Weekly outline

  • General

  • 30 January - 5 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

  • 13 February - 19 February

    EXPLORE / TŪHURA

    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?
    • Started my fitness testing

    Activities:

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

    Follow Up Tasks:
    Components of Fitness


  • 20 February - 26 February

    EXPLORE / TŪHURA

    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

  • 27 February - 5 March

    FOCUS / ARONGA

    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


  • 6 March - 12 March

    FOCUS / ARONGA

    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 


  • 13 March - 19 March

    FOCUS / ARONGA

    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 


  • 20 March - 26 March

    FOCUS / ARONGA

    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


  • 27 March - 2 April

    PLAN & DO / WHAKAMAHI

    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



  • 3 April - 9 April

    PLAN & DO / WHAKAMAHI

    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



  • 10 April - 16 April

  • 17 April - 23 April

  • 24 April - 30 April

  • 1 May - 7 May

    EXPLORE / TŪHURA

    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...


  • 8 May - 14 May

    EXPLORE / TŪHURA

    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...


  • 15 May - 21 May

    FOCUS / ARONGA

    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



  • 22 May - 28 May

    FOCUS / ARONGA

    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



  • 29 May - 4 June

    FOCUS / ARONGA

    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



  • 5 June - 11 June

    FOCUS / ARONGA

    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



  • 12 June - 18 June

    PLAN & DO / WHAKAMAHI

    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



  • 19 June - 25 June

    PLAN & DO / WHAKAMAHI

    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



  • 26 June - 2 July

    PLAN & DO / WHAKAMAHI

    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



  • 3 July - 9 July

  • 10 July - 16 July

  • 17 July - 23 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

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


    PLAN & DO / WHAKAMAHI

    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



  • 24 July - 30 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

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


    PLAN & DO / WHAKAMAHI

    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 


  • 31 July - 6 August

    EXPLORE / TŪHURA

    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



  • 7 August - 13 August

    FOCUS / ARONGA

    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


  • 14 August - 20 August

    FOCUS / ARONGA

    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




  • 21 August - 27 August

    FOCUS / ARONGA

    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




  • 28 August - 3 September

    PLAN & DO / WHAKAMAHI

    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





  • 4 September - 10 September

    PLAN & DO / WHAKAMAHI

    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.


  • 11 September - 17 September


    PLAN & DO / WHAKAMAHI

    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




  • 18 September - 23 September


    PLAN & DO / WHAKAMAHI

    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




  • 25 September - 1 October

  • 2 October - 8 October

  • 9 October - 15 October

    EXPLORE / TŪHURA

    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...



  • 16 October - 22 October

    EXPLORE / TŪHURA

    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...



  • 23 October - 29 October

    EXPLORE / TŪHURA

    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...



  • 30 October - 5 November

    FOCUS / ARONGA

    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...




  • 6 November - 12 November

    FOCUS / ARONGA

    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...




  • 13 November - 19 November

    FOCUS / ARONGA

    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...




  • 20 November - 26 November

    FOCUS / ARONGA

    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...




  • 27 November - 3 December

    FOCUS / ARONGA

    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...




  • 4 December - 10 December

    Kia ora...

    PLAN & DO / WHAKAMAHI

    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



  • 11 December - 17 December

    No class.