7M1 PE and Health

Weekly outline

• Select week General

  General

  Collapse all Expand all
• Select week 31 January - 6 February

  31 January - 6 February
• Select week 7 February - 13 February

  7 February - 13 February

  • We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strengths

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts
• Select week 14 February - 20 February

  14 February - 20 February

  • We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strengths

  Activities: Name games, Ice breakers, biking and learning each others strengths

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts
• Select week 21 February - 27 February

  21 February - 27 February

  • We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strengths

  Activities: Name games, Ice breakers, biking and learning each others strengths

  Main Focus: Completing a Class Treaty

  
  
• Select week 28 February - 6 March

  28 February - 6 March

  Kia ora...

  Success Criteria: I can/have...

  • Viewed the class treaty and agreed to the terms
  • know what the benefits of our school forest and school bike track can bring to my Hauora

  Activities:

  1. Visit Tane Forest
  2. Complete the Bike Passport
  3. Visit the school Bike and pump track

  Homework:
  Discuss with parents a suitable day trip to an Auckland resource that they can take you on. 

  
  
• Select week 7 March - 13 March

  7 March - 13 March

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Kindness and linking how this affects our Hauora
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts

  Kia ora...

  Success Criteria: I can/have...

  • Viewed the class treaty and agreed to the terms
  • know what the benefits of our school forest and school bike track can bring to my Hauora

  Activities:

  1. Visit Tane Forest
  2. Complete the Bike Passport
  3. Visit the school Bike and pump track

  Homework:
  Discuss with parents a suitable day trip to an Auckland resource that they can take you on. 

  
  
• Select week 14 March - 20 March

  14 March - 20 March

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Kindness and linking how this affects our Hauora
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts

  Kia ora...

  Success Criteria: I can/have...

  • An understanding of the 4 dimensions of Hauora in preparation for our term 1 Assessment combined with English
  • Experienced a selection of Invasion games in preparation for the Term 1 Inter-Whanau Sports Shield and being possibly selected for Maunga Whanau

  Activities:

  1. Complete at least 2 Health lessons on Hauora and linking this to our term 1 assessment
  2. Complete the Bike Passport
  3. Complete some pre & post camp activities

  Homework:
  

  • Complete the health worksheets on Hauora ( found on google classroom page) 
  • Complete the pre and post camp preparation and reflection. 

  
  
• Select week 21 March - 27 March

  21 March - 27 March

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Kindness and linking how this affects our Hauora
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts

  Kia ora...

  Success Criteria: I can/have...

  • An understanding of the 4 dimensions of Hauora in preparation for our term 1 Assessment combined with English
  • Experienced a selection of Invasion games in preparation for the Term 1 Inter-Whanau Sports Shield and being possibly selected for Maunga Whanau

  Activities:

  1. Complete at least 2 Health lessons on Hauora and linking this to our term 1 assessment
  2. Complete the Bike Passport
  3. Complete some pre & post camp activities

  Homework:
  

  • Complete the health worksheets on Hauora ( found on google classroom page) 
  • Complete the pre and post camp preparation and reflection. 

  
  
• Select week 28 March - 3 April

  28 March - 3 April

  
  

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Kindness and linking how this affects our Hauora
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts

  
  

  Kia ora...

  Success Criteria: I can/have...

  • An understanding of the 4 dimensions of Hauora in preparation for our term 1 Assessment combined with English
  • Made a start on the English/PE assessment and understand what is required
  • Made a copy of our class treaty

  Activities:

  1. Theory lesson on preparation and commencement of Assessment poster ( script a draft)
  2. Complete some pre & post camp activities and link to assessment
  3. Invasion games selection 

  Homework:
  

  • Print and post letter home 
  • Collect evidence for assessment and present a draft in your PE books

  
  
• Select week 4 April - 10 April

  4 April - 10 April

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Kindness and linking how this affects our Hauora
  • We are EXPLORING...Our teamwork skills by collaborating with others in the class
  • We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts

  
  

  Kia ora...

  Success Criteria: I can/have...

  • An understanding of the 4 dimensions of Hauora in preparation for our term 1 Assessment combined with English
  • Completed both drafts of your assessment poster and required paragraph
  • Made a copy of our class treaty

  Activities:

  1. Theory lesson on preparation and commencement of Assessment poster ( script a draft)
  2. Peer review of both assessment drafts
  3. Invasion games selection 

  Homework:
  

  • Print and post letter home 
  • Getting feedback from Family of poster and paragraph

  
  

  • Select activity PEH - Year 7 - Interpersonal skills & Relationships

    

    PEH - Year 7 - Interpersonal skills & Relationships Assignment

    Completion

    Students must

    

    Mark as done
• Select week 11 April - 17 April

  11 April - 17 April

  Kia ora...

  Success Criteria: I can/have...

  • Give some real life examples of Hauora ( including all 4 dimensions)
  • understand the marking criteria for our term 1 assessment
  • Understand the Legacy project for term 2 and its significance and also possible context for learning in term 2

  Activities:

  1. Overview of assessment
  2. Starting on the legacy project 
  3. Invasion games selection 

  Homework:
  

  • 
    

  
  
  
• Select week 18 April - 24 April

  18 April - 24 April
• Select week 25 April - 1 May

  25 April - 1 May
• Select week 2 May - 8 May

  2 May - 8 May
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
  • We are FOCUSING...adapting some traditional Maori games to suit our environment
  • We are FOCUSING...

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
  • We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
  • We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
• Select week 9 May - 15 May

  9 May - 15 May
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
  • We are FOCUSING...adapting some traditional Maori games to suit our environment
  • We are FOCUSING...

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
  • We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
  • We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
• Select week 16 May - 22 May

  16 May - 22 May
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
  • We are FOCUSING...adapting some traditional Maori games to suit our environment
  • We are FOCUSING...

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
  • We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
  • We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
• Select week 23 May - 29 May

  23 May - 29 May
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
  • We are FOCUSING...adapting some traditional Maori games to suit our environment
  • We are FOCUSING...

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
  • We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
  • We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
• Select week 30 May - 5 June

  30 May - 5 June
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
  • We are FOCUSING...adapting some traditional Maori games to suit our environment
  • We are FOCUSING...

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
  • We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
  • We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language

  Success Criteria: I can/have...

  • An understanding of both Tapuwai and Ti Uru Traditional maori games
  • Explain the cultural reasons that these games were played
  • Played both games

  Activities:

  1. Viewed the video of both games
  2. Played both games
  3. Practised the hand eye co-ordination skills
  4. come up and or looked at variations to both games ( to make the games both harder and easier)

  Homework:

  Practise the hand eye skills taught in class
• Select week 6 June - 12 June

  6 June - 12 June
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
  • We are FOCUSING...adapting some traditional Maori games to suit our environment
  • We are FOCUSING...

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
  • We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
  • We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language

  Success Criteria: I can/have...

  • An understanding of both Tapuwai and Ti Uru Traditional maori games
  • Explain the cultural reasons that these games were played
  • Played both games

  Activities:

  1. Viewed the video of both games
  2. Played both games
  3. Practised the hand eye co-ordination skills
  4. come up and or looked at variations to both games ( to make the games both harder and easier)

  Homework:

  Practise the hand eye skills taught in class
• Select week 13 June - 19 June

  13 June - 19 June
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
  • We are FOCUSING...adapting some traditional Maori games to suit our environment
  • We are FOCUSING...

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
  • We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
  • We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language

  Success Criteria: I can/have...

  • An understanding of both Tapuwai and Ti Uru Traditional maori games
  • Explain the cultural reasons that these games were played
  • Played both games

  Activities:

  1. Viewed the video of both games
  2. Played both games
  3. Prepare each team for our Matariki trip on June 23rd ( positions, tactics, knowlwdge of game
  4. June 23 Matariki Trip to Stardome in Cornwall Park.......Tapuwai 7M1 V7M2 2 class teams each...challenge...4 teams in total and each team plays 2 games v the other 2 class teams

  Homework:

  Practise the hand eye skills taught in class
• Select week 20 June - 26 June

  20 June - 26 June
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
  • We are FOCUSING...adapting some traditional Maori games to suit our environment
  • We are FOCUSING...

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
  • We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
  • We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language

  Success Criteria: I can/have...

  • An understanding of both Tapuwai and Ti Uru Traditional maori games
  • Explain the cultural reasons that these games were played
  • Played both games

  Activities:

  1. Viewed the video of both games
  2. Played both games
  3. Prepare each team for our Matariki trip on June 23rd ( positions, tactics, knowlwdge of game
  4. June 23 Matariki Trip to Stardome in Cornwall Park.......Tapuwai 7M1 V7M2 2 class teams each...challenge...4 teams in total and each team plays 2 games v the other 2 class teams

  Homework:

  Practise the hand eye skills taught in class
• Select week 27 June - 3 July

  27 June - 3 July
• Select week 4 July - 10 July

  4 July - 10 July

  • W

  
  

  
  

  
  

  
  
• Select week 11 July - 17 July

  11 July - 17 July
• Select week 18 July - 24 July

  18 July - 24 July
• Select week 25 July - 31 July

  25 July - 31 July
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share different food items from school & home and collaborate so that we can...present a healthy and balanced food diet that enables us to perform for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance

  Activities:

  1. look at the recommended calories intake in comparison to the different sports activities and energy required. 
  2. Identify what foods are in what food category ( Protein, Carbohydrates etc)  

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  
• Select week 1 August - 7 August

  1 August - 7 August
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share  different food items from school & home and collaborate  so that we can...present  a healthy and balanced food diet that enables us to perform  for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance

  Activities:

  1. look at the recommended calories intake in comparison to the different sports activities and energy required. 
  2. Identify what foods are in what food category ( Protein, Carbohydrates etc)  

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  
• Select week 8 August - 14 August

  8 August - 14 August
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share  different food items from school & home and collaborate  so that we can...present  a healthy and balanced food diet that enables us to perform  for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance

  Activities:

  1. look at the recommended calories intake in comparison to the different sports activities and energy required. 
  2. Identify what foods are in what food category ( Protein, Carbohydrates etc)  

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  
• Select week 15 August - 21 August

  15 August - 21 August
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share  different food items from school & home and  collaborate  so that we can... present  a healthy and balanced food diet that enables us to  perform  for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance

  Activities:

  1. Attend the shared breakfast that shows glycemic index and its relation to physical exercise. 
  2. Attend the seminar with Heart Foundation

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  
• Select week 22 August - 28 August

  22 August - 28 August
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share  different food items from school & home and  collaborate  so that we can... present  a healthy and balanced food diet that enables us to  perform  for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance

  Activities:

  1. Attend the shared breakfast that shows glycemic index and its relation to physical exercise. 
  2. Attend the seminar with Heart Foundation

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  
• Select week 29 August - 4 September

  29 August - 4 September
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share  different food items from school & home and  collaborate  so that we can... present  a healthy and balanced food diet that enables us to  perform  for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance

  Activities:

  1. Attend the shared breakfast that shows glycemic index and its relation to physical exercise. 
  2. Start on Athletics for term 4 event
  3. Start on Bench ball for term 4 event

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  
• Select week 5 September - 11 September

  5 September - 11 September
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share  different food items from school & home and  collaborate  so that we can... present  a healthy and balanced food diet that enables us to  perform  for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance

  Activities:

  1. Attend the shared breakfast that shows glycemic index and its relation to physical exercise. 
  2. Start on Athletics for term 4 event
  3. Start on Bench ball for term 4 event

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  
• Select week 12 September - 18 September

  12 September - 18 September
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share  different food items from school & home and  collaborate  so that we can... present  a healthy and balanced food diet that enables us to  perform  for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance
  • Understand what the assessment requires

  Activities:

  1. Attend the shared breakfast that shows glycemic index and its relation to physical exercise. 
  2. Start on Athletics for term 4 event
  3. Start on Bench ball for term 4 event
  4. Start on Assessment presentation

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  
• Select week 19 September - 24 September

  19 September - 24 September
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share  different food items from school & home and  collaborate  so that we can... present  a healthy and balanced food diet that enables us to  perform  for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance
  • Understand what the assessment requires

  Activities:

  1. Attend the shared breakfast that shows glycemic index and its relation to physical exercise. 
  2. Start on Athletics for term 4 event
  3. Start on Bench ball for term 4 event
  4. Start on Assessment presentation

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  

  • Select activity Term 3 Yr 7 PE Assessment

    

    Term 3 Yr 7 PE Assessment Assignment

    Completion

    Students must

    

    Mark as done
• Select week 26 September - 2 October

  26 September - 2 October
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to share  different food items from school & home and  collaborate  so that we can... present  a healthy and balanced food diet that enables us to  perform  for physical exercise.

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
    • We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
    • We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
    • We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
    • We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too

  Success Criteria: I can/have...

  • Locate and understand a food label
  • an understanding of the different food groups and what a calorie is
  • How different foods affect physical and mental performance
  • Understand what the assessment requires

  Activities:

  1. Attend the shared breakfast that shows glycemic index and its relation to physical exercise. 
  2. Start on Athletics for term 4 event
  3. Start on Bench ball for term 4 event
  4. Start on Assessment presentation

  Homework:
  

  • ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels

  
  
• Select week 3 October - 9 October

  3 October - 9 October
• Select week 10 October - 16 October

  10 October - 16 October
• Select week 17 October - 23 October

  17 October - 23 October
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to Learn, practise and participate in all 9 Athletics events in preparation for the inter whanau Athletics event in term 4. 

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing the correct technique for each event 
      
    • We are FOCUSING...on ensuring we are safe with the equipment 
      
    • We are FOCUSING...on inter whanau spirit and collaboration/support of others
      
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...each Athletic event that will be in the Inter whanau event in term 4
    • We are EXPLORING which event that each of us may have strength in...
      • Aiming to get into the top 4 in our cohort to represent our Whanau on Athletics day
      
      

  Success Criteria: I can/have...

  • Learnt, participated and practised each of the 9 Athletic events that will be in the inter whanau Athletics day
  • 
    

  Homework:
  

  • Train for my event

  
  
• Select week 24 October - 30 October

  24 October - 30 October
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to Learn, practise and participate in all 9 Athletics events in preparation for the inter whanau Athletics event in term 4. 

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on developing the correct technique for each event 
      
    • We are FOCUSING...on ensuring we are safe with the equipment 
      
    • We are FOCUSING...on inter whanau spirit and collaboration/support of others
      
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • We are EXPLORING...each Athletic event that will be in the Inter whanau event in term 4
    • We are EXPLORING which event that each of us may have strength in...
      • Aiming to get into the top 4 in our cohort to represent our Whanau on Athletics day
      
      

  Success Criteria: I can/have...

  • Learnt, participated and practised each of the 9 Athletic events that will be in the inter whanau Athletics day
  • 
    

  Homework:
  

  • Train for my event

  
  
• Select week 31 October - 6 November

  31 October - 6 November
• Select week 7 November - 13 November

  7 November - 13 November
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to learn about basic puberty

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on 
      • We are FOCUSING...on identifying parts of the body ( bones and reproductive system)
      • We are FOCUSING...on describing and comparing the differences mental and physical transformation between male and female and explaining these changes
      
      
      
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • • We are EXPLORING...investigating the changes in our bodies and to classify different anatomical parts of the body
      • We are EXPLORING...Male and female changes and recognising these differences with empathy.
      
      

  Success Criteria: I can/have...

  • an understanding of the physical and mental changes in male and female body

  • 
    

  
  
• Select week 14 November - 20 November

  14 November - 20 November
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to learn about basic puberty

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on 
      • We are FOCUSING...on identifying parts of the body ( bones and reproductive system)
      • We are FOCUSING...on describing and comparing the differences mental and physical transformation between male and female and explaining these changes
      
      
      
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • • We are EXPLORING...investigating the changes in our bodies and to classify different anatomical parts of the body
      • We are EXPLORING...Male and female changes and recognising these differences with empathy.
      
      

  Success Criteria: I can/have...

  • an understanding of the physical and mental changes in male and female body

  • 
    

  
  
• Select week 21 November - 27 November

  21 November - 27 November
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to learn about basic puberty

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on 
      • We are FOCUSING...on identifying parts of the body ( bones and reproductive system)
      • We are FOCUSING...on describing and comparing the differences mental and physical transformation between male and female and explaining these changes
      
      
      
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • • We are EXPLORING...investigating the changes in our bodies and to classify different anatomical parts of the body
      • We are EXPLORING...Male and female changes and recognising these differences with empathy.
      
      

  Success Criteria: I can/have...

  • an understanding of the physical and mental changes in male and female body

  • 
    

  
  
• Select week 28 November - 4 December

  28 November - 4 December
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to learn about basic puberty

  
  

  FOCUS / ARONGA learning intentions: 

  • • We are FOCUSING...on 
      • We are FOCUSING...on identifying parts of the body ( bones and reproductive system)
      • We are FOCUSING...on describing and comparing the differences mental and physical transformation between male and female and explaining these changes
      
      
      
    
    

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • • We are EXPLORING...investigating the changes in our bodies and to classify different anatomical parts of the body
      • We are EXPLORING...Male and female changes and recognising these differences with empathy.
      
      

  Success Criteria: I can/have...

  • an understanding of the physical and mental changes in male and female body

  • 
    

  
  
• Select week 5 December - 11 December

  5 December - 11 December
• Select week 12 December - 18 December

  12 December - 18 December