Weekly outline

  • General

    • Assignment icon

      Term 3 CONTEXT -  Relationships have consequences that allow Environments/Society to Survive/Thrive

      In the “Relationships Have Consequences” context in Term 3 Students have been taking a deeper look into Net Games.  Year 7’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.

    • Assignment icon

      4D4 PEH Assessment – Social Responsibility (People and the Environment) 

      The Year 7 context for this term in Takutai/Coast Whānau has been ‘Our Place’.

      In PEH, we have looked at Hellison’s PSR (Personal & Social Responsibility) Model and are working to understand the different components of each level. From here, we set our own personalized goals of where we would like to be working on this PSR model in order to care for our peers, Whānau, and the wider community.

      You will be developing an understanding of your own personal & socially responsible goal in class working towards achieving this through practicals and in-class PEH sessions.  Other opportunities to demonstrate these gaols will be the attendance of our trip to Camp Adair on the 9th March and also your involvement in our class Endball tournament. 

      You are to complete Part A of the table below before the start of our trip to Camp Adair (Week 6)  & our End Ball Tournament (Week 8 or 9)

      Part B will be completed at the conclusion of the Camp Adair trip and at the conclusion of the End Ball tournament (week 8 or 9)



  • 31 January - 6 February

  • 7 February - 13 February

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... and connecting to our place Mission Heights Junior College. This week we will be concentrating on getting to know each other and also finding out more about Physical Education and Health with some fun games
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Personal and social responsibility exploring Hellision's PSR model
  • 14 February - 20 February

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Personal and social responsibility exploring Hellision's PSR model
    • We are FOCUSING...Wellbeing and Hauora
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... and connecting to our place Mission Heights Junior College. This week we will be concentrating on getting to know each other and also finding out more about Physical Education and Health with some fun games and activities.
  • 21 February - 27 February

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... and connecting to our place Mission Heights Junior College. This week we start to explore the PSR (Personal & Social Responsibility) model and how it connects to the concept of Hauora/Wellbeing.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Personal and social responsibility exploring Hellision's PSR model
    • We are FOCUSING...Wellbeing and Hauora
    • We are FOCUSING...Friendships/Relationships
  • 28 February - 6 March

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... and connecting to our place Mission Heights Junior College. This week we start to explore the PSR (Personal & Social Responsibility) model and how it connects to the concept of Hauora/Wellbeing.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Personal and social responsibility exploring Hellision's PSR model
    • We are FOCUSING...Wellbeing and Hauora
    • We are FOCUSING...Friendships/Relationships
  • 7 March - 13 March

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...In PEH, we have looked at Hellison’s PSR (Personal & Social Responsibility) Model and are working to understand the different components of each level. From here, we set our own personalized goals of where we would like to be working on this PSR model in order to care for our peers, Whānau, and the wider community.You have been developing an understanding of your own personal & socially responsible goal in class working towards achieving this through practicals and in-class PEH sessions. Other opportunities to demonstrate these goals will be the attendance of our trip to Camp Adair on the 9th March and also your involvement in our class Endball tournament.
  • 14 March - 20 March

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...In PEH, we have looked at Hellison’s PSR (Personal & Social Responsibility) Model and are working to understand the different components of each level. From here, we set our own personalized goals of where we would like to be working on this PSR model in order to care for our peers, Whānau, and the wider community.You have been developing an understanding of your own personal & socially responsible goal in class working towards achieving this through practicals and in-class PEH sessions. Other opportunities to demonstrate these goals will be the attendance of our trip to Camp Adair on the 9th March and also your involvement in our class Endball tournament.
  • 21 March - 27 March

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...In PEH, we have looked at Hellison’s PSR (Personal & Social Responsibility) Model and are working to understand the different components of each level. From here, we set our own personalized goals of where we would like to be working on this PSR model in order to care for our peers, Whānau, and the wider community. This week we have planned an end ball tournament in class and students will be working on demonstrating their understanding of the PSR model through appropriate behaviours and actions.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on completing the PSR Games written assessment task. The document is located on google classroom.
    • We are FOCUSING...Wellbeing and Hauora - How this relates to PSR model
    • We are FOCUSING...Friendships/Relationships. Students need to complete the two Education perfect tasks on Healthy friendships/relationships..
  • 28 March - 3 April

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...In PEH, we have looked at Hellison’s PSR (Personal & Social Responsibility) Model and are working to understand the different components of each level. From here, we set our own personalized goals of where we would like to be working on this PSR model in order to care for our peers, Whānau, and the wider community. This week we have planned an end ball tournament in class and students will be working on demonstrating their understanding of the PSR model through appropriate behaviours and actions.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on completing the written assessment task located on google classroom.
    • We are FOCUSING...Wellbeing and Hauora
    • We are FOCUSING...Friendships/Relationships. Students need to complete the two Education perfect tasks.
  • 4 April - 10 April

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...Friendships/Relationships. Students need to complete the two Education perfect tasks
    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on the PSR model and we will continue to use it throughout the year.
  • 11 April - 17 April

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...Friendships/Relationships. Students need to complete the two Education perfect tasks
    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on the PSR model and we will continue to use it throughout the year.
  • 18 April - 24 April

  • 25 April - 1 May

  • 2 May - 8 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING..“Effective systems provide sustainable living”
      • We are all exploring the Physical Dimension of Hauora as a system for sustainable living. If we are physically well how does that affect other areas of Hauora? This week students will be completing some Fitness Testing (The tale of the tape) in class. Students will then be working closely with the learning area of Math to analyse this data.
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...Collect Reliable Fitness Testing Data. This is important so we can make comparisons to local and global norms.
  • 9 May - 15 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING..“Effective systems provide sustainable living”
      • We are all exploring the Physical Dimension of Hauora as a system for sustainable living. If we are physically well how does that affect other areas of Hauora? This week students will be completing some Fitness Testing (The tale of the tape) in class. Students will then be working closely with the learning area of Math to analyse this data.
  • 16 May - 22 May

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

      • We are PLANNING... For the next couple of weeks the class will practice different ways to exercise for improve fitness/wellbeing and specifically looking at the different components of fitness. We will be focused on the following: -Purposeful training-Playing games -Incidental exercise Through these activities students will identify the most relevant component of fitness and also look at BORG'S scale of perceived effort and its alignment to their own heart rate. Following on from this we will look at the way we can train to improve fitness and also look at our different body systems (Cardiovascular, Bones/Muscles, The Brain) and their effect on exercise. Activities to support learning learning will be posted to google classroom
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING..“Effective systems provide sustainable living”
      • We are all exploring the Physical Dimension of Hauora as a system for sustainable living. If we are physically well how does that affect other areas of Hauora? This week students will be completing some Fitness Testing (The tale of the tape) in class. Students will then be working closely with the learning area of Math to analyse this data.
  • 23 May - 29 May

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

      • We are PLANNING... For the next couple of weeks the class will practice different ways to exercise for improve fitness/wellbeing and specifically looking at the different components of fitness. We will be focused on the following: -Purposeful training-Playing games -Incidental exercise Through these activities students will identify the most relevant component of fitness and also look at BORG'S scale of perceived effort and its alignment to their own heart rate. Following on from this we will look at the way we can train to improve fitness and also look at our different body systems (Cardiovascular, Bones/Muscles, The Brain) and their effect on exercise. Activities to support learning learning will be posted to google classroom

    Success Criteria: I can/have...

    • Identify the different ways to exercise 
    • been involved in activities that demonstrate the different ways to exercise  

    Activities:

    1. Practical sessions demonstrating the different ways to exercise. (Bike riding, Running, playing team games) 

    Homework:
    Complete EP task - Exercise and the body (Only if not completing in class or Toku wā FFR time) 


  • 30 May - 5 June

     EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING..“Effective systems provide sustainable living”
    • We are exploring different body systems and the effect of exercise on these different systems.

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING... different ways to exercise for improve fitness/wellbeing and specifically looking at the different Components of Fitness. We will be focused on the following: -Purposeful training-Playing games -Incidental exercise Through these activities students will identify the most relevant component of fitness and also look at BORG'S scale of perceived effort and its alignment to their own heart rate.

    Success Criteria: I can/have..

    1. Identify the different ways to exercise been involved in activities that demonstrate the different ways to exercise

    2. Identify the perceived level of effort using's BORGS scale

    Activities:

    1. Practical sessions demonstrating the different ways to exercise. (Bike riding, Running, playing team games)

    2. EP Task - Stress effects on the body (Completed on Monday 30th May when rostered home)

    Homework: Complete EP task


  • 6 June - 12 June

      EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING..“Effective systems provide sustainable living”
    • We are exploring different body systems and the effect of exercise on these different system

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    PLAN & DO / WHAKAMAHI learning intentions:We are PLANNING... different ways to exercise for improve fitness/wellbeing and specifically looking at the different Components of Fitness. We will be focused on the following: -Purposeful training-Playing games -Incidental exercise Through these activities students will identify the most relevant component of fitness and also look at BORG'S scale of perceived effort and its alignment to their own heart rate.Success Criteria: I can/have..1. Identify the different ways to exercise been involved in activities that demonstrate the different ways to exercise2. Identify the perceived level of effort using's BORGS scaleActivities:1. Practical sessions demonstrating the different ways to exercise. (Bike riding, Running, playing team games)2. EP Task - Stress effects on the body (Completed on Monday 30th May when rostered home)Homework: Complete EP task

  • 13 June - 19 June

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING..“Effective systems provide sustainable living”
    • We are exploring different body systems and the effect of exercise on these different system

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING... different ways to exercise for improve fitness/wellbeing and specifically looking at the different Components of Fitness. We will be focused on the following: -Purposeful training-Playing games -Incidental exercise Through these activities students will identify the most relevant component of fitness and also look at BORG'S scale of perceived effort and its alignment to their own heart rate.

    Success Criteria: 

    I can Identify the different ways to exercise - I have been involved in activities that demonstrate the different ways to exercise

    I can  Identify the perceived level of effort using's BORGS scale

    Activities:

    Practical sessions demonstrating the different ways to exercise. 

    (Bike riding, Running, playing team games)

  • 20 June - 26 June

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING..“Effective systems provide sustainable living”
    • We are exploring different body systems and the effect of exercise on these different system

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING... different ways to exercise for improve fitness/wellbeing and specifically looking at the different Components of Fitness. We will be focused on the following: 

    -Purposeful training-Playing games -Incidental exercise 

    Through these activities students will identify the most relevant component of fitness and also look at BORG'S scale of perceived effort and its alignment to their own heart rate.

    Success Criteria: 

    I can Identify the different ways to exercise - I have been involved in activities that demonstrate the different ways to exercise

    I can  Identify the perceived level of effort using's BORGS scale

    Activities:

    Practical sessions demonstrating the different ways to exercise. 

    (Bike riding, Running, Tree planting &  playing team games)


  • 27 June - 3 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions

    We are EXPLORING..“Effective systems provide sustainable living”

    We are exploring different body systems and the effect of exercise on these different systems. This week we start to look at the brain

    Success Criteria - I  understand how to maintain a healthy brain.

    Activities 

    Complete Ako: 'The Brain' - I understand factors to help develop a healthy brain (Google Classroom) 


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING... different ways to exercise for improve fitness/wellbeing and specifically looking at the different Components of Fitness. We will be focused on the following: 

    -Purposeful training-Playing games -Incidental exercise 

    Through these activities students will identify the most relevant component of fitness and also look at BORG'S scale of perceived effort and its alignment to their own heart rate.

    Success Criteria: 

    I can Identify the different ways to exercise - I have been involved in activities that demonstrate the different ways to exercise

    I can  Identify the perceived level of effort using's BORGS scale

    Activities:

    Practical sessions demonstrating the different ways to exercise. 

    (Bike riding, Running, Tree planting &  playing team games)


  • 4 July - 10 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions

    We are EXPLORING..“Effective systems provide sustainable living”

    We are exploring different body systems and the effect of exercise on these different systems. This week we start to look at the brain

    Success Criteria - I  understand how to maintain a healthy brain.

    Activities 

    Complete Ako: 'The Brain' - I understand factors to help develop a healthy brain (Google Classroom) 


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING... different ways to exercise for improve fitness/wellbeing and specifically looking at the different Components of Fitness. We will be focused on the following: 

    -Purposeful training-Playing games -Incidental exercise 

    Through these activities students will identify the most relevant component of fitness and also look at BORG'S scale of perceived effort and its alignment to their own heart rate.

    Success Criteria: 

    I can Identify the different ways to exercise - I have been involved in activities that demonstrate the different ways to exercise

    I can  Identify the perceived level of effort using's BORGS scale

    Activities:

    Practical sessions demonstrating the different ways to exercise. 

    (Bike riding, Running, Tree planting &  playing team games)



  • 11 July - 17 July

  • 18 July - 24 July

  • 25 July - 31 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • EXPLORE / TŪHURA learning intentions:
      • We are EXPLORING...Net Games This week we will be discovering different types of Net games (Volleyball, Tennis, Table Tennis, Badminton). We will be able to classify these games by looking at the characteristics of each game.
      • Learning Intentions: I can understand the basic tactic's and strategy for each invasion game.I know the basic skills required for each invasion game.
      • Success Criteria: I can perform the basic skills and demonstrate basic tactic and strategy for each Net Game.Activities BadmintonTennis Table TennisVolleyball
      • HEALTH 
      • learning Intentions - We are EXPLORING..“Effective systems provide sustainable living ”We are exploring different body systems and the effect of exercise on these different systems. This week we start to look at the brain
      • Success Criteria - I understand how to maintain a healthy brain.Activities Complete Ako: 'The Brain' - I understand factors to help develop a healthy brain (Google Classroom)
  • 1 August - 7 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • EXPLORE / TŪHURA learning intentions:
      • We are EXPLORING...Net Games This week we will be discovering different types of Net games (Volleyball, Tennis, Table Tennis, Badminton). We will be able to classify these games by looking at the characteristics of each game.
      • Learning Intentions: I can understand the basic tactic's and strategy for each invasion game.I know the basic skills required for each invasion game.
      • Success Criteria: I can perform the basic skills and demonstrate basic tactic and strategy for each Net Game.Activities BadmintonTennis Table TennisVolleyball
      • HEALTH 
      • learning Intentions - We are EXPLORING..“Effective systems provide sustainable living ”We are exploring different body systems and the effect of exercise on these different systems. This week we start to look at the brain
      • Success Criteria - I understand how to maintain a healthy brain.Activities Complete Ako: 'The Brain' - I understand factors to help develop a healthy brain (Google Classroom)

  • 8 August - 14 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    EXPLORE / TŪHURA learning intentions:We are EXPLORING...Net Games This week we will be discovering different types of Net games (Volleyball, Tennis, Table Tennis, Badminton). We will be able to classify these games by looking at the characteristics of each game. We are also looking for the relationship between these different games.

    Learning Intentions: I can understand the basic tactics and strategy for each invasion game. I know the basic skills required for each invasion game.

    Success Criteria: I can perform the basic skills and demonstrate basic tactic and strategy for each Net Game.

    Activities:  BadmintonTennis Table TennisVolleyball

    HEALTH EXPLORE / TŪHURA are EXPLORING..We are EXPLORING Vaping, Smoking Recreational vs. Non-Recreational drugs. From this discovery students will be able to make informed decisions.

    Learning Intentions - I understand the facts about Vaping.

    Success Criteria - I am able to make informed decisions about Vaping.

    Activities - Located on Google Classroom. A series of interactive activities
  • 15 August - 21 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    EXPLORE / TŪHURA learning intentions:We are EXPLORING...Net Games This week we will be discovering different types of Net games (Volleyball, Tennis, Table Tennis, Badminton). We will be able to classify these games by looking at the characteristics of each game. We are also looking for the relationship between these different games.

    Learning Intentions: I can understand the basic tactics and strategy for each invasion game. I know the basic skills required for each invasion game.

    Success Criteria: I can perform the basic skills and demonstrate basic tactic and strategy for each Net Game.

    Activities:  BadmintonTennis Table TennisVolleyball

    HEALTH EXPLORE / TŪHURA are EXPLORING..We are EXPLORING Vaping, Smoking Recreational vs. Non-Recreational drugs. From this discovery students will be able to make informed decisions.

    Learning Intentions - I understand the facts about Vaping.

    Success Criteria - I am able to make informed decisions about Vaping.

    Activities - Located on Google Classroom. A series of interactive activities
  • 22 August - 28 August

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...perform in a game of Badminton. Student know tactics, strategies and rules for game play. Students are exploring 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.
    Learning Intentions: I can understand the basic skills, rules  tactics and strategy for Badminton.

    Success Criteria: I can perform the basic skills and demonstrate basic tactic and strategy for Badminton 

    Activities:  Badminton, Volleyball
  • 29 August - 4 September

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...perform in a game of Badminton. Student know tactics, strategies and rules for game play. Students are exploring 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.
    Learning Intentions: I can understand the basic skills, rules  tactics and strategy for Badminton.

    Success Criteria: I can perform the basic skills and demonstrate basic tactic and strategy for Badminton 

    Activities:  Badminton, Volleyball
  • 5 September - 11 September

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on the completion of the Net Games Written Assessment Task. I can explain and discuss the relationships to different Net Games Environments.

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...perform in a game of Badminton. Student know tactics, strategies and rules for game play. Students are exploring 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.

    Learning Intentions: I can understand the basic skills, rules  tactics and strategy for Badminton.

    Success Criteria: I can perform the basic skills and demonstrate basic tactic and strategy for Badminton 

    Activities:  Badminton, Volleyball



  • 12 September - 18 September

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on the completion of the Net Games Written Assessment Task. I can explain and discuss the relationships to different Net Games Environments.

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...perform in a game of Badminton. Student know tactics, strategies and rules for game play. Students are exploring 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.

    Learning Intentions: I can understand the basic skills, rules  tactics and strategy for Badminton.

    Success Criteria: I can perform the basic skills and demonstrate basic tactic and strategy for Badminton 

    Activities:  Badminton, Volleyball



  • 19 September - 24 September

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING... so that we can...perform at Athletics Day in term 4. Wee are being introduced to variety of different Athletics event.

    Learning Intention 

    To be able to demonstrate the key foundation athletic activities of run, jump throw

    Success Criteria 

    To understand my personal ability in each of these events and what my next steps for improvement would be.  

  • 26 September - 2 October

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING... so that we can...perform at Athletics Day in term 4. Wee are being introduced to variety of different Athletics event.

    Learning Intention 

    To be able to demonstrate the key foundation athletic activities of run, jump throw

    Success Criteria 

    To understand my personal ability in each of these events and what my next steps for improvement would be.  

  • 3 October - 9 October

  • 10 October - 16 October

  • 17 October - 23 October

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING... Striking and Fielding games with the focus being Decision making
      • We are EXPLORING...Wellbeing spot light sessions, Focus - Decision Making, Food/Nutrition, Sleep, Changes - Intro to puberty

    Learning Intention 

    Students will be introduced to the necessary skills and strategies required to play the striking and fielding game of Softball effectively

    Students will be introduced to decision making grid 

    Success Criteria 

    Students can make effective decision while batting and fielding 

    Students will be able to make informed decisions using the decision making grid.  

    Activities 

    Lots of modified Striking and fielding activities 

    Skills of Catch and Throw and base running 

    Decision making scenarios 




      

  • 24 October - 30 October

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING... Striking and Fielding games with the focus being Decision making
      • We are EXPLORING...Wellbeing spot light sessions, Focus - Decision Making, Food/Nutrition, Sleep, Changes - Intro to puberty

    Learning Intention 

    Students will be introduced to the necessary skills and strategies required to play the striking and fielding game of Softball effectively

    Students will be introduced to decision making grid 

    Success Criteria 

    Students can make effective decision while batting and fielding 

    Students will be able to make informed decisions using the decision making grid.  

    Activities 

    Lots of modified Striking and fielding activities 

    Skills of Catch and Throw and base running 

    Decision making scenarios 


  • 31 October - 6 November

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING... Striking and Fielding games with the focus being Decision making
      • We are EXPLORING...Wellbeing spot light sessions, Focus - Decision Making, Food/Nutrition, Sleep, Changes - Intro to puberty & Mindfulness 

    Learning Intention 

    Students will be introduced to the necessary skills and strategies required to play the striking and fielding game of Softball effectively.  This week we are looking at Striking skills 

    Students will be introduced to decision making grid 

    Success Criteria 

    Students can make effective decision while batting and fielding 

    Students will be able to make informed decisions using the decision making grid.  

    Activities 

    Lots of modified Striking and fielding activities 

    Skills of Catch and Throw and base running 

    Decision making scenarios 


  • 7 November - 13 November

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING... Striking and Fielding games with the focus being Decision making
      • We are EXPLORING...Wellbeing spot light sessions, Focus - Decision Making, Food/Nutrition, Sleep, Changes - Intro to puberty & Mindfulness 

    Learning Intention 

    Students will be introduced to the necessary skills and strategies required to play the striking and fielding game of Softball effectively.  This week we are looking at Striking skills 

    Students will be introduced to decision making grid 

    Success Criteria 

    Students can make effective decision while batting and fielding 

    Students will be able to make informed decisions using the decision making grid.  

    Activities 

    Lots of modified Striking and fielding activities 

    Skills of Catch and Throw and base running 

    Decision making scenarios 


  • 14 November - 20 November

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on the year and spending time together celebrating our achievements. We refer back to our learning in Term 1 on Personal & Social responsibility as we look to be the best version of ourselves in the last couple of weeks at school. Learning IntentionTo demonstrate behaviours and abilities that are the best versions of ourselves Activities Large class based games & activities to celebrate the year.
  • 21 November - 27 November

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on the year and spending time together celebrating our achievements. We refer back to our learning in Term 1 on Personal & Social responsibility as we look to be the best version of ourselves in the last couple of weeks at school. Learning IntentionTo demonstrate behaviours and abilities that are the best versions of ourselves Activities Large class based games & activities to celebrate the year.
  • 28 November - 4 December

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on the year and spending time together celebrating our achievements. We refer back to our learning in Term 1 on Personal & Social responsibility as we look to be the best version of ourselves in the last couple of weeks at school. Learning IntentionTo demonstrate behaviours and abilities that are the best versions of ourselves Activities Large class based games & activities to celebrate the year.

  • 5 December - 11 December

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on the year and spending time together celebrating our achievements. We refer back to our learning in Term 1 on Personal & Social responsibility as we look to be the best version of ourselves in the last couple of weeks at school. Learning IntentionTo demonstrate behaviours and abilities that are the best versions of ourselves Activities Large class based games & activities to celebrate the year.
  • 12 December - 18 December