- Can create equipment lists and request what is needed.
- Can use skills developed to improve game play in sports.
Activities:
- Complete recipe book slide by adding own recipe.
- Present traditional Maori games.
- Fitness - Strength development - leg strength
- Hitting striking - Hockey drills, Tennis - use skills work to improve play.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. Go for easy jog.Perfect the drills and start playing adaptive games. Practice when time is available.
Students start thinking about AIMS Games participation.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING traditional Maori games.
- We are EXPLORING...
- We are EXPLORING...
FOCUS / ARONGA learning intentions:
- We are FOCUSING learning traditional Maori Games
- We are FOCUSING on Hauora - Physical Health
- We are FOCUSING fitness development and healthy diet.
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Kia ora...
We are learning to think critically about what we eat. Students will finish off and share their favourite healthy cultural food recipe and share on a class slide. This slide to be shared with the rest of the Whanau.
Students will update growing greatness report:
1. Hauora - Make decisions that has a positive impact on my health.
a) Evaluation of diet - explanation and snapshot.
b) Creating own food pyramid with preferred healthy options - explanation and snapshot.
c) being active by playing traditional Maori games - Explanation and snapshot of poster.
2. Active citizenship - I'm a reliable and involved community member
a) Worked collaboratively in my group to present and teach traditional Maori game - Explanation and poster.
b) Contributed to class recipe slide - Explanation and snapshot
c) Member of Te Wai football shield team - Explanation.
We are learning to take responsibility for physical fitness by committing to some form of training weekly. We want to show a positive attitude. termly beep test number 2, students will be asked to evaluate their efforts and progress. Students continue to participate in fitness program twice weekly.
We are learning about traditional Maori games. Formulate the objective of the Maori game. Create poster and complete assignment planning hard copy. Students finalise preparation for weeks 9 assessment. Assessment catch ups.
We are learning to play striking sports - Hockey and Tennis. Skills development. Students learn to use stick manipulations to move and drag the ball better. Start playing the forehand with clean striking and landing inside target area. Add - on: Football for Sports Shield. Students starting to play adaptive 6 a side hockey and "King, Queen, Jack, Poop" in tennis.
Success Criteria: I can/have...
- Can make an effort to complete fitness development activities. Be resilient and do personal best in termly beep test #2 and to a self evaluation.
- Can use skills developed to improve game play in sports.
Activities:
- Fitness - Strength development - leg strength
- Hitting striking - Hockey drills, Tennis - use skills work to improve play.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. Go for easy jog.Perfect the drills and start playing adaptive games. Practice when time is available.
Students start thinking about AIMS Games participation. Start sharing AIMS video clips for motivation.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING traditional Maori games.
- We are EXPLORING...
- We are EXPLORING...
FOCUS / ARONGA learning intentions:
- We are FOCUSING learning traditional Maori Games
- We are FOCUSING on Hauora - Physical Health
- We are FOCUSING fitness development and healthy diet.
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Kia ora...
To discuss PE and Health term 2 outline with students.
We are learning to fully understand Hauora as it links with Te Reo Mauri - The Mauri Philosophy of Health and wellbeing. Students will learn the concepts of the four Pillars of Haura and discover how it impacts on them personally. Students will learn to understand the effect of a disaster situation on their personal health.
Secondary focus is to develop personal responsibility for physical health and especially fitness as it links up with school wide Cross Country field day.
PE - Student will work on developing a range of skills to be able to collaborate as a team to achieve a collective goal. This will work on a three week cycle per game. Starting with Kingball.
We are learning about Haura and the meaning of Te Reo terminology as it links with english understanding.
We are learning to play Kingball as a collaborate game to develop communication, collaboration skills as well as throwing, catching and passing skills.
Success Criteria: I can/have...
- Can complete the Haura puzzle by matching the correct Te Reo Mauri words with the English phrase as well as the meaning.
- Take snapshot and add to Health and PE Slide.
- Learn the rules of Kingball
- Basic play, focus on positive competition environment.
Activities:
- Fitness - Stamina, develop stamina by recording times for PE slide. Students track personal development.
- Kingball - Develop skills to play - Catching, throwing, evasive techniques as well as communication and collaboration skills. Large focus on fair play and respecting decision making.
- Hauore puzzle - add correct sections together.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. Go for easy jog.Perfect the drills and start playing adaptive games. Practice when time is available.
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Kia ora...
We are learning about Haura and the meaning of Te Reo terminology as it links with english understanding. Students are connecting Te Reo terminology with English Language and the meaning.
We are learning to play Kingball as a collaborate game to develop communication, collaboration skills as well as throwing, catching and passing skills.
We are learning to confidently ride our bikes.
Success Criteria: I can/have...
- Can complete the Haura puzzle by matching the correct Te Reo Mauri words with the English phrase as well as the meaning.
- Take snapshot and add to Health and PE Slide.
- Learn the rules of Kingball
- Basic play, focus on positive competition environment.
- Learn to ride the bike. Not on the track. Able to safely follow the person in front. Basic signalling.
Activities:
- Fitness - Stamina, develop stamina by recording times for PE slide. Students track personal development.
- Kingball - Develop skills to play - Catching, throwing, evasive techniques as well as communication and collaboration skills. Large focus on fair play and respecting decision making.
- Hauore puzzle - add correct sections together.
- Biking - Parts of the bike, basic cycling.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. Go for easy jog. Some students add an extra jog into the daily fitness cycle.Students with own bikes are encouraged to use them more often. Cycle to school or go with parents to Barry Curtis park in the weekend.
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Kia ora...
We are learning about Haura and the meaning of Te Reo terminology as it links with english understanding. Review meanings and understanding terminology.
We are learning to play Kingball as a collaborate game to develop communication, collaboration skills as well as throwing, catching and passing skills.
We are learning the components of a bicycle as well as how to fit your helmet correctly.
We are learning to confidently ride our bikes on flat surface.
Success Criteria: I can/have...
- Can remember Haura and the meanings of the four areas of Haura.
- Make Marae to explain the strength and value of overall health. Take picture and add to slide.
- Learn the rules of Kingball.
- Team play, focus on positive competition environment.
- Learn to ride the bike. Not on the track. Able to safely follow the person in front. Basic signalling.
Activities:
- Fitness - Stamina, develop stamina by recording times for PE slide. Students track personal development.
- Kingball - Develop skills to play - Catching, throwing, evasive techniques as well as communication and collaboration skills. Large focus on fair play and respecting decision making.
- Hauore puzzle - revision.
- Build Marae to describe the value of full Haura
- Biking - Parts of the bike, basic cycling.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. Go for easy jog. Some students add an extra jog into the daily fitness cycle.Students with own bikes are encouraged to use them more often. Cycle to school or go with parents to Barry Curtis park in the weekend.
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Kia ora...
We are learning about Haura and the meaning of Te Reo terminology as it links with english understanding. Review meanings and understanding terminology.
We are learning to play Kingball as a collaborate game to develop communication, collaboration skills as well as throwing, catching and passing skills.
We are learning the components of a bicycle as well as how to fit your helmet correctly.
We are learning to confidently ride our bikes on flat surface.
Success Criteria: I can/have...
- Can remember Haura and the meanings of the four areas of Haura.
- Make Marae to explain the strength and value of overall health. Take picture and add to slide.
- Start marae building activity.
- Learn the rules of Kingball.
- Team play, focus on positive competition environment.
- Learn to ride the bike. Not on the track. Able to safely follow the person in front. Basic signalling.
Activities:
- Fitness - Stamina, develop stamina by recording times for PE slide. Students track personal development.
- Kingball - Develop skills to play - Catching, throwing, evasive techniques as well as communication and collaboration skills. Large focus on fair play and respecting decision making.
- Hauore puzzle - revision.
- Build Marae to describe the value of full Haura
- Start marae activity.
- Biking - Parts of the bike, basic cycling.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. Go for easy jog. Some students add an extra jog into the daily fitness cycle.Students with own bikes are encouraged to use them more often. Cycle to school or go with parents to Barry Curtis park in the weekend.
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Kia ora...
We are learning about Haura and the meaning of Te Reo terminology as it links with english understanding. Review meanings and understanding terminology.
We are learning to play Kingball as a collaborate game to develop communication, collaboration skills as well as throwing, catching and passing skills.
This week, to promote the hockey shield tournament, we will do some hockey refreshing activities.
We are learning the components of a bicycle as well as how to fit your helmet correctly.
We are learning to confidently ride our bikes on flat surface.
Success Criteria: I can/have...
- Can remember Haura and the meanings of the four areas of Haura.
- Make Marae to explain the strength and value of overall health. Take picture and add to slide.
- Start marae building activity.
- Learn the rules of Kingball.
- Refresher on hockey skills, sting manipulation and ball movement.
- Team play, focus on positive competition environment.
- On the track. Able to safely follow the person in front. Basic signalling.
Activities:
- Fitness - Stamina, develop stamina by recording times for PE slide. Students track personal development.
- Kingball - Develop skills to play - Catching, throwing, evasive techniques as well as communication and collaboration skills. Large focus on fair play and respecting decision making.
- Hockey skills and refresher. Playing for fun.
- Build Marae to describe the value of full Haura
- Start marae activity. Complete and hand in.
- Biking - Parts of the bike, basic cycling.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. Go for easy jog. Some students add an extra jog into the daily fitness cycle.Students with own bikes are encouraged to use them more often. Cycle to school or go with parents to Barry Curtis park in the weekend.
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Kia ora...
We are learning about Haura and the meaning of Te Reo terminology as it links with english understanding. Review meanings and understanding terminology.
We are learning to play Kingball as a collaborate game to develop communication, collaboration skills as well as throwing, catching and passing skills.
This week, to promote the hockey shield tournament, we will do some hockey refreshing activities.
We are learning to confidently ride our bikes on any surface.
Success Criteria: I can/have...
- Can remember Haura and the meanings of the four areas of Haura.
- Make Marae to explain the strength and value of overall health. Take picture and add to slide.
- Hand in Marae activity, upload pictures to holistic report templates
- Refresher on hockey skills, sting manipulation and ball movement. Prepare for shield comp.
- Team play, focus on positive competition environment.
- On the track. Able to safely follow the person in front. Basic signalling. manage following distance.
Activities:
- Fitness - Stamina, develop stamina by recording times for PE slide. Students track personal development.
- Kingball - Develop skills to play - Catching, throwing, evasive techniques as well as communication and collaboration skills. Large focus on fair play and respecting decision making.
- Hockey skills and refresher. Playing for fun.
- Start Marae activity. Complete and hand in.
- Biking - Parts of the bike, basic cycling.
Follow Up Tasks:
Develop personalised fitness and physical activity program. Do some at home, even if it is a little a day. Go for easy jog. Some students add an extra jog into the daily fitness cycle.Students with own bikes are encouraged to use them more often. Cycle to school or go with parents to Barry Curtis park in the weekend.
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Kia ora...
We are learning about the Commonwealth Games. Who? What? Why?
Class discussion about the Commonwealth games and the significance to smaller countries like New Zealand.
We are learning identify different types of sports at the Commonwealth Games. Have a spesific look at sports not seen regularly.
This week, to promote the Netball shield tournament, we will do some Netball adapted games.
Success Criteria: I can/have...
- Can identify the commonwealth - know who they are.
- Can research commonwealth and find interesting details about it.
- Can research countries competing in the Commonwealth games.
- Can identify Commonwealth sports codes. Research anything new.
- Activities:
- Fitness - Slow start - 10 mins circuit fitness and speed development.
- Netball - Adaptive games
- Track and Field
Follow Up Tasks:
TBC next week -
Kia ora...
We are learning about the Commonwealth Games. Who? What? Why?
Students learn about the Commonwealth games countries and regions. Look at the colour coded world map to help understand. Class view parts of the opening ceremony.
Students order the countries into regions and evaluate the numbers on athletes representing each country. Briefly discuss the probability of winning the most medals.
This week, to promote the Netball shield tournament, we will do some Netball adapted games.
Play "touch netty"
Success Criteria: I can/have...
- Can identify the commonwealth countries - and regions.
- Can research commonwealth teams and team sizes, Calculate probability of success
- Activities:
- Fitness - Slow start - 10 mins circuit fitness and speed development.
- Netball - Adaptive games - Touch Nettie
- Commonwealth Games:
- Create table with Commonwealth games regions and countries in each region.
- Create list with numbers of athletes representing each country and discuss success probability.
Follow Up Tasks:
Next week - Select passion sports to follow. -
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn the skills to do basic field events in track and field athletics so that we can... compete in events that we are naturally gifted for.
FOCUS / ARONGA learning intentions:
- We are FOCUSING... Track and field concepts through RJT. Shot Put, Discuss, High Jump, Long Jump.
- We are FOCUSING...
- We are FOCUSING...
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn the skills to do basic field events in track and field athletics so that we can... compete in events that we are naturally gifted for.
FOCUS / ARONGA learning intentions:
- We are FOCUSING... Track and field concepts through RJT. Shot Put, Discuss, High Jump, Long Jump.
- We are FOCUSING...
- We are FOCUSING...
Kia ora...
We are learning about the Commonwealth Games.
Students learn about the Commonwealth games countries and regions. Look at the colour coded world map to help understand.
Students order the countries into regions and evaluate the numbers on athletes representing each country. Briefly discuss the probability of winning the most medals.
Students research team sizes. Write evaluation on team size vs medal tally vs country wealth.
This week to promote the commonwealth games, we will play an inter "Country" table tennis tournament.
Students start research on the discuss throw. Use shared slide to view coaching clips and looking for coaching tips.
Success Criteria: I can/have...
- Can identify the commonwealth team size vis medal tally.
- Can research commonwealth teams and team sizes, and create a medal tally list.
- Students record commonwealth champions in their sport of choice. Evaluate New Zealand's success in this event.
- Activities:
- Fitness - Slow start - 10 mins circuit fitness and speed development.
- Table tennis
- Commonwealth Games:
- Create table with Commonwealth games regions and countries in each region.
- Create list with numbers of athletes representing each country and discuss success probability.
Follow Up Tasks:
Next week - Select passion sports to follow. -
- We are FOCUSING..
Kia ora...
We are learning about the Commonwealth Games.
Students learn about the Commonwealth games. They are learning to understand why certain countries are more likely to achieve at the commonwealth games. Students discuss team size, country population size and country wealth.
Students record the top 12countries and medal tally - Evaluation on why (Reflect on team size/wealth and population)
Select three sports of choice and research the results and the commonwealth games. Reflect on the success of the New Zealand teams in this event.
Students start research on the discuss throw. Use shared slide to view coaching clips and looking for coaching tips.
Drug free sport - Why?
Success Criteria: I can/have...
- Can identify the commonwealth team size vs medal tally.
- Can identify the impact of wealth and population growth.
- Can research commonwealth teams and team sizes, and create a medal tally list.
- Students record commonwealth champions in their sport of choice. Evaluate New Zealand's success in this event.
- Can identify 3 coaching tips for discus throw.
- Activities:
- Fitness - Slow start - 10 mins circuit fitness and speed development.
- Commonwealth Games:
- Complete table to evaluate team size/team success/population and country wealth.
- Complete sports of choice activity.
Follow Up Tasks:
Next week - Drug free sportsVideo clips - Discuss throw.
FOCUS / ARONGA learning intentions:
- We are FOCUSING... Track and field concepts through RJT. Shot Put, Discuss, High Jump, Long Jump.
- We are FOCUSING...
- We are FOCUSING...
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn the skills to do basic field events in track and field athletics so that we can... compete in events that we are naturally gifted for.
FOCUS / ARONGA learning intentions:
- We are FOCUSING... Track and field concepts through RJT. Shot Put, Discuss, High Jump, Long Jump.
- We are FOCUSING...
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the commonwealth games. Countries, team size and population.
- We are EXPLORING...
- We are EXPLORING...
- We are FOCUSING..
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn the skills to do basic field events in track and field athletics so that we can... compete in events that we are naturally gifted for.
FOCUS / ARONGA learning intentions:
- We are FOCUSING... Track and field concepts through RJT. Shot Put, Discuss, High Jump, Long Jump.
- We are FOCUSING...
- We are FOCUSING...
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn the skills to do basic field events in track and field athletics so that we can... compete in events that we are naturally gifted for.
Kia ora...
We are learning about the drug free sport
Students learn about the understanding of drug free sport. Why is this so important and what kind of drugs impacts on sport and also how it impacts.
Students have class conversations about both recreational and performance enhancing drugs as well as the impact it has on athletes.
We are learning about track and field athletics.
Students are learning about the movement concepts in relation to run, jump throw as applied in track and field athletics.
Success Criteria: I can/have...
- Can have a conversation about drug free sport.
- Can identify different types of drugs that high performance athletes might encounter.
- Can research skills and coaching tips for discus throw
- Activities:
- Fitness - short sprints.
- Complete research about throwing events - Shot put and discus.
- Discus throw teaching, student self assessment.
- Shot put teaching, student self assessment.
Follow Up Tasks:
FOCUS / ARONGA learning intentions:
- We are FOCUSING... Track and field concepts through RJT. Shot Put, Discuss, High Jump, Long Jump.
- We are FOCUSING...
- We are FOCUSING...
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn the skills to do basic field events in track and field athletics so that we can... compete in events that we are naturally gifted for.
FOCUS / ARONGA learning intentions:
- We are FOCUSING... Track and field concepts through RJT. Shot Put, Discuss, High Jump, Long Jump.
- We are FOCUSING...
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the commonwealth games. Countries, team size and population.
- We are EXPLORING...
- We are EXPLORING...
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WALT .......
Walt to do Shot Put as part of our track and field program.
Learning Activities:
- Students view clips on the Run Jump Throw slides, this will provide them with coaching Tips.
- Students records 3 coaching tips.
- Students search and find a relevant clip themselves and record coaching clip.
- PE Lesson to follow:
- Student develop skills in relation to the event.
- All student to have practice time during lesson time focussing on the coaching tips.
- Class run an athletics day type event. Students record PB result on their PB slide.
Next Steps:
1. Students continue to practice on their own.
2. Next recording of event is in term 4 to measure progress.
3. Students may choose to join the club or do the Aspiring Academy during the holidays.
Student reflection:
How much have I learnt and how much progress did I make.
Students complete student rubric on the RJT slide.
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WALT .......
Walt to do Long Jump as part of our track and field program.
Learning Activities:
- Students view clips on the Run Jump Throw slides, this will provide them with coaching Tips.
- Students records 3 coaching tips.
- Students search and find a relevant clip themselves and record coaching clip.
- PE Lesson to follow:
- Student develop skills in relation to the event.
- All student to have practice time during lesson time focussing on the coaching tips.
- Class run an athletics day type event. Students record PB result on their PB slide.
Next Steps:
1. Students continue to practice on their own.
2. Next recording of event is in term 4 to measure progress.
3. Students may choose to join the club or do the Aspiring Academy during the holidays.
Student reflection:
How much have I learnt and how much progress did I make.
Students complete student rubric on the RJT slide.
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WALT .......
Walt to do Discus Throw and High Jump as part of our track and field program.
Learning Activities:
- Students view clips on the Run Jump Throw slides, this will provide them with coaching Tips.
- Students records 3 coaching tips.
- Students search and find a relevant clip themselves and record coaching clip.
- PE Lesson to follow:
- Student develop skills in relation to the event.
- All student to have practice time during lesson time focussing on the coaching tips.
- Class run an athletics day type event. Students record PB result on their PB slide.
Next Steps:
1. Students continue to practice on their own.
2. Next recording of event is in term 4 to measure progress.
3. Students may choose to join the club or do the Aspiring Academy during the holidays.
Student reflection:
How much have I learnt and how much progress did I make.
Students complete student rubric on the RJT slide.
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WALT .......
Walt to do Discus Throw, shot put long jump and High Jump as part of our track and field program.
Learning Activities:
- Students view clips on the Run Jump Throw slides, this will provide them with coaching Tips.
- Students records 3 coaching tips.
- Students search and find a relevant clip themselves and record coaching clip.
- PE Lesson to follow:
- Student develop skills in relation to the event.
- All student to have practice time during lesson time focussing on the coaching tips.
- Class run an athletics day type event. Students record PB result on their PB slide.
Next Steps:
1. Students continue to practice on their own.
2. Next recording of event is in term 4 to measure progress.
3. Students may choose to join the club or do the Aspiring Academy during the holidays.
4 Regular student reflections and coaching tips to support technical excellence in each event.
Student reflection:
How much have I learnt and how much progress did I make.
Students complete student rubric on the RJT slide.
Student record pre and post distance on personal best cards.
Preparation for MHJC school athletics day.
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WALT .......
Walt to do Discus Throw, shot put long jump and High Jump as part of our track and field program.
Final assessment in High Jump, Long Jump, Shot put and discus.
Learning Activities:
- Students review clips on the Run Jump Throw slides, this will provide them with coaching Tips.
- Students records 3 coaching tips. Review their 3 chosen coaching tips.
- Student develop skills in relation to the event. New skills on display for assessment.
- All student to have practice time during lesson time for 20 mins before final assessment.
- Class run an athletics day type event. Students record PB result on their PB slide.
- Students to complete self assessment rubric on slide showing progress.
Next Steps:
1. Students continue to practice on their own. Join clubs if they can.
2. Some students competing at SEZ Athletics day.
Student reflection:
How much have I learnt and how much progress did I make.
Students complete student rubric on the RJT slide.
Student record pre and post distance on personal best cards. Post comment on progress they have made.
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WALT .......
Walt to get summer ready. This includes being sun safe, stay hydrated, eat healthy and get plenty of excercise.
Learning Activities:
- Students research sun safety
- Class discussion on staying hydrated through drinking and eating the right food.
- What is physical activity
- What is active play
- What about excercise ..... Is it relevant over the Christmas/summer break.
- Students create a poster to promote "Summer ready"
Next Steps:
1. Students complete summer ready poster for promotion.
2. Start planning and investing in "summer play type activities"
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WALT .......
Walt to get summer ready. This includes being sun safe, stay hydrated, eat healthy and get plenty of exercise.
Students share posters made, discuss with groups what summer ready means to them. Discuss the following:
1. Sun Safety
2. Physical Activity
3. Summer Games
4. Exercize
Learning Activities:
- Students share and report on planning of summer ready.
- Class planning for summer ready day out.
- Activities
- Sun Safety
- Readiness
- Hydration.
Next Steps:
1. Students share promotion poster.
2. Group together for picnic
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WALT .......
Walt to get summer ready. This includes being sun safe, stay hydrated, eat healthy and get plenty of exercise.
Students apply new knowledge
Learning Activities:
- During PE lessons students play summer ready games - Touch, Volleyball.
- Remember and apply the following
- Activities
- Sun Safety
- Readiness
- Hydration.
Next Steps:
1. Students plan social play day.
How do you organise a game:
1. Who is going to play?
2. Where are we going to play?
3. Is it safe?
4. Do we need supervision?
5. Discuss "house rules"
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WALT .......
Walt to get summer ready. During PE sessions students will organise their own summer games.
Learning Activities:
- During PE lessons students play summer ready games - Touch, Volleyball, ultimate frisbee
- Remember and apply the following
- Activities
- Sun Safety
- Readiness
- Hydration.
Consider the following:
How do you organise a game:
1. Who is going to play?
2. Where are we going to play?
3. Is it safe?
4. Do we need supervision?
5. Discuss "house rules"
Next Steps:
Stay active during the school holiday by organising summer games.
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