8C1 PE and Health
Weekly outline
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Students mustMark as done
In the “Relationships Have Consequences” context in Term 3 Students have been taking a deeper look into Net Games. Year 8’s are accepting new challenges and extending their abilities in the sport of Badminton, Volleyball and other modified Net Games activities. Students are exploring these different Net Game environments looking at the similarities and differences and how to utilise these playing spaces to enable them to make appropriate responses to different playing situations.
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Term 1 AO's
Healthy Communities and Environments
Rights, responsibilities, and laws; People and the environment
Students will:
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Specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community.
Y8PEH Learning Context: Our Place
Learning Intention: To demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
SOLO Level One Many Relate Extend SOLO Verbs Name, identify, tell, recall, classify, do a simple procedure, list. Describe, enumerate, combine, do algorithms, rank, prioritise. Compare/contrast, explain, causes, effects, integrate, analyse, relate, apply Evaluate, theorise, generalise, hypothesise, reflect, generate Success Criteria -
Identify the steps on individual social responsibility
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List the steps needed to take to demonstrate these beyond the classroom and create a goal
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Describe how someone can show such social responsibility
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Describe situations in which someone might not show such social responsibility
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Relate the earlier goal you established to how you can further improve your social responsibility
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Explain the impacts of positive social responsibility on individuals and then that of a group
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Apply your new found social responsibility through different physical education tasks
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Evaluate how you place on the HSR model
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Reflect on you improvement
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WELCOME to 8C1PEH! :-)
First off, welcome back! I'm super excited to be teaching you guys again in Coast! Can't wait to get into it all!
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
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Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
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Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
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Evaluate how you place on the HSR model
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Reflect on your improvement
1.) Let's catch-up!!
2.) 8C1PEH course page and how Ms Grant uses MHO.
3.) Expectations for PE and Health:
- Always meet in C5 - we will then either stay in class or go to gym and change. I will tell you what's up via MHO.
- Make sure you have your PE gear for every PE session!!!! If you don't have it, I will have a discussion with your and if it becomes a regular occurrence I will contact home.
- HAT and MASK
4.) What do you want out of PE this year? Your goals. What YOU want to do. What YOU want from me.
Term 1 CONTEXT - Our Place
- What does our place mean? How can WE (as people) make a place our own? Think about our behaviours/actions/interactions with others.
- Lets set a social responsibility goal for ourselves (after learning about the model
Hellison's Social Responsibility Model
MONDAY - HOLIDAY
WEDNESDAY ( in class) - Today we will spend in class. We will review the expectations for the year and begin our learning > Hellison's Social Responsibility Model. Think about the ultimate city/group/organisation. Why does it work?
THURSDAY - Today we will head outside, our space is the courts. We will briefly talk about social responsibility and then work through the challenge "Ants on a Log". What went well/what didn't? Why did some teams do well?
****** Social responsibility is an ethical theory in which individuals are accountable for fulfilling their civic duty, and the actions of an individual must benefit the whole of society.
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WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
-
Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
-
Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
-
Evaluate how you place on the HSR model
-
Reflect on your improvement
Term 1 CONTEXT - Our Place
- What does our place mean? How can WE (as people) make a place our own? Think about our behaviours/actions/interactions with others.
- Lets set a social responsibility goal for ourselves (after learning about the model)
Hellison's Social Responsibility Model
MONDAY - We will be outside on Kapua.
Today we will continue to work to be respectful as the first level of social responsibility.
We will do this through playing Cone Ball.
WEDNESDAY ( in class) - Today we will spend in class.
We will review the expectations for the year and begin our learning.
1.) What does social responsibility mean? - Social responsibility is an ethical theory in which individuals are accountable for fulfilling their civic duty, and the actions of an individual must benefit the whole of society.
2.) Think of our day to day life. What actions do we do that benefit the whole of society? Think/Pair/Share
3.) There are many social responsibility models. We will focus on > Hellison's Social Responsibility Model. We will break it down in our books.
4.) You will then create a SMART goal for yourself regarding how 'socially responsible' you would like to work to be. This is on your google classroom.
THURSDAY - Today we will head outside, our space is the rugby field. Think back to our definition of social responsibility and the different stages from yesterday.
We will play 3 challenge games where it forces you to listen (Level 1) and work with others (problem solving Level 1) = Junk Yard Pairs, Junk Yard Teams, Caterpillar
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Students mustMark as done
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Students mustMark as done
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Students mustMark as done
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Students mustMark as done
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WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
-
Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
-
Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
-
Evaluate how you place on the HSR model
-
Reflect on your improvement
Term 1 CONTEXT - Our Place
Hellison's Social Responsibility Model
MONDAY - You have your biking day today.
WEDNESDAY ( in class) - Today we will spend in class.
We will review the expectations for the year and begin our learning.
1.) We will recap all the levels of the Hellison's Social Responsibility Model (see above from Week 3)
2.) You will then create a SMART goal for yourself regarding how 'socially responsible' you would like to work to be. There is a template for this that is on the google classroom but we will all learn it together in class.
THURSDAY - Today is a teacher only day for SLC.
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Students mustMark as done
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Students mustMark as done
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WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
-
Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
-
Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
-
Evaluate how you place on the HSR model
-
Reflect on your improvement
Term 1 CONTEXT - Our Place
Hellison's Social Responsibility Model
MONDAY - Today we will be out on Kapua - basketball side.
We need to take out a pen and our diaries. At the end of the session, with my support, you will complete your first reflection of your goal. And record your reflection in your diary. This is part of the measurement side of your goal.
Activities - Rock, Paper, Scissors, RUN. Bomb Ball. Bop It.
WEDNESDAY ( in class) - Today we will spend in class.
We will be finishing our SMART goal. I will also walk you through your assessment for the term.
1.) Go through assessment.
2.) Finish your SMART goal. And upload it on MHO as the first part of your assessment. This needs to be uploaded by - Thursday 3 March - 8pm
THURSDAY - We will be outside on the rugby field.
Again, you need to bring your diary and a pen. You need this for your second goal reflection (an aspect of how you are measuring your goal).
Activities - Rob the Nest, Mini Force Back.
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WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
-
Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
-
Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
-
Evaluate how you place on the HSR model
-
Reflect on your improvement
Term 1 CONTEXT - Our Place
Hellison's Social Responsibility Model
MONDAY - Today we will be out on Kapua - basketball side.
We need to take out a pen and our diaries. At the end of the session, with my support, you will complete a reflections as part of the measurement for your goal. And record your reflection in your diary. This is part of the measurement side of your goal.
Activities - Kick Ball
WEDNESDAY ( in class) - I am away on Camp. We will do the below work next week. Today, with the reliever, you are working through Education Perfect tasks that link to Social Responsibility.
We will begin looking at how we can be socially responsible outside of class/school.
1.) Upcoming trip . . . where/what/why. Using the resources below and video, you will be working in small groups. Explain in your own words (in book) . . . WHERE is Duder Regional Park . . . WHAT can you do there . . . . WHY might we have chosen this park for our trip (make connections to your other subject learning from the term).
2.) Tasks of the trip. I will provide each of your group with a 'task' that you might need to complete on our trip. You will then need to decide what specific level of our 'social responsibility' model you really need to show in order for that task to be successful.
THURSDAY - We will be outside on the rugby field.
Again, you need to bring your diary and a pen. You will need this to measure your progress towards your goal.
Activities - Kick ball
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WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
-
Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
-
Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
-
Evaluate how you place on the HSR model
-
Reflect on your improvement
Term 1 CONTEXT - Our Place
Hellison's Social Responsibility Model
MONDAY - Today we will be out on Kapua - basketball side.
We need to take out a pen and our diaries. At the end of the session, with my support, you will complete a reflections as part of the measurement for your goal. And record your reflection in your diary. This is part of the measurement side of your goal.
Activities - 3 Bat Cricket
WEDNESDAY ( in class)
We will begin looking at how we can be socially responsible outside of class/school.
1.) Upcoming trip . . . where/what/why. Using the resources below and video, you will be working in small groups. Explain in your own words (in book) . . . WHERE is Duder Regional Park . . . WHAT can you do there . . . . WHY might we have chosen this park for our trip (make connections to your other subject learning from the term).
2.) Tasks of the trip. I will provide each of your group with a 'task' that you might need to complete on our trip. You will then need to decide what specific level of our 'social responsibility' model you really need to show in order for that task to be successful.
THURSDAY - We will be outside on the rugby field.
Again, you need to bring your diary and a pen. You will need this to measure your progress towards your goal.
Activities - 3 Bat Cricket
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-
-
Students mustMark as done
-
-
WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
-
Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
-
Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
-
Evaluate how you place on the HSR model
-
Reflect on your improvement
Term 1 CONTEXT - Our Place
Hellison's Social Responsibility Model
MONDAY - Today we will be out on Kapua - basketball side.
We need to take out a pen and our diaries. At the end of the session, with my support, you will complete a reflections as part of the measurement for your goal. And record your reflection in your diary. This is part of the measurement side of your goal (and part of your assessment).
Activities - 4 Bat Cricket > we will continue with this.
WEDNESDAY ( in class)
We will begin looking at how we can be socially responsible outside of class/school.
1.) Tasks of the trip. I will provide each of your group with a 'task' that you might need to complete on our trip. You will then need to decide what specific level of our 'social responsibility' model you really need to show in order for that task to be successful. We will talk about this in class and review the levels of social responsibility before working through this google document (it will be on your google classroom).
THURSDAY - We will be outside on the rugby field.
Again, you need to bring your diary and a pen. You will need this to measure your progress towards your goal.
Activities - 4 Bat Cricket > final session of this new game.
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Students mustMark as done
-
Students mustMark as done
-
-
WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
-
Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
-
Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
-
Evaluate how you place on the HSR model
-
Reflect on your improvement
Term 1 CONTEXT - Our Place
Hellison's Social Responsibility Model
MONDAY - Today we will be out on Kapua - basketball side.
TOD
WEDNESDAY ( in class)
We will begin looking at how we can be socially responsible outside of class/school.
We will do some trip prep.
THURSDAY - We will be outside on the rugby field.
Today we are at Duder Regional Park for our social responsibility trip.
-
-
WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
-
Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
-
Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
-
Evaluate how you place on the HSR model
-
Reflect on your improvement
Term 1 CONTEXT - Our Place
Hellison's Social Responsibility Model
MONDAY - Today we will be out on Kapua - basketball side.
Even though your assessment is completed, you are still working to show social responsibility. Today, we will have an active session playing Man Hunt.
WEDNESDAY ( in class)
Today we will be in-class. We will have a quick look at our photo scavenger hunt and see if we have a winner. You will have 10 minutes to move your photos to our document on our google classroom, if you have yet to do so.
1.) We will then complete a personal reflection. Questions will be written on the board to stimulate your thinking of how well you displayed your social responsibility goal while on the trip.
2.) We will then begin to discuss what you would like to learn in Health/PEH for Term 2.
THURSDAY - We will be outside on the rugby field.
Today, we will be on the field, and while demonstrating those key social responsibility levels, we will play Capture the Flag.
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Students mustMark as done
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WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning to demonstrate social responsibility through applying a social responsibility model in physical education and bike education.
Success Criteria:
-
Identify the steps on individual social responsibility
-
List the steps needed to take to demonstrate these beyond the classroom and create a goal
-
Describe how someone can show such social responsibility
-
Describe situations in which someone might not show such social responsibility
-
Relate the goal you established to how you can further improve your social responsibility
-
Explain the impacts of positive social responsibility on individuals and then that of a group
-
Apply your new found social responsibility through different physical education tasks
-
Evaluate how you place on the HSR model
-
Reflect on your improvement
Term 1 CONTEXT - Our Place
Hellison's Social Responsibility Model
I am away this week in Canada. Your work is below and with your reliever.
MONDAY - Today we will be out on Kapua - basketball side.
Even though your assessment is completed, you are still working to show social responsibility. Today, you will play 2 team Multisport.
WEDNESDAY ( in class)
Today you are in class for your health session. Please complete the below tasks.
1.) As preparation for future learning you will complete the following 'Body Systems' Tasks on Education Perfect . . .
- The Mussculoskeletal System
- The Circulatory System
- The Respiratory System
2.) Once done, you will be given a quiz to determine what we need to focus on in future learning.
THURSDAY - We will be outside on the rugby field.
Today, we will be on the field, and while demonstrating those key social responsibility levels, we will play Capture the Flag (not around the school but on the Rugby Field).
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WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
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You have worked to maintain and/or further improve your fitness levels. (focus)
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
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You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
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You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
Term 2 CONTEXT - Sustainability
MONDAY - Today we will be out on Kapua - basketball side.
We will not start the practical side of our context until Week 2. Today we will play multi-sport.
WEDNESDAY ( in class)
Today you are in class for your health session. We will begin to look at our new context.
1.) Define = Sustainability = fitness and healthy living > refers to the ability to maintain or support a process continuously over time. So what might these mean from a health/fitness perspective? And why do we need our fitness to be sustainable?
2.) Define = Fitness = the condition of being physically fit and healthy.
3.) Case study - Ms Grant over time and now fitness has been sustainable. Key here is maintain / support process over time.
4.) So, what are ways that we can maintain our fitness throughout the course of our lives? Big brainstorm and then pick your favourite 5. Remember these might change over time.
*** This term, we will learn different ways in which we can sustain our fitness throughout the course of our lives. We will experience different ways in which we can do this, and learn about the components of fitness/training throughout.
Components of Fitness > see PDF below. We will work through this.
THURSDAY - We will be outside on the rugby field.
Today, we will play a bigger game on the field before we get into the fitness side of our context next week.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
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WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
-
You have worked to maintain and/or further improve your fitness levels. (focus)
-
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
-
You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
-
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
-
You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
Term 2 CONTEXT - Sustainability
MONDAY - Today we will be out on Kapua - basketball side.
Today we will start our baseline fitness testing so we have an idea of where are current fitness levels are and what we need to do in order to further sustain them over time. We will learn WHY we need to do this on Wednesday.
- Vertical Jump Test
- Standing Long Jump
- Press-up Test
- Sit-up Test
- Reaction Time
- Sit and Reach
- Beep Test
- Cross Country
WEDNESDAY ( in class)
Today you are in class for your health session. We will continue to look at fitness sustainability.
**** Fitness Log ****
1.) Did we finish the Components of Fitness - SPORTFITT??
2.) So, what are ways that we can maintain our fitness throughout the course of our lives? Big brainstorm and then pick your favourite 5 and rate them currently. Remember these might change over time.
3.) As a class, we will make a massive brainstorm of all the ways individuals (young and old) can stay fit and sustain their fitness over time.
4.) But WHY do we need to sustain our fitness over time? (Skeleton activity)
- look at the attached PDF below and include 12 reasons why it is important to sustain our fitness over time
5.) How much physical activity do YOU need to sustain your Health?
THURSDAY - We will be in the gym.
Today, we will continue with some of our fitness testing from Monday.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
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Students mustMark as done
-
Students mustMark as done
-
WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
-
You have worked to maintain and/or further improve your fitness levels. (focus)
-
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
-
You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
-
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
-
You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
Term 2 CONTEXT - Sustainability
MONDAY - Today we will be out on Kapua - basketball side.
Today we will continue our baseline fitness testing so we have an idea of where are current fitness levels are and what we need to do in order to further sustain them over time.
- Vertical Jump Test
- Standing Long Jump - DONE
- Press-up Test - DONE
- Sit-up Test - DONE
- Reaction Time
- Sit and Reach
- Beep Test - DONE
- Cross Country
WEDNESDAY ( in class)
Today you are in class for your health session. We will continue to look at fitness sustainability.
**** Fitness Log ****
1.) But WHY do we need to sustain our fitness over time? (Skeleton activity)
- look at the attached PDF below and include 12 reasons why it is important to sustain our fitness over time
- we began this last week and will finish it today . . . we will then focus on a few to learn the reasoning behind in the coming weeks
2.) How much physical activity do YOU need to sustain your Health?
THURSDAY - We will be in the gym.
Today, we will continue with some of our fitness testing in the gym. We will have time to play a game as well.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
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Students mustMark as done
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on sustainable living by identifying and participating in various activities that would help us/others sustain their fitness over time.
WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
-
You have worked to maintain and/or further improve your fitness levels. (focus)
-
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
-
You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
-
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
-
You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
Term 2 CONTEXT - Sustainability
MONDAY - Today we will be out on Kapua - basketball side.
Today we will continue our baseline fitness testing so we have an idea of where are current fitness levels are and what we need to do in order to further sustain them over time. We will endeavour to finish this this week.
- Vertical Jump Test
- Standing Long Jump - DONE
- Press-up Test - DONE
- Sit-up Test - DONE
- Reaction Time
- Sit and Reach - DONE
- Beep Test - DONE
- Cross Country
WEDNESDAY ( in class)
Today you are in class for your health session. We will continue to look at fitness sustainability.
**** Fitness Log ****
1.) But WHY do we need to sustain our fitness over time? (Skeleton activity)
This was last week's activity, from here we are focussing on some aspect of how fitness helps our bodies.
- we began this last week and will finish it today . . . we will then focus on a few to learn the reasoning behind in the coming weeks
https://www.eehealth.org/blog/2018/05/how-your-heart-benefits-from-exercise/
Heart Health
THURSDAY - We will be in the gym.
You will be playing a game today in the gym that will support your fitness. I am away on a Year 10 trip.
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Students mustMark as done
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on sustainable living by identifying and participating in various activities that would help us/others sustain their fitness over time.
WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
-
You have worked to maintain and/or further improve your fitness levels. (focus)
-
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
-
You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
-
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
-
You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
Term 2 CONTEXT - Sustainability
MONDAY - Today we will be out on Kapua - basketball side.
Today we will continue our baseline fitness testing so we have an idea of where are current fitness levels are and what we need to do in order to further sustain them over time. We will endeavour to finish this this week.
- Vertical Jump Test
- Standing Long Jump - DONE
- Press-up Test - DONE
- Sit-up Test - DONE
- Reaction Time
- Sit and Reach - DONE
- Beep Test - DONE
- Cross Country
WEDNESDAY ( in class)
Today you are in class for your health session. We will continue to look at fitness sustainability.
**** Fitness Log **** Update
1.) Finishing our Heart Facts sheet. You need to include 5 Heart Facts and 5 ways in which we can help our heart. Remember our focus is physical activity.
https://www.eehealth.org/blog/2018/05/how-your-heart-benefits-from-exercise/
2.) We will begin to investigate the second aspect of our body we have discovered is impacted by physical activity - The Lungs.
Key Terms for Lungs - respiratory system, red blood cells, alveoli, lung capacity
We will create another fact sheet for the lungs. This time, you will be doing more group research. Use the videos below. Do not use google.
https://kids.frontiersin.org/articles/10.3389/frym.2021.682141 > advanced
https://www.lung.org/lung-health-diseases/wellness/exercise-and-lung-health > first paragraph only
> simple video if paused throughout
> lung capacity test
THURSDAY - We will be in the gym.
You will be completing a fitness activity as part of our context. I am away on a Year 10 trip.
-
Students mustMark as done
-
Students mustMark as done
-
Students mustMark as done
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on sustainable living by identifying and participating in various activities that would help us/others sustain their fitness over time.
WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
-
You have worked to maintain and/or further improve your fitness levels. (focus)
-
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
-
You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
-
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
-
You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
Term 2 CONTEXT - Sustainability
MONDAY - HOLIDAY
WEDNESDAY ( in class)
Today you are in class for your health session. We will continue to look at fitness sustainability.
**** Fitness Log **** Update
1.) We will begin to investigate the second aspect of our body we have discovered is impacted by physical activity - The Lungs.
Key Terms for Lungs - respiratory system, red blood cells, alveoli, lung capacity
To finish our lungs fact sheet from last week, you will complete a scavenger hunt in a small group.
As a class we will then take up our scavenger hunt answers to complete our lungs fact sheet.
THURSDAY - We will be in the gym.
You will be completing a fitness activity as part of our context.
-
Students mustMark as done
-
Students mustMark as done
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on sustainable living by identifying and participating in various activities that would help us/others sustain their fitness over time.
WELCOME to 8C1PEH! :-)
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
-
You have worked to maintain and/or further improve your fitness levels. (focus)
-
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
-
You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
-
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
-
You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
Term 2 CONTEXT - Sustainability
MONDAY -
We will complete a different fitness activity today as part of understanding how fitness can be sustained over time.
WEDNESDAY ( in class)
Today you are in class for your health session. We will continue to look at fitness sustainability.
**** Fitness Log **** Update
We have looked at how physical activity helps our heart and lungs. The final aspect we will focus on is our mental health. (review of Hauora)
1.) In your groups, you will create a brainstorm of how you think mental health is impacted by physical activity. Own thinking and resources below to help.
Resource for how mental health is positively impacted by physical activity - https://www.healthnavigator.org.nz/healthy-living/p/physical-activity-mental-health/
Resource on how to be active to benefit your mental health - https://mentalhealth.org.nz/five-ways-to-wellbeing/be-active-me-kori-tonu
Video resource on how activity benefits mental health -
2.) So how can we sustain fitness/physical activity throughout one's life time to help one's heart, lungs, and mental health?
Complete the chart below in your books to think of ways fitness can be sustained over the course of life. Some of the ages (more distant from your own) in the chart have links to ideas if you need somewhere to start.
Age What are they doing in life at this age? Ways they might keep physically fit. Primary Age 5 - 12 Highschool/College 13 - 19 Young Adult 20 - 30 Working Adult 30 - 60 Senior Citizen 65 +
THURSDAY - We will be in the gym.
Today you will be planting Sessions 1 & 2 along the bikes track.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our new understanding of sustainable fitness to our own lives so that we can improve our baseline fitness/health statistics.
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
-
You have worked to maintain and/or further improve your fitness levels. (focus)
-
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
-
You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
-
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
-
You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
Term 2 CONTEXT - Sustainability
MONDAY -
We will complete the cross country course as your final fitness testing result.
WEDNESDAY ( in class)
Today you are in class for your health session. We will continue to look at fitness sustainability.
**** Fitness Log **** Update
We have looked at how physical activity helps our heart and lungs. The final aspect we will focus on is our mental health. (review of Hauora)
1.) So how can we sustain fitness/physical activity throughout one's life time to help one's heart, lungs, and mental health?
Complete the chart below in your books to think of ways fitness can be sustained over the course of life. Some of the ages (more distant from your own) in the chart have links to ideas if you need somewhere to start.
Age What are they doing in life at this age? Ways they might keep physically fit. Primary Age 5 - 12 Highschool/College 13 - 19 Young Adult 20 - 30 Working Adult 30 - 60 Senior Citizen 65 +
2.) How might someone's fitness journey change over time? A detailed paragraph with your thinking.
How might it become unsustainable?
How can we overcome these barriers?
3.) Community resources to help sustain fitness overtime. There is a document on our google classroom for you to compare/contrast the 3 community resources below.
5 Ways to Well-being > look at BE Active
Live Stronger for Longer
Let's Go Fitness
THURSDAY - We will be in the gym.
Today we will participate in a fitness game.
-
Students mustMark as done
-
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our sustainable fitness choices throughout the course of the term by review our own fitness choices and interests.
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
-
You have worked to maintain and/or further improve your fitness levels. (focus)
-
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
-
You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
-
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
-
You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
Term 2 CONTEXT - Sustainability
MONDAY -
We will complete a fitness focussed practical.
WEDNESDAY ( in class)
Today you are in class for your health session. We will continue to look at fitness sustainability.
**** Fitness Log **** Update
2.) How might someone's fitness journey change over time? A detailed paragraph with your thinking.
How might it become unsustainable?
How can we overcome these barriers?
3.) Community resources to help sustain fitness overtime. There is a document on our google classroom for you to compare/contrast the 3 community resources below. We will finish this activity first.
5 Ways to Well-being > look at BE Active
Live Stronger for Longer
Let's Go Fitness
THURSDAY - We will be in the gym.
Today we will play volleyball in the gym > could this be a way to sustain physical activity over time?
-
- You are EXPLORING sustainability by measuring our own baseline fitness levels and investigating ways in which someone might sustain their fitness for healthy living.
-
You have worked to maintain and/or further improve your fitness levels. (focus)
-
You have participated in a range of fitness activities to keep fitness sustainable though life. (focus)
-
You have formed personal opinions as to how one's fitness journey might change over time and how fitness might become more unsustainable. (focus)
-
You have developed ideas as to how one can overcome such barriers to fitness. (focus)
-
You are reflecting our your own sustainable health and how it relates to your own fitness. (reflect)
We will dive into our context this week.
Learning Intention:
We are learning about sustainability with a focus on sustainable living. We will do this by looking into ways of staying active/fit over the course of one's life. How fitness can be sustainable.
Success Criteria:
Term 2 CONTEXT - Sustainability
MONDAY -
We will complete a fitness focussed practical.
WEDNESDAY
As discussed, you will have a practical today. Make sure you have submitted your reflection on our google classroom before hand.
**** Today is the school wide cross country - make sure you have you PE gear and yellow/orange clothes if you wish
THURSDAY - We will be in the gym.
Today we will play volleyball in the gym > could this be a way to sustain physical activity over time?
-
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the changes that occur in our bodies during puberty by investigating the cause of these changes and the difference between males and females.
- We are EXPLORING two different but similar sports by analysing the skills needed to be successful in both.
- List the changes that happen during male and female puberty after understanding the reproductive systems.
- List all the different net sports that you think use similar skills.
-
Understand how changes occur during puberty and compare/contrast the different changes.
- Learn the correct skills to play two net sports.
-
Understand how puberty changes can impact one's body image.
- Understand the relationship between these skills and how these can transfer between both sports
-
Apply what you have learned through the use of a decision making model about situations you will face through junior college.
Work to improve on these skills to 'master' play in both net sports and identity the similarities between the two.
Fallopian tube - pair of tubes in which the egg travels from the ovaries to the uterus
Vagina - connects the uterus to the outside world, an elastic, muscular canal
Uterus - the organ in which a foetus grows
Cervix - the ring link muscle at the bottom of the uterus connecting it to the vagina
Ovary - where ova (eggs) are stored
Urethra - tube that takes urine from the bladder out of the body
Ova - the egg cell - the female cell
Bladder - holds urine
Testes - production/storage of sperm
Sperm - the male cell
Bladder - holds urine
Urethra - passage for urine and sperm
Penis - male reproductive organ
WELCOME to 8C1PEH! :-)
We will dive into our new context this week.
Learning Intention:
We are learning the processes of the human body and the changes that occur as we go through puberty, so we can understand what is happening to our bodies.
We are learning about key sporting skills that transfer between different sports and the same knowledge that is needed to play both, so we can understand the common relationships between sports.
Success Criteria:
Term 3 CONTEXT - Relationships have consequences that allow Environments/Society to Survive/Thrive
MONDAY -
Today we will have a practical but this will be a health session until Week 5.
WEDNESDAY
We have Health every Wednesday again.
1.) Male and Female Reproductive Systems - we will go through the definitions and images below - a recap/check of your knowledge from last year. Why do we need to know the parts of the reproductive systems?
Female Reproductive Systems.
Male Reproductive Systems.
THURSDAY - We will be in the gym.
This will be your practical session for the next 4 weeks so make sure to bring your PEH gear.
-
Students mustMark as done
-
Students mustMark as done
-
- List the changes that happen during male and female puberty after understanding the reproductive systems.
- List all the different net sports that you think use similar skills.
-
Understand how changes occur during puberty and compare/contrast the different changes.
- Learn the correct skills to play two net sports.
-
Understand how puberty changes can impact one's body image.
- Understand the relationship between these skills and how these can transfer between both sports
-
Apply what you have learned through the use of a decision making model about situations you will face through junior college.
-
Work to improve on these skills to 'master' play in both net sports and identity the similarities between the two.
WELCOME to 8C1PEH! :-)
We will dive into our new context this week.
Learning Intention:
We are learning the processes of the human body and the changes that occur as we go through puberty, so we can understand what is happening to our bodies.
We are learning about key sporting skills that transfer between different sports and the same knowledge that is needed to play both, so we can understand the common relationships between sports.
Success Criteria:
Term 3 CONTEXT - Relationships have consequences that allow Environments/Society to Survive/Thrive
MONDAY -
Today we have Health.
We will look at changes in puberty.
1.) What causes puberty to occur?
HORMONES!
2.) Changes that occur in both boys and girls. (think Hauora)
- skin, hair, growth, perspiration, voice, changing emotions, changing friends
3.) How can we take care of our bodies?
- shower, deodorant, hair, skin, dental, foods, sleep, exercise, clean clothes
WEDNESDAY
We have Health every Wednesday again.
4.) Changes in girls only. - breast, menstrual cycle (periods).
5.) Changes in boys only. - wet dreams.
THURSDAY - We will be in the gym.
This will be your practical session for the next 4 weeks so make sure to bring your PEH gear.
-
Students mustMark as done
-
Students mustMark as done
-
Students mustMark as done
-
Students mustMark as done
-
Students mustMark as done
-
- List the changes that happen during male and female puberty after understanding the reproductive systems.
- List all the different net sports that you think use similar skills.
-
Understand how changes occur during puberty and compare/contrast the different changes.
- Learn the correct skills to play two net sports.
-
Understand how puberty changes can impact one's body image.
- Understand the relationship between these skills and how these can transfer between both sports
-
Apply what you have learned through the use of a decision making model about situations you will face through junior college.
-
Work to improve on these skills to 'master' play in both net sports and identity the similarities between the two.
The Puberty Review will simply be that - review. Remember that ages through puberty are general - not black and white - and vary between people.
When we are together Wednesday, we will begin to look at pregnancy. This task is fully science based and uses more in depth terms than we will learn in class. Good to have this knowledge base though.
WELCOME to 8C1PEH! :-)
We will dive into our new context this week.
Learning Intention:
We are learning the processes of the human body and the changes that occur as we go through puberty, so we can understand what is happening to our bodies.
We are learning about key sporting skills that transfer between different sports and the same knowledge that is needed to play both, so we can understand the common relationships between sports.
Success Criteria:
Term 3 CONTEXT - Relationships have consequences that allow Environments/Society to Survive/Thrive
MONDAY -
Today we have Health.
I am away. Your tasks are below > both on Education Perfect.
Complete the two assigned tasks on Education Perfect titled “Puberty Review and Pregnancy”.
WEDNESDAY
We have Health every Wednesday again.
1.) We will start/finish the changes that occur to only girls during puberty - breast development, menstrual cycle (periods). - period packs
2.) What is reproduction/how does it happen?
- DNA, sperm cells, egg cells
THURSDAY - We will be in the gym.
This will be your practical session for the next 4 weeks so make sure to bring your PEH gear.
-
Students mustMark as done
-
Students mustMark as done
-
- List the changes that happen during male and female puberty after understanding the reproductive systems.
- List all the different net sports that you think use similar skills.
-
Understand how changes occur during puberty and compare/contrast the different changes.
- Learn the correct skills to play two net sports.
-
Understand how puberty changes can impact one's body image.
- Understand the relationship between these skills and how these can transfer between both sports
-
Apply what you have learned through the use of a decision making model about situations you will face through junior college.
-
Work to improve on these skills to 'master' play in both net sports and identity the similarities between the two.
What you believe about your own appearance (including your memories, assumptions, and generalizations).
How you feel about your body, including your height, shape, and weight.
How you sense and control your body as you move. How you physically experience or feel in your body.
Task - draw a picture of yourself. How you see you. Highlight 5 personal attributes (physical or personality) that you love. Why do you love them?
Task - what 'things'/people in life alter our own body image?
WELCOME to 8C1PEH! :-)
We will dive into our new context this week.
Learning Intention:
We are learning the processes of the human body and the changes that occur as we go through puberty, so we can understand what is happening to our bodies.
We are learning about key sporting skills that transfer between different sports and the same knowledge that is needed to play both, so we can understand the common relationships between sports.
Success Criteria:
Term 3 CONTEXT - Relationships have consequences that allow Environments/Society to Survive/Thrive
MONDAY -
Today we have Health.
1.) What is reproduction/how does it happen? We will make sure we have a solid understanding of this before moving on.
- DNA, sperm cells, egg cells
2.) Body Image
Body image is how you see yourself when you look in the mirror or when you picture yourself in your mind. It encompasses:
3.) Decision Making model.
DEAL - describe, evaluate, act, learn
We will spend time learning about this decision making model. Why informed decisions are important in life. You will then work through some scenarios.
WEDNESDAY
We have Health every Wednesday again.
We will continue from our topic coverage on Monday.
THURSDAY - We will be in the gym.
This will be your practical session for the next 4 weeks so make sure to bring your PEH gear.
-
Students mustMark as done
-
Students mustMark as done
-
- List the changes that happen during male and female puberty after understanding the reproductive systems.
- List all the different net sports that you think use similar skills.
-
Understand how changes occur during puberty and compare/contrast the different changes.
- Learn the correct skills to play two net sports.
-
Understand how puberty changes can impact one's body image.
- Understand the relationship between these skills and how these can transfer between both sports
-
Apply what you have learned through the use of a decision making model about situations you will face through junior college.
-
Work to improve on these skills to 'master' play in both net sports and identity the similarities between the two.
WELCOME to 8C2PEH! :-)
We will dive into our new context this week.
Learning Intention:
We are learning the processes of the human body and the changes that occur as we go through puberty, so we can understand what is happening to our bodies.
We are learning about key sporting skills that transfer between different sports and the same knowledge that is needed to play both, so we can understand the common relationships between sports.
Success Criteria:
-
- List the changes that happen during male and female puberty after understanding the reproductive systems.
- List all the different net sports that you think use similar skills.
-
Understand how changes occur during puberty and compare/contrast the different changes.
- Learn the correct skills to play two net sports.
-
Understand how puberty changes can impact one's body image.
- Understand the relationship between these skills and how these can transfer between both sports
-
Apply what you have learned through the use of a decision making model about situations you will face through junior college.
-
Work to improve on these skills to 'master' play in both net sports and identity the similarities between the two.
WELCOME to 8C2PEH! :-)
We will dive into our new context this week.
Learning Intention:
We are learning the processes of the human body and the changes that occur as we go through puberty, so we can understand what is happening to our bodies.
We are learning about key sporting skills that transfer between different sports and the same knowledge that is needed to play both, so we can understand the common relationships between sports.
Success Criteria:
-
- List the changes that happen during male and female puberty after understanding the reproductive systems.
- List all the different net sports that you think use similar skills.
-
Understand how changes occur during puberty and compare/contrast the different changes.
- Learn the correct skills to play two net sports.
-
Understand how puberty changes can impact one's body image.
- Understand the relationship between these skills and how these can transfer between both sports
-
Apply what you have learned through the use of a decision making model about situations you will face through junior college.
-
Work to improve on these skills to 'master' play in both net sports and identity the similarities between the two.
WELCOME to 8C2PEH! :-)
We will continue with our Net Games this week.
Learning Intention:
We are learning the processes of the human body and the changes that occur as we go through puberty, so we can understand what is happening to our bodies.
We are learning about key sporting skills that transfer between different sports and the same knowledge that is needed to play both, so we can understand the common relationships between sports.
Success Criteria:
-
- List the changes that happen during male and female puberty after understanding the reproductive systems.
- List all the different net sports that you think use similar skills.
-
Understand how changes occur during puberty and compare/contrast the different changes.
- Learn the correct skills to play two net sports.
-
Understand how puberty changes can impact one's body image.
- Understand the relationship between these skills and how these can transfer between both sports
-
Apply what you have learned through the use of a decision making model about situations you will face through junior college.
-
Work to improve on these skills to 'master' play in both net sports and identity the similarities between the two.
WELCOME to 8C2PEH! :-)
We will continue with our Net games this week, going more in depth with our context with how these 2 sports relate with each other. The similarities and also identifying the differences.
Learning Intention:
We are learning the processes of the human body and the changes that occur as we go through puberty, so we can understand what is happening to our bodies.
We are learning about key sporting skills that transfer between different sports and the same knowledge that is needed to play both, so we can understand the common relationships between sports.
Success Criteria:
-
-
-
-
-
Welcome back Team !!!
Its TERM 4 !!!! So it has come to the time of the year where we celebrate our achievements and success. Our theme for this Term is 'CELEBRATION'
we will create, research and identify games that celebrate our roots or origins.
But this week, we will continue with Athletics before the big day Friday 28th October.
Monday
Short Distance Track 100m and 200m. Please bring your full PE gear.
Wednesday
Shot Put on the field.
Thursday
Discus also on the field.
For all these sports, I expect full PE gear unless you have a valid reason and have spoken to me.
See you all
-
Hi Team,
This week, we will dive into our new context this term - CELEBRATION !!!
It is also a short week for you with no lesson on Monday.
- YOU are exploring Celebration by participating in a variety of cultural games and investigating their origins and how/why they were created.
-
You have shown an interest in cultural games by actively taking part.
-
You have asked questions about the rules and regulations of the different games.
-
You have identified cultural games from your own personal experience.
- You have researched the origins of cultural games that we have played.
-
You are reflecting on the different games/sports that you have participated in and it has influenced your experience.
Learning Intention:
We are learning about celebrating our roots with a focus on cultural games. We will do this by exploring a range of games from our backgrounds and cultures. Why were they created?
Success Criteria:
Wednesday
Lape - This game originates from Samoa and is a modified version of Softball/Baseball. You are to research the different rules and why it has been created.Thursday (Health)This lesson I will be introducing Vaping to you all, so please bring your Health books.We will be covering:- what is Vaping?- what are the negative effects of Vaping?- how can you or your friends avoid Vaping? -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on our context of celebration by identifying our cultural roots and explaining the histories.
- We are FOCUSING by researching the different histories of cultural games and comparing these to show how these have evolved.
Hi Team,
This week, we will dive into our new context this term - CELEBRATION !!!
- YOU are exploring Celebration by participating in a variety of cultural games and investigating their origins and how/why they were created.
-
You have shown an interest in cultural games by actively taking part.
-
You have asked questions about the rules and regulations of the different games.
-
You have identified cultural games from your own personal experience.
- You have researched the origins of cultural games that we have played.
-
You are reflecting on the different games/sports that you have participated in and it has influenced your experience.
Learning Intention:
We are learning about celebrating our roots with a focus on cultural games. We will do this by exploring a range of games from our backgrounds and cultures. Why were they created?
Success Criteria:
Monday
Catch the Dragon's Tail- We will be on the field.
This lesson, I want you to research the origins of this game and why it was created.
You are to bring full PE gear.
Wednesday
Ti Uru - We will be on the field.You are researching the origins of this game and sharing it with me.Full PE gear.Thursday (Health)This lesson I will be continuing with Vaping, so please bring your Health books.We will be completing our posters. -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on our context of celebration by identifying our cultural roots and explaining the histories.
- We are FOCUSING by researching the different histories of cultural games and comparing these to show how these have evolved.
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on our context of celebration by identifying our cultural roots and explaining the histories.
- We are FOCUSING by researching the different histories of cultural games and comparing these to show how these have evolved.
Hi Team,
This week, we will dive into our new context this term - CELEBRATION !!!
- YOU are exploring Celebration by participating in a variety of cultural games and investigating their origins and how/why they were created.
-
You have shown an interest in cultural games by actively taking part.
-
You have asked questions about the rules and regulations of the different games.
-
You have identified cultural games from your own personal experience.
- You have researched the origins of cultural games that we have played.
-
You are reflecting on the different games/sports that you have participated in and it has influenced your experience.
Learning Intention:
We are learning about celebrating our roots with a focus on cultural games. We will do this by exploring a range of games from our backgrounds and cultures. Why were they created?
Success Criteria:
>>>EASTTLE TESTING IS ALSO THIS WEEK.<<< -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our research in our practical lessons so that we can demonstrate how it is played and collaborate with others in my class about their own cultural games.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our research in our practical lessons so that we can demonstrate how it is played and collaborate with others in my class about their own cultural games.
-
CELEBRATING OUR SUCCESS AT MHJC !!!
- WHANAU DAY OUT
- PRIZEGIVINGS
- FAREWELLS TO OUR YR10S
-
