9W1 PE and Health

Weekly outline

• Select week General

  General

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  • Select activity 2023 Common Assessment Task

    

    2023 Common Assessment Task Assignment
• Select week 30 January - 5 February

  30 January - 5 February
• Select week 6 February - 12 February

  6 February - 12 February

  Welcome to PE and Health 2023: 

  Success Criteria: I can/have...

  • Explain the class expectations 
  • Explain the Context and how it links with Science
  • Explain why it is important to complete weekly physical Activity
  • explain what MVPA stands for. 
  • explain the barriers to doing physical activity?

  Activities:

  1. Setup PE folder on Google Drive 
  2. Made my own copy of the components of fitness
  3. Watching a video
  4. Group discussions
  5. Kahoot

  Follow Up Tasks:
  Components of Fitness

  
  
• Select week 13 February - 19 February

  13 February - 19 February
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how to connect the different components of fitness with Wellbeing
  • We are EXPLORING to find the meaning of the different Components of Fitness
  • We are EXPLORING how to Classify the different Components of fitness

  Success Criteria: I can/have...

  • Explain the class expectations 
  • Explain the Context and how it links with Science
  • Explain why it is important to complete weekly Physical Activity
  • Identify the Components of fitness
  • explain what MVPA stands for. 
  • explain the barriers to doing physical activity?

  Activities:

  1. Watching a video
  2. Group discussions
  3. Kahoot
  4. Complete Slides 1-5

  Follow Up Tasks:
  Components of Fitness

  
  
• Select week 20 February - 26 February

  20 February - 26 February
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how to connect the different components of fitness with Wellbeing
  • We are EXPLORING to find the meaning of the different Components of Fitnes

  • We are EXPLORING how to Classify the different Components of fitness
    • We are EXPLORING how to connect the different components of fitness with Wellbeing
    • We are EXPLORING to find the meaning of the different Components of Fitness
    • We are EXPLORING how to Classify the different Components of fitness

    Success Criteria: I can/have...

    • Explain the class expectations 
    • Explain the Context and how it links with Science
    • Explain why it is important to complete weekly Physical Activity
    • Identify the Components of fitness
    • explain what MVPA stands for. 
    • explain the barriers to doing physical activity?

    Activities:

    1. Watching a video
    2. Group discussions
    3. Testing
    4. Complete Slides 5-9

    Follow Up Tasks:
    Components of Fitness
• Select week 27 February - 5 March

  27 February - 5 March
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the impact of Components of fitness on body function
  • We are FOCUSING on comparing fitness results with age group

  
  

  Success Criteria: I can/have...

  • Explain the class expectations 
  • Explain the Context and how it links with Science
  • Explain why it is important to complete weekly Physical Activity
  • Identify the Components of fitness
  • Explain Components of fitness
  • explain what my heart rate tells me about my fitness
  • explain what MVPA stands for. 
  • explain the barriers to doing physical activity?
  • Explain the principles of training 

  Activities:

  1. Testing
  2. Complete Slides 9 -12
  3. Start with your passport

  Follow Up Tasks:
  Components of Fitness

  
  
• Select week 6 March - 12 March

  6 March - 12 March
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the impact of Components of fitness on body function
  • We are FOCUSING on comparing fitness results with age group

  
  

  Success Criteria: I can/have...

  • Explain the class expectations 
  • Explain the Context and how it links with Science
  • Explain why it is important to complete weekly Physical Activity
  • Identify the Components of fitness
  • Explain the Components of fitness
  • explain what my heart rate tells me about my fitness
  • explain what MVPA stands for. 
  • explain the barriers to doing physical activity?
  • Explain the principles of training 
  • explain FITT

  Activities:

  1. Testing
  2. Complete Slides 15 -18
  3. Start with your passport

  Follow Up Tasks:
  Principles of training 

  
  
• Select week 13 March - 19 March

  13 March - 19 March
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the impact of Components of fitness on body function
  • We are FOCUSING on comparing fitness results with age group

  
  

  Success Criteria: I can/have...

  • Explain the class expectations 
  • Explain the Context and how it links with Science
  • Explain why it is important to complete weekly Physical Activity
  • Identify the Components of fitness
  • Explain the Components of fitness
  • explain what my heart rate tells me about my fitness
  • explain what MVPA stands for. 
  • explain the barriers to doing physical activity?
  • Explain the principles of training 

  Activities:

  1. Testing
  2. Complete Slides 12 -15
  3. Start with your passport

  Follow Up Tasks:
  Principles of training 

  
  
• Select week 20 March - 26 March

  20 March - 26 March
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the impact of Components of fitness on body function
  • We are FOCUSING on comparing fitness results with age group

  
  

  Success Criteria: I can/have...

  • Explain the class expectations 
  • Explain the Context and how it links with Science
  • Explain why it is important to complete weekly Physical Activity
  • Identify the Components of fitness
  • Explain the Components of fitness
  • explain what my heart rate tells me about my fitness
  • explain what MVPA stands for. 
  • explain the barriers to doing physical activity?
  • Explain the principles of training 
  • explain FITT

  Activities:

  1. Testing
  2. Complete Slides 19 -20
  3. Finish Passport Activities

  Follow Up Tasks:
  Principles of training - FITT

  
  
• Select week 27 March - 2 April

  27 March - 2 April
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to present our own fitness report based on how the body works so that we can justify if we are healthy or not according to the information we got from Science, PE and Math.

  
  

  Success Criteria: I can/have...

  • started to complete my Fitness report using information from PE and Science

  Activities:

  1. Writing my Fitness report

  
  

  
  

  • Select activity PE and Health assessment 1 - Fitness Report

    

    PE and Health assessment 1 - Fitness Report Assignment
• Select week 3 April - 9 April

  3 April - 9 April
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to present our own fitness report based on how the body works so that we can justify if we are healthy or not according to the information we got from Science, PE and Math.

  
  

  Success Criteria: I can/have...

  •  completed my Fitness report using information from PE and Science

  Activities:

  1. Handing in my Fitness report

  
  

  
  
• Select week 10 April - 16 April

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

  17 April - 23 April
• Select week 24 April - 30 April

  24 April - 30 April
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to present our own fitness report based on how the body works so that we can justify if we are healthy or not according to the information we got from Science, PE and Math.

  
  

  Success Criteria: I can/have...

  •  completed my Fitness report using information from PE and Science

  Activities:

  1. Handing in my Fitness report

  
  

  
  
• Select week 1 May - 7 May

  1 May - 7 May
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the functions of the human skeleton
  • We are EXPLORING we are exploring basic movement in the body

  Kia ora...

  Success Criteria: I can/have...

  • identify the basic functions of the human skeleton
  • identify different bones in the human skeleton

  Activities:

  1. Google checkpoint 1
  2. Cross Country
  3. Volleyball

  Follow Up Tasks:
  Write here...

  
  
• Select week 8 May - 14 May

  8 May - 14 May
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the functions of the human skeleton
  • We are EXPLORING we are exploring basic movement in the body

  Kia ora...

  Success Criteria: I can/have...

  • identify the basic functions of the human skeleton
  • identify different bones in the human skeleton

  Activities:

  1. Google checkpoint 1
  2. Cross Country
  3. Volleyball

  Follow Up Tasks:
  Write here...

  
  
• Select week 15 May - 21 May

  15 May - 21 May
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the different types of bones and their function in the body
  • We are FOCUSING on the different types of joints and their function in the body
  • We are FOCUSING on the different types of movement in the body
  • We are FOCUSING on the different types of muscles and their function in the body

  Success criteria: I have/I can....

   - Identify the different types of bones

  - Discuss the function of each bone type 

  Activities:

  1. Googe classroom checkpoint 2

  2. Volleyball

  
  

  
  
• Select week 22 May - 28 May

  22 May - 28 May
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the different types of bones and their function in the body
  • We are FOCUSING on the different types of joints and their function in the body
  • We are FOCUSING on the different types of movement in the body
  • We are FOCUSING on the different types of muscles and their function in the body

  Success criteria: I have/I can....

   - Identify the different types of bones

  - Discuss the function of each bone type 

  - Label the skeleton

  Activities:

  1. Googe classroom checkpoint 3

  2. Volleyball

  
  

  
  
• Select week 29 May - 4 June

  29 May - 4 June
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the different types of bones and their function in the body
  • We are FOCUSING on the different types of joints and their function in the body
  • We are FOCUSING on the different types of movement in the body
  • We are FOCUSING on the different types of muscles and their function in the body

  Success criteria: I have/I can....

   - Identify the different joints in the body

   

  Activities:

  1. Volleyball

  
  

  
  
• Select week 5 June - 11 June

  5 June - 11 June
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the different types of bones and their function in the body
  • We are FOCUSING on the different types of joints and their function in the body
  • We are FOCUSING on the different types of movement in the body
  • We are FOCUSING on the different types of muscles and their function in the body

  Success criteria: I have/I can....

   - Identify the different joints in the body

  - Discuss the function of each of the joints

   

  Activities:

  1. Google classroom checkpoint 4

  2. Volleyball

  
  

  
  
• Select week 12 June - 18 June

  12 June - 18 June
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to perform in Volleyball so that we can perform and explain the movements required in Volleyball.

  Success criteria: I have/I can....

   - Identify the different movements in the body

  - Discuss the function of each of the joints and the movement in the muscles

   

  Activities:

  1. Google classroom checkpoint 5

  2. Volleyball - Spike

  
  

  
  
• Select week 19 June - 25 June

  19 June - 25 June
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to perform in Volleyball so that we can perform and explain the movements required in Volleyball.

  Success criteria: I have/I can....

   - Identify the different movements in the body

  - Discuss the function of each of the joints and the movement in the muscles

   

  Activities:

  1. Google classroom checkpoint 5

  2. Volleyball - Spike

  
  

  
  
• Select week 26 June - 2 July

  26 June - 2 July
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to perform in Volleyball so that we can perform and explain the movements required in Volleyball.

  Success criteria: I have/I can....

   - Identify the different movements in the body

  - Discuss the function of each of the joints and the movement in the muscles

   

  Activities:

  1. Google classroom checkpoint 5

  2. Volleyball - Spike

  
  

  
  
• Select week 3 July - 9 July

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

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

  17 July - 23 July
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how to interpret the concept of Wellbeing.

  
  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to perform in Volleyball so that we can perform and explain the movements required in Volleyball.

  Success criteria: I have/I can....

   - Identify the different movements in the body

  - Discuss the function of each of the joints and the movement in the muscles

   

  Activities:

  1. Google classroom checkpoint 5

  2. Volleyball - Spike

  
  

  
  

  • Select activity PE & Health assessment 2: Anatomy

    

    PE & Health assessment 2: Anatomy Assignment
• Select week 24 July - 30 July

  24 July - 30 July
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how to interpret the concept of Wellbeing.

  
  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to perform in Volleyball so that we can perform and explain the movements required in Volleyball.

  Success criteria: I have/I can....

   - Identify the different movements in the body

  - Discuss the function of each of the joints and the movement in the muscles

   

  Activities:

  1. Assessment

  
  

  
  
• Select week 31 July - 6 August

  31 July - 6 August
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how to interpret the concept of Wellbeing.

  
  
  

  Success Criteria: I can/have...

  •  explain Wellbeing and different things that will impact my wellbeing
  • can Do Shot put

  Activities;

  1. Shot put
  2. Started with Checkpoint 1 - finished the part on Wellbeing

  
  

  Follow Up Tasks:
  Continue to work on checkpoint 1 - Sexual Identity

  
  
  
• Select week 7 August - 13 August

  7 August - 13 August
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING defining the 4 corners of wellbeing
  • We are FOCUSING explaining the different types of identities we get
  • We are FOCUSING explaining how our identity might impact on Wellbeing

  
  
  

  Success Criteria: I can/have...

  •  can explain Sexual identity
  • can Do Shot put

  Activities;

  1. Shot put
  2. Started with Checkpoint 2 - finished the part on Sexual identity

  
  

  Follow Up Tasks:
  Continue to work on checkpoint 2 - Sexual Identity

  
  
• Select week 14 August - 20 August

  14 August - 20 August
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING defining the 4 corners of wellbeing
  • We are FOCUSING explaining the different types of identities we get
  • We are FOCUSING explaining how our identity might impact on Wellbeing

  Success Criteria: I can/have...

  •  can explain Sexual identity
  • can Do Discus

  Activities;

  1. Discus
  2. Started with Checkpoint 2 - finished the part on Relationships

  
  

  Follow Up Tasks:
  Continue to work on checkpoint 2 - Relationships

  
  
  
  
• Select week 21 August - 27 August

  21 August - 27 August
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING defining the 4 corners of wellbeing
  • We are FOCUSING explaining the different types of identities we get
  • We are FOCUSING explaining how our identity might impact on Wellbeing

  Success Criteria: I can/have...

  •  can explain Sexual Identity
  • can describe a healthy relationship
  • can Do Discus/High Jump

  Activities;

  1. Discus and High Jump
  2. Started with Checkpoint 2 - finished the part on Relationships

  
  

  Follow Up Tasks:
  Continue to work on checkpoint 3 - Consent

  
  

  
  
  
• Select week 28 August - 3 September

  28 August - 3 September
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to promote healthy wellbeing through respect and making good decisions so that we can promote respect through all our relationships.

  Success Criteria: I can/have...

  • can describe a healthy relationship
  • explain different type of contraceptions
  • can High Jump/100m sprint

  Activities;

  1. 100m sprint and High Jump

  
  

  Follow Up Tasks:

  Contraception

  
  

  
  

  
  
  
• Select week 4 September - 10 September

  4 September - 10 September
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to promote healthy wellbeing through respect and making good decisions so that we can promote respect through all our relationships.

  
  
  
• Select week 11 September - 17 September

  11 September - 17 September

  
  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to promote healthy wellbeing through respect and making good decisions so that we can promote respect through all our relationships.

  Kia ora...

  Success Criteria: I can/have...

  • Explain what Consent means
  • Explain the different types of contraception
  • Perform high Jump and 100m sprints

  Activities:

  1. Google Classroom activity on Contraception
  2. High Jump
  3. 100m Sprint

  Follow Up Tasks:
  200m, 400m, 800m, 1500m, Long Jump

  
  

  
  
  
• Select week 18 September - 23 September

  18 September - 23 September

  
  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to promote healthy wellbeing through respect and making good decisions so that we can promote respect through all our relationships.

  Kia ora...

  Success Criteria: I can/have...

  • Explain what Consent means
  • Explain the different types of contraception
  • Perform high Jump and 100m sprints

  Activities:

  1. Google Classroom activity on Contraception
  2. High Jump
  3. 100m Sprint

  Follow Up Tasks:
  200m, 400m, 800m, 1500m, Long Jump

  
  

  
  
  
• Select week 25 September - 1 October

  25 September - 1 October
• Select week 2 October - 8 October

  2 October - 8 October
• Select week 9 October - 15 October

  9 October - 15 October
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the different sports played in summer
  • We are EXPLORING why these sports came about
  • We are EXPLORING the different techniques in athletics

  Kia ora...

  Success Criteria: I can/have...

  • identify different types of summer sports 
  • explain how these sports started

  Activities:

  1. Action cricket
  2. Athletics

  Follow Up Tasks:
  Write here...

  
  
  
• Select week 16 October - 22 October

  16 October - 22 October
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the different sports played in summer
  • We are EXPLORING why these sports came about
  • We are EXPLORING the different techniques in athletics

  Kia ora...

  Success Criteria: I can/have...

  • identify different types of summer sports 
  • explain how these sports started

  Activities:

  1. Action cricket
  2. Athletics

  Follow Up Tasks:
  Write here...

  
  
  
• Select week 23 October - 29 October

  23 October - 29 October
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the different sports played in summer
  • We are EXPLORING why these sports came about
  • We are EXPLORING the different techniques in athletics

  Kia ora...

  Success Criteria: I can/have...

  • athletics

  Activities:

  1. Athletics

  Follow Up Tasks:
  Write here...

  
  
  
• Select week 30 October - 5 November

  30 October - 5 November
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on revisiting some of our previous work
  • We are FOCUSING on the different skills needed for batting and fielding games
  • We are FOCUSING on the different strategies needed for batting and fielding games

  Kia ora...

  Success Criteria: I can/have...

  • explain what I need to prepare for my CAT test
  • identify areas that I need to revise
  • can apply different strategies to different situations or sports

  Activities:

  1. CAT Prep
  2. badminton
  3. Spike ball

  Follow Up Tasks:
  Write here...

  
  

  
  
  
• Select week 6 November - 12 November

  6 November - 12 November
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on revisiting some of our previous work
  • We are FOCUSING on the different skills needed for batting and fielding games
  • We are FOCUSING on the different strategies needed for batting and fielding games

  Kia ora...

  Success Criteria: I can/have...

  • explain what I need to prepare for my CAT test
  • identify areas that I need to revise
  • can apply different strategies to different situations or sports

  Activities:

  1. CAT Prep
  2. badminton
  3. Spike ball

  Follow Up Tasks:
  Write here...

  
  

  
  
  
• Select week 13 November - 19 November

  13 November - 19 November
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on revisiting some of our previous work
  • We are FOCUSING on the different skills needed for batting and fielding games
  • We are FOCUSING on the different strategies needed for batting and fielding games

  Kia ora...

  Success Criteria: I can/have...

  • explain what I need to prepare for my CAT test
  • identify areas that I need to revise
  • can apply different strategies to different situations or sports

  Activities:

  1. CAT Prep
  2. badminton
  3. Spike ball

  Follow Up Tasks:
  Write here...

  
  

  
  
  
• Select week 20 November - 26 November

  20 November - 26 November
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on revisiting some of our previous work
  • We are FOCUSING on the different skills needed for batting and fielding games
  • We are FOCUSING on the different strategies needed for batting and fielding games

  Kia ora...

  Success Criteria: I can/have...

  • can play spike ball and badminton
  • can apply different strategies to different situations or sports

  Activities:

  1. badminton
  2. Spike ball

  Follow Up Tasks:
  Write here...

  
  

  
  
  
• Select week 27 November - 3 December

  27 November - 3 December
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on revisiting some of our previous work
  • We are FOCUSING on the different skills needed for batting and fielding games
  • We are FOCUSING on the different strategies needed for batting and fielding games

  Kia ora...

  Success Criteria: I can/have...

  • can play spike ball and badminton
  • can apply different strategies to different situations or sports

  Activities:

  1. badminton
  2. Spike ball

  Follow Up Tasks:
  Write here...

  
  

  
  
  
• Select week 4 December - 10 December

  4 December - 10 December

  Kia ora...

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to look at traditional summer sports so that we can create our own book of sustainable summer sports.

  Success Criteria: I can/have...

  • explain the rules of badminton and spike ball
  • explain the strategies involved with Badminton and Spikeball
  • demonstrate how to play the game

  Activities:

  1. Spike ball
  2. Badminton

  Follow Up Tasks:
  2024

  
  
  
• Select week 11 December - 17 December

  11 December - 17 December

  No class.