Weekly outline

  • General

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  • 30 January - 5 February

  • 6 February - 12 February

  • 13 February - 19 February


    To create a healthy eating diary for one week. 14-18 Feb.

    Learn to play Maramaratonga

    Understand the importance of physical fitness and the advantage.

    Success Criteria: I can/have...

    • Record weekly food diary on individual slide. High trust model.
    • Understand the rules of playing Maramaratonga.
    • Analyse the advantages of being and feeling fit.

    Activities:

    1. Food diary on Health/PE and fitness slide
    2. All learners involving themselves in playing. Just have a little fun.
    3. Complete the beep test and record individual results.

    Follow Up Tasks:
    Request students to start thinking about what they have eaten through the week. How does this compare with the healthy food triangle.

    Students start developing their own physical activity program.


  • 20 February - 26 February

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...
    • We are planning to identify a healthy diet and eating plan se we can feel and look healthier.
    • We are planning to participate more in physical activities so we can look and feel fit.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... On our personal Physical Health.
    • We are FOCUSING... On what types of foods we should eat to have a healthy diet.
    • We are FOCUSING... The development of a simple physical activity program.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...
    • We are EXPLORING...
    • We are EXPLORING...

    We are learning to think critically about what we choose to eat. We are learning to evaluate what we choose to eat against the healthy food triangle.

    We are learning to take responsibility for physical fitness by committing to some form of training weekly.

    We are learning about traditional Maori games. Select from a list of Maori games and do research to find games that might interest oneself. 

    We are learning to play striking sports - Hockey and Tennis. Skills development. Checpoints - grip and basig hitting and movement.

    Success Criteria: I can/have...

    • Can critically evaluate the food we choose to eat against the healthy food pyramid. 
    • Can name some cultural foods that may be healthy choices.
    • Can make an effort to complete fitness development activities.
    • Can choose a series of traditional Maori games we would like to choose from.

    Activities:

    1. Complete health slide number 7 and create own food pyramid.
    2. Fitness - Strength development - 4 corner fitness rotation.
    3. Hitting striking - Hockey drills, Tennis - grip and basic striking.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program.

    Perfect the drills and start playing adaptive games.



  • 27 February - 5 March

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...
    • We are planning to identify a healthy diet and eating plan se we can feel and look healthier.
    • We are planning to participate more in physical activities so we can look and feel fit.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... On our personal Physical Health.
    • We are FOCUSING... On what types of foods we should eat to have a healthy diet.
    • We are FOCUSING... The development of a simple physical activity program.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...
    • We are EXPLORING...
    • We are EXPLORING...

    We are learning to think critically about what we choose to eat. We are learning to evaluate what we choose to eat against the healthy food triangle.

    We are creating a healthy food triangle that connects with our cultural foods.

    We are learning to take responsibility for physical fitness by committing to some form of training weekly.

    We are learning about traditional Maori games. Select from a list of Maori games and do research to find games that might interest oneself. 

    We are learning to play striking sports - Hockey. Skills development. Checkpoints - grip and basic hitting and movement.

    We are learning to orientate and move - orienteering - developing mapping skills.

    Success Criteria: I can/have...

    • Can critically evaluate the food we choose to eat against the healthy food pyramid. 
    • Can name some cultural foods that may be healthy choices.
    • Can make an effort to complete fitness development activities.
    • Can choose a series of traditional Maori games we would like to choose from.

    Activities:

    1. Complete health slide number 7 and create own food pyramid.
    2. Fitness - Strength development- sport smart warm up.
    3. Hitting striking - Hockey drills, grip and basic stick work.
    4. Moving and orientation - Basic orienteering skills.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program.

    Perfect the drills and start playing adaptive games.



  • 6 March - 12 March

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...
    • We are planning to identify a healthy diet and eating plan se we can feel and look healthier.
    • We are planning to participate more in physical activities so we can look and feel fit.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... On our personal Physical Health.
    • We are FOCUSING... On what types of foods we should eat to have a healthy diet.
    • We are FOCUSING... The development of a simple physical activity program.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...
    • We are EXPLORING...
    • We are EXPLORING...

    We are learning to think critically about what we choose to eat. We are learning to evaluate what we choose to eat against the healthy food triangle.

    We are learning to take responsibility for physical fitness by committing to some form of training weekly.

    We are learning about traditional Maori games. Select from a list of Maori games and do research to find games that might interest oneself. 

    We are learning to play striking sports - Hockey.  Skills development. Checkpoints - grip and basic hitting and movement.

    Success Criteria: I can/have...

    • Can critically evaluate the food we choose to eat against the healthy food pyramid. 
    • Can create a personal food pyramid
    • Can make an effort to complete fitness development activities.

    Activities:

    1. Complete health slide number 7 and create own food pyramid. Evaluate this agains cultural foods. 
    2. Fitness - Strength development - Long slow distance
    3. Hitting striking - Hockey drills, grip and basic striking.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program.

    Perfect the drills and start playing adaptive games.



  • 13 March - 19 March

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... traditional Maori games.
    • We are EXPLORING... the foods we eat.
    • We are EXPLORING...
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...
    • We are planning to identify a healthy diet and eating plan se we can feel and look healthier.
    • We are planning to participate more in physical activities so we can look and feel fit.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... On our personal Physical Health.
    • We are FOCUSING... On what types of foods we should eat to have a healthy diet.
    • We are FOCUSING... The development of a simple physical activity program.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...
    • We are EXPLORING...
    • We are EXPLORING...

    • We are learning to think critically about what we choose to eat. We are learning to evaluate what we choose to eat against the healthy food triangle.

      We are learning to take responsibility for physical fitness by committing to some form of training weekly.

      We are learning about traditional Maori games. Select from a list of Maori games and do research to find games that might interest oneself. 

      We are learning to play striking sports - Hockey.  Skills development. Checkpoints - grip and basic hitting and movement.

      Success Criteria: I can/have...

      • Can identify the orienteering map and understand the legend.
      • Can plan a healthy cultural dish.
      • Can make an effort to complete fitness development activities.

      Activities:

      1. Complete health slide number 8 - plan healthy cultural dish.
      2. Fitness - Strength development - Long slow distance
      3. Hitting striking - Hockey drills, grip and basic striking.
      4. Orienteering - Understanding the map - Legend

      Follow Up Tasks:
      Develop personalised fitness and physical activity program. Students start thinking about winter sports sign up.




  • 20 March - 26 March

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... traditional Maori games.
    • We are EXPLORING... the foods we eat.
    • We are EXPLORING...
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...
    • We are planning to identify a healthy diet and eating plan se we can feel and look healthier.
    • We are planning to participate more in physical activities so we can look and feel fit.
    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING... On the changes we have made in our personal physical health in relation to our diet and simple physical activities.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... On our personal Physical Health.
    • We are FOCUSING... On what types of foods we should eat to have a healthy diet.
    • We are FOCUSING... The development of a simple physical activity program.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...
    • We are EXPLORING...
    • We are EXPLORING...

    We are learning to think critically about what we choose to eat. We are learning to evaluate what we choose to eat against the healthy food triangle.

    We are learning to take responsibility for physical fitness by committing to some form of training weekly.

    We are learning about traditional Maori games. Select from a list of Maori games and do research to find games that might interest oneself. 

    We are learning to play striking sports - Hockey.  Skills development. Checkpoints - grip and basic hitting and movement.

    Success Criteria: I can/have...

    • Can identify the orienteering map and understand the legend. 
    • Can complete some small courses acurately.
    • Can plan a healthy cultural dish.
    • Can make an effort to complete fitness development activities.

    Activities:

    1. Complete health slide number 8 - plan a cultural dish.
    2. Students with supervision of their parents prepare this cultural dish and have photos as evidence.
    3. Fitness - Strength development - Short sprints
    4. Hitting striking - Hockey drills, grip and dribbling - exposure only.
    5. Orienteering - Students start practising the school orienteering courses 4 x short courses.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program. Students start thinking about winter sports sign up.



  • 27 March - 2 April

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... traditional Maori games.
    • We are EXPLORING... the foods we eat.
    • We are EXPLORING...
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...
    • We are planning to identify a healthy diet and eating plan se we can feel and look healthier.
    • We are planning to participate more in physical activities so we can look and feel fit.
    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING... On the changes we have made in our personal physical health in relation to our diet and simple physical activities.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... On our personal Physical Health.
    • We are FOCUSING... On what types of foods we should eat to have a healthy diet.
    • We are FOCUSING... The development of a simple physical activity program.

    • We are learning to think critically about what we choose to eat. Students are cooking a healthy cultural dish. Use photo evidence and recipe to create a recipe slide. 

      We are learning to take responsibility for physical fitness by committing to some form of training weekly.

      We are learning about traditional Maori games. Students use information to create a instruction poster to promote traditional Maori games.

      Success Criteria: I can/have...

      • Can use the orienteering map to navigate the course and record controls on the course.
      • Can complete all 4 courses - as practice.
      • Can create recipe for recipe slide.
      • Can create a instruction poster for traditional Maori game.

      Activities:

      1. Complete health slide number 12 - Recipe slide
      2. Students contribute to class recipe slide.
      3. Fitness - Strength development - Short and medium sprints.
      4. Traditional Maori games - create instruction poster.
      5. Orienteering - Final 4 course practice for assessment next week.

      Follow Up Tasks:
      Develop personalised fitness and physical activity program. Students start thinking about winter sports sign up.




  • 3 April - 9 April

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... traditional Maori games.
    • We are EXPLORING... the foods we eat.
    • We are EXPLORING...
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can...
    • We are planning to identify a healthy diet and eating plan se we can feel and look healthier.
    • We are planning to participate more in physical activities so we can look and feel fit.
    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING... On the changes we have made in our personal physical health in relation to our diet and simple physical activities.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... On our personal Physical Health.
    • We are FOCUSING... On what types of foods we should eat to have a healthy diet.
    • We are FOCUSING... The development of a simple physical activity program.

    We are evaluating our physical wellbeing - what we eat, cultural foods and physical activity.

    We are evaluating our  responsibility for physical fitness by committing to some form of training weekly.

    We are being assessed on out self management and orienteering skills.

    Success Criteria: I can/have...

    • Can use the orienteering map to navigate the course and record controls on the course. Timed.
    • Can create recipe for recipe slide. and talk about the healthy options.
    • Can discuss and give instructions to organise a traditional Maori game.

    Activities:

    1. Orienteering assessment m- Timed.
    2. Evaluate healthy easing habits - did anything change.
    3. Fitness - Evaluations - Am I fitter than at the start of the term.
    4. Traditional Maori games - share and play.

    Follow Up Tasks:
    Students choose some physical activity ideas for the school holidays.

    Finalise winter sports options.



  • 10 April - 16 April

  • 17 April - 23 April

  • 24 April - 30 April

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... Hauora with a focus mental and emotional wellbeing.
    • We are EXPLORING... Communication as a tool to to promote healthy mental state.
    • We are EXPLORING...


    We are learning to develop personal fitness to support ourselves when taking part in whole school activities.

    We are learning to take responsibility for physical fitness by committing to some form of training weekly.

    We are learning about the skills to play football and to collaborate with class members to be able to function better in a team.

    Success Criteria: I can/have...

    • Can use the ACC sport smart worm up program to prepare myself for fitness development.
    • Can follow instructions to develop my fitness levels.
    • Can follow instructions to develop football skills.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes.
    2. Complete 15 minute fitness development.
    3. Fitness - Strength development 
    4. Football drills and Games.
    5. Football games.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program. 

    Students trial to be selected for the MHJC Football shield.



  • 1 May - 7 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... Hauora with a focus mental and emotional wellbeing.
    • We are EXPLORING... Communication as a tool to to promote healthy mental state.
    • We are EXPLORING...


    We are learning to develop personal fitness to support ourselves when taking part in whole school activities.

    We are learning to take responsibility for physical fitness by committing to some form of training weekly.

    We are learning about the skills to play football and to collaborate with class members to be able to function better in a team.

    Success Criteria: I can/have...

    • Can use the ACC sport smart worm up program to prepare myself for fitness development.
    • Can follow instructions to develop my fitness levels.
    • Can follow instructions to develop football skills.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes.
    2. Complete 15 minute fitness development.
    3. Fitness - Strength development 
    4. Football drills and Games.
    5. Football games.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program. 

    Students trial to be selected for the MHJC Football shield.

    Students selected for the Sports project during focus Friday times.



  • 8 May - 14 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... Hauora with a focus mental and emotional wellbeing.
    • We are EXPLORING... Communication as a tool to to promote healthy mental state.
    • We are EXPLORING...


    We are learning to develop personal fitness to support ourselves when taking part in whole school activities.

    We are learning to take responsibility for physical fitness by committing to some form of training weekly.

    We are learning about the skills to play hockey and to collaborate with class members to be able to function better in a team.

    Success Criteria: I can/have...

    • Can use the ACC sport smart worm up program to prepare myself for fitness development.
    • Can follow instructions to develop my fitness levels.
    • Can follow instructions to develop football skills.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes.
    2. Complete 15 minute fitness development.
    3. Fitness - Strength development - more advanced program.
    4. Hockey drills and Games.
    5. Hockey games.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program. 

    Students trial to be selected for the MHJC Football shield.

    Students selected for the Sports project during focus Friday times.



  • 15 May - 21 May

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Individual understanding of mental and emotional wellbeing.
    • We are FOCUSING... Students focus on the things they already do well.
    • We are FOCUSING...


    • We are learning to develop personal fitness to support ourselves when taking part in whole school activities.

      We are learning to take responsibility for physical fitness by committing to some form of training weekly.

      We are learning about the skills to play hockey and to collaborate with class members to be able to function better in a team.

      Success Criteria: I can/have...

      • Can use the ACC sport smart worm up program to prepare myself for fitness development.
      • Can follow instructions to develop my fitness levels. Slightly increasing the intensity and volume of sessions.
      • Can follow instructions to develop hockey skills.

      Activities:

      1. Use the ACC sports smart warm up routine to warm up - 7 minutes.
      2. Complete 15 minute fitness development. Increase in volume and intensity.
      3. Fitness focus on strength and muscle endurence.
      4. Fitness - Strength development - more advanced program.
      5. Endurance - Multiple runs of more than 16s
      6. Hockey drills and Games. (Indian dribble, drag right and left and sweep shot)
      7. Hockey games.

      Follow Up Tasks:
      Develop personalised fitness and physical activity program. 

      Students trial to be selected for the MHJC Football shield.

      Students selected for the Sports project during focus Friday times.


  • 22 May - 28 May

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Individual understanding of mental and emotional wellbeing.
    • We are FOCUSING... Students focus on the things they already do well.
    • We are FOCUSING...


    • We are learning to develop personal fitness to support ourselves when taking part in whole school activities.

    • We are learning to take responsibility for physical fitness by committing to some form of training weekly.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel.

    We are learning about the skills to play hockey and to collaborate with class members to be able to function better in a team.

    Success Criteria: I can/have...

    • Can use the ACC sport smart worm up program to prepare myself for fitness development.
    • Can follow instructions to develop my fitness levels. Slightly increasing the intensity and volume of sessions.
    • Can follow instructions to develop hockey skills.
    • Can identify different types of health and know what it is in Te Reo Maori.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes.
    2. Complete 15 minute fitness development. Increase in volume and intensity.
    3. Fitness focus on strength and muscle endurence.
    4. Fitness - Strength development - more advanced program.
    5. Endurance - Multiple runs of more than 16s
    6. Hockey drills and Games. (Indian dribble, drag right and left and sweep shot)
    7. Hockey games.
    8. Complete Hauora puzzle - This helps to identify different types of health in Te Reo Maori

    Follow Up Tasks:
    Develop personalised fitness and physical activity program. 

    Students trial to be selected for the MHJC Hockey shield.

    Students selected for the Sports project during focus Friday time


  • 29 May - 4 June

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Individual understanding of mental and emotional wellbeing.
    • We are FOCUSING... Students focus on the things they already do well.
    • We are FOCUSING...


    • We are learning to develop personal fitness to support ourselves when taking part in whole school activities. Our current focus is shield events and whole school cross country.

    • We are learning to take responsibility for physical fitness by committing to some form of training weekly. This includes sports project and PE sessions. We are starting to develop personal responsibility as well.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are discussing the four walls of Hauora.

    We are learning about the skills to play hockey and to collaborate with class members to be able to function better in a team.

    Success Criteria: I can/have...

    • Can use the ACC sport smart worm up program to prepare myself for fitness development.
    • Can follow instructions to develop my fitness levels. Slightly increasing the intensity and volume of sessions.
    • Can follow instructions to develop hockey skills.
    • Can identify different types of health and know what it is in Te Reo Maori.
    • Can identify the four walls of Hauora.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. Complete 15 minute fitness development. Increase in volume and intensity. Stamina week.
    3. Fitness - Strength development - more advanced program.
    4. Endurance - Multiple runs of more than 16s
    5. Hockey drills and Games. (Indian dribble, drag right and left and sweep shot)
    6. Hockey games.
    7. Complete walls of the Marae "Hauora" activity.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program. 

    Students trial to be selected for the MHJC Hockey shield. Prepare to do the best we can for Whanau hockey shield.

    Students selected for the Sports project during focus Friday time. 



  • 5 June - 11 June

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Individual understanding of mental and emotional wellbeing.
    • We are FOCUSING... Students focus on the things they already do well.
    • We are FOCUSING...


    • We are learning to develop personal fitness to support ourselves when taking part in whole school activities. Our current focus is shield events and whole school cross country.

    • We are learning to take responsibility for physical fitness by committing to some form of training weekly. This includes sports project and PE sessions. We are starting to develop personal responsibility as well.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are discussing the four walls of Hauora.

    We are learning about the skills to play hockey and to collaborate with class members to be able to function better in a team.

    Success Criteria: I can/have...

    • Can use the ACC sport smart worm up program to prepare myself for fitness development.
    • Can follow instructions to develop my fitness levels. Slightly increasing the intensity and volume of sessions.
    • Can follow instructions to develop hockey skills.
    • Can identify different types of health and know what it is in Te Reo Maori.
    • Can identify the four walls of Hauora.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. Complete 15 minute fitness development. Increase in volume and intensity. Stamina week.
    3. Fitness - Strength development - more advanced program.
    4. Endurance - Multiple runs of more than 16s
    5. Hockey drills and Games. (Indian dribble, drag right and left and sweep shot)
    6. Hockey games.
    7. Complete walls of the Marae "Hauora" activity.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program. 

    Students trial to be selected for the MHJC Hockey shield. Prepare to do the best we can for Whanau hockey shield.

    Students selected for the Sports project during focus Friday time. 



  • 12 June - 18 June

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... to complete the design and building of a Marae
    • so that we can... better understand the importance of all concepts of Hauora to achieve holistic health.


    • We are learning to develop personal fitness to support ourselves when taking part in whole school activities. Our current focus is shield events and whole school cross country.

    • We are learning to take responsibility for physical fitness by committing to some form of training weekly. This includes sports project and PE sessions. We are starting to develop personal responsibility as well.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing

    We are learning about the skills to play hockey and to collaborate with class members to be able to function better in a team.

    Success Criteria: I can/have...

    • Can use the ACC sport smart worm up program to prepare myself for fitness development.
    • Can follow instructions to develop my fitness levels. Slightly increasing the intensity and volume of sessions.
    • Can follow instructions to develop hockey skills.
    • Can identify different types of health and know what it is in Te Reo Maori. 
    • Can articulate the four concepts of wellbeing

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. Complete 15 minute fitness development. Increase in volume and intensity. Stamina week.
    3. Fitness - Strength development - more advanced program.
    4. Endurance - Multiple runs of the school cross country course.
    5. Hockey drills and Games. (Indian dribble, drag right and left and sweep shot)
    6. Hockey games. Game situation, focus on look and pass.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program. 

    Students trial to be selected for the MHJC Hockey shield. Prepare to do the best we can for SEZ hockey tournament.

    Students start planning for MHJC cross country championships.



  • 19 June - 25 June

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... to complete the design and building of a Marae
    • so that we can... better understand the importance of all concepts of Hauora to achieve holistic health.


    • We are learning to develop personal fitness to support ourselves when taking part in whole school activities. Our current focus is shield events and whole school cross country. This is cross country week, so students set personal goals for the school cross country.

    • We are learning to take responsibility for physical fitness by committing to some form of training weekly. This includes sports project and PE sessions. Students are starting to develop stamina. Students start reflecting on the amount of work it take and how easy they can loose the fitness again.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing.

    We are learning about the skills to play hockey and to collaborate with class members to be able to function better in a team.

    Success Criteria: I can/have...

    • Can use the ACC sport smart worm up program to prepare myself for fitness development.
    • Can follow instructions to develop my fitness levels. Slightly increasing the intensity and volume of sessions.
    • Can follow instructions to develop hockey tactics.
    • Can identify different types of health and know what it is in Te Reo Maori. 
    • Can articulate the four concepts of wellbeing as well as what they do themselves to ensure a ballanced wellbeing.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. Complete 15 minute fitness development. Increase in volume and intensity. Stamina week.
    3. Fitness - Strength development - more advanced program.
    4. Endurance - Multiple runs of the school cross country course.
    5. Hockey drills and Games. (Indian dribble, drag right and left and sweep shot)
    6. Hockey games. Game situation, focus on look and pass.
    7. Students set target times for the school cross country championships and work hard to achieve that.

    Follow Up Tasks:
    Develop personalised fitness and physical activity program. 

    Students trial to be selected for the MHJC Hockey shield. Prepare to do the best we can for SEZ hockey tournament.

    Students start planning for MHJC cross country championships. Students are encouraged to complete extra runs in their own times.



  • 26 June - 2 July

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... to complete the design and building of a Marae
    • so that we can... better understand the importance of all concepts of Hauora to achieve holistic health.


    • Students are reflecting on school cross country achievements and fitness development. What have they done at school, independently and what are they most proud of.

    • Students reflect on personal responsibility towards fitness, especially during the school holidays. 

    • Physical activity as concept during the holidays, what can I do to stay active.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Student complete in class championships - Touch Netty!

    Success Criteria: I can/have...

    • Can identify different types of health and know what it is in Te Reo Maori. 
    • Can articulate the four concepts of wellbeing as well as what they do themselves to ensure a balanced wellbeing.
    • Can actively reflect and set goals regarding my personal fitness.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. Reflect and set fitness goals.
    3. Reflect towards school cross country results and efforts.
    4. Fun game, play touch netty as a collaborative game.

    Follow Up Tasks:
    N/A

    Students plan physical activity program for during the school holiday.


  • 3 July - 9 July

  • 10 July - 16 July

  • 17 July - 23 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... NZ legends in sport - Track and Field
    • We are EXPLORING... NZ Legends in Sport - Rugby Union.
    • We are EXPLORING...


    • Students are shifting their PE focus from Cross Country to track and field. We will have class discussions about track and field competitions internationally as well as what is available for them.
    • Our topic "Where legends are born" will lean towards seeing what a sporting legend looks like and what characteristics are important to achieve at the highest level. We will also assess them agains the 4 components of Hauora.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify different events in track and field.
    • Can do independent research about New Zealand legends.
    • Can actively complete EP tasks around mental health.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. Reflect and set fitness goals. This is to be maintained throughout the term.
    3. Entry assessment - High Jump.

    Follow Up Tasks:
    N/A



  • 24 July - 30 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... NZ legends in sport - Track and Field
    • We are EXPLORING... NZ Legends in Sport - Rugby Union.
    • We are EXPLORING...
    • Students are shifting their PE focus from Cross Country to track and field. We will have class discussions about track and field competitions internationally as well as what is available for them.
    • Our topic "Where legends are born" will lean towards seeing what a sporting legend looks like and what characteristics are important to achieve at the highest level. We will also assess them agains the 4 components of Hauora.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify different events in track and field.
    • Can do independent research about New Zealand legends.
    • Can actively complete EP tasks around mental health.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. Reflect and set fitness goals. This is to be maintained throughout the term.
    3. Entry assessment - Shot Put and Discus
    4. Research - NZ track and field legend - past and present.


  • 31 July - 6 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... NZ legends in sport - Track and Field
    • We are EXPLORING... NZ Legends in Sport - Rugby Union.
    • We are EXPLORING...
    • The student focus is now fully on run - jump - throw
    • Our topic "Where legends are born" will lean towards seeing what a sporting legend looks like and what characteristics are important to achieve at the highest level. We will also assess them agains the 4 components of Hauora.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify different events in track and field.
    • Can do independent research about New Zealand legends.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to promote skill development.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. High jump - 3 key coaching points
    3. High jump run up, jump and landing. Practice
    4. Fitness development 10m and 30m time trial.
    5. Research - NZ track and field legend - past and present.

    Follow Up Tasks:

    Students start thinking about summer sport.

  • 7 August - 13 August

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Technical skills in Track and field - athletics
    • We are FOCUSING... Personalised development.
    • We are FOCUSING...
      • The student focus is now fully on run - jump - throw
      • Our topic "Where legends are born" will lean towards seeing what a sporting legend looks like and what characteristics are important to achieve at the highest level. We will also assess them agains the 4 components of Hauora.

      • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

      Success Criteria: I can/have...

      • Can identify different events in track and field.
      • Can do independent research about New Zealand legends.
      • Can actively complete EP tasks around mental health.
      • We can independently find resources to promote skill development.

      Activities:

      1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
      2. High jump - 3 key coaching points
      3. High jump run up, jump and landing. Practice
      4. Fitness development 10m and 30m time trial.
      5. Research - NZ track and field legend - past and present.

      Follow Up Tasks:

      Students start thinking about summer sport.



  • 14 August - 20 August

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Technical skills in Track and field - athletics
    • We are FOCUSING... Personalised development.
    • We are FOCUSING...


    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.
    • The student focus is now fully on run - jump - throw
    • Our topic "Where legends are born" will lean towards seeing what a sporting legend looks like and what characteristics are important to achieve at the highest level. We will also assess them agains the 4 components of Hauora.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify different events in track and field. And can identify skills associated with it.
    • Can do independent research about New Zealand Rugby legends.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to promote skill development.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. High jump - 3 key coaching points, Shot put 3 key coaching points.
    3. High jump run up, jump and landing. Practice
    4. Fitness development 10m and 30m time trial. Extend to 80m sprint
    5. Research - NZ Rugby legends past and present
    6. RWC - track team progress - Who will be the next Rugby Legends.
    7. Discussion about Pacifica legends  outside of NZ

    Follow Up Tasks:

    Students start thinking about summer sport.



  • 21 August - 27 August

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Technical skills in Track and field - athletics
    • We are FOCUSING... Personalised development.
    • We are FOCUSING...

    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.
    • The student focus is now fully on run - jump - throw
    • Our topic "Where legends are born" will lean towards seeing what a sporting legend looks like and what characteristics are important to achieve at the highest level. We will also assess them agains the 4 components of Hauora.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify different events in track and field. And can identify skills associated with it.
    • Can do independent research about New Zealand Rugby legends.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to promote skill development.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. All throwing and jumping events - 3 key coaching points
    3. Fitness development 10m and 30m time trial. Extend to 80m sprint
    4. Research - NZ Rugby legends past and present
    5. RWC - track team progress - Who will be the next Rugby Legends.
    6. Discussion about Pacifica legends  outside of NZ
    7. Focus shifts to track events. This week 100m, 200m

    Follow Up Tasks:

    Students start thinking about summer sport.



  • 28 August - 3 September

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Technical skills in Track and field - athletics
    • We are FOCUSING... Personalised development.
    • We are FOCUSING...

    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.
    • Students should by now have completed all profiles on NZ track and field legends.
    • The student focus is now fully on run - jump - throw

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify different events in track and field. And can identify skills associated with it.
    • Can do independent research about New Zealand Rugby legends.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to promote skill development.
    • Focus on track sprinting events and speed development.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. All throwing and jumping events - 3 key coaching points
    3. Fitness development 10m and 30m time trial. Extend to 80m sprint
    4. Research - NZ Rugby legends past and present
    5. RWC - track team progress - Who will be the next Rugby Legends.
    6. Discussion about Pacifica legends  outside of NZ
    7. Focus shifts to track events. This week 100m, 200m 
    8. Speed development and trials.

    Follow Up Tasks:

    Students start thinking about summer sport.


  • 4 September - 10 September

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Technical skills in Track and field - athletics
    • We are FOCUSING... Personalised development.
    • We are FOCUSING...
    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.
    • Students should by now have completed all profiles on NZ track and field legends.
    • The student focus is now fully on run - jump - throw

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify different events in track and field. And can identify skills associated with it.
    • Can do independent research about New Zealand Rugby legends.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to promote skill development.
    • Focus on track sprinting events and speed development.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. All throwing and jumping events - 3 key coaching points
    3. Fitness development 10m and 30m time trial. Extend to 80m sprint
    4. Research - NZ Rugby legends past and present
    5. RWC - track team progress - Who will be the next Rugby Legends.
    6. Discussion about Pacifica legends  outside of NZ
    7. Focus shifts to track events. This week 100m, 200m 
    8. Speed development and trials.

    Students play cooperative games with the reliever as per assigned by Mr Fourie - Aims Games Week.

    Follow Up Tasks:

    Students start thinking about summer sport.


  • 11 September - 17 September

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... Technical skills in Track and field - athletics
    • We are FOCUSING... Personalised development.
    • We are FOCUSING...
    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.
    • Students should by now have completed all profiles on NZ track and field legends as well as NZ Rugby legends - to be assessed by Mr Fourie.
    • The student focus is now fully on run - jump - throw

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify different events in track and field. And can identify skills associated with it. 
    • Students can display throws and jumps with developed movement skills to support this.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to promote skill development.
    • Focus on track sprinting events - long distances 400m, 800m, 1500m.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. All throwing and jumping events - 3 key coaching points
    3. Fitness development 10m and 30m time trial. Extend to 80m sprint
    4. Research - NZ Rugby legends past and present
    5. RWC - track team progress - Who will be the next Rugby Legends.
    6. Discussion about Pacifica legends  outside of NZ
    7. Focus shifts to track events. This week 800m, 1500m
    8. Speed development and trials.

    Follow Up Tasks:

    Students start thinking about summer sport.


  • 18 September - 23 September

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.
    • We are PLANNING... Research legends in sport, and develop skills
    • so that we can... learn from them and be the best we can be.
    • Students should by now have completed all profiles on NZ track and field legends as well as NZ Rugby legends - to be assessed by Mr Fourie.
    • The student focus is now fully on run - jump - throw

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify different events in track and field. And can identify skills associated with it. 
    • Students can display throws and jumps with developed movement skills to support this.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to promote skill development.
    • Focus on track sprinting events - long distances 400m, 800m, 1500m.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. All throwing and jumping events - 3 key coaching points
    3. Fitness development 10m and 30m time trial. Extend to 80m sprint
    4. Research - NZ Rugby legends past and present
    5. RWC - track team progress - Who will be the next Rugby Legends.
    6. Discussion about Pacifica legends  outside of NZ
    7. Focus shifts to track events. This week 800m, 1500m
    8. THIS IS FINAL TRIALS WEEK!!

    Follow Up Tasks:

    Students start thinking about summer sport.

  • 25 September - 1 October

  • 2 October - 8 October

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... being active during the summer by visiting marine resrves
    • We are EXPLORING...
    • We are EXPLORING...


  • 9 October - 15 October

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... being active during the summer by visiting marine resrves
    • We are EXPLORING...
    • We are EXPLORING...


    • We are PLANNING... Research water/summer activities in Auckland. 
    • so that we can... Choose the things we do during summer
    • The student focus is now fully on run - jump - throw until after the school athletics day.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify 3 coaching tips for each of the 4 field events.
    • Students can display throws and jumps with developed movement skills to support this.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to help develop throwing and jumping skills online.
    • Focus on track events 100m - 1500m

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. All throwing and jumping events - 3 key coaching points
    3. Focus shifts to track events. This week 800m, 1500m
    4. Week 1-3 development program to improve personal best results in all events.
    5. Mon: High Jump, Tues: Shot Put/Discus, Wed: 100m,200m and long Jump, Thurs Shot/DiscMon: High 
    6. Mon: 400m/800m, Tues: 1500m Shot Put/Discus, Wed: 100m,400m and long Jump, Thurs Shot/Disc

    THIS IS FINAL PREPARATION WEEK:

    Follow Up Tasks:

    Students start thinking about summer sport.

  • 16 October - 22 October

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on creating an active summer program
    • We are FOCUSING...
    • We are FOCUSING...


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... being active during the summer by visiting marine resrves
    • We are EXPLORING...
    • We are EXPLORING...


    • We are PLANNING... Research water/summer activities in Auckland. 
    • so that we can... Choose the things we do during summer
    • The student focus is now fully on run - jump - throw until after the school athletics day.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify 3 coaching tips for each of the 4 field events.
    • Students can display throws and jumps with developed movement skills to support this.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to help develop throwing and jumping skills online.
    • Focus on track events 100m - 1500m

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. All throwing and jumping events - 3 key coaching points
    3. Focus shifts to track events. This week 800m, 1500m
    4. Week 1-3 development program to improve personal best results in all events.
    5. Mon: High Jump, Tues: Shot Put/Discus, Wed: 100m,200m and long Jump, Thurs Shot/DiscMon: High 
    6. Mon: 400m/800m, Tues: 1500m Shot Put/Discus, Wed: 100m,400m and long Jump, Thurs Shot/Disc

    THIS IS FINAL PREPARATION WEEK:

    Follow Up Tasks:

    Students start thinking about summer sport.

  • 23 October - 29 October

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on creating an active summer program
    • We are FOCUSING...
    • We are FOCUSING...


    • We are PLANNING... Research water/summer activities in Auckland. 
    • so that we can... Choose the things we do during summer
    • The student focus is now fully on run - jump - throw until after the school athletics day.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify 3 coaching tips for each of the 4 field events.
    • Students can display throws and jumps with developed movement skills to support this.
    • Can actively complete EP tasks around mental health.
    • We can independently find resources to help develop throwing and jumping skills online.
    • Focus on track events 100m - 1500m

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity.
    2. All throwing and jumping events - 3 key coaching points
    3. Focus shifts to track events. This week 800m, 1500m
    4. Week 1-3 development program to improve personal best results in all events.
    5. Mon: High Jump, Tues: Shot Put/Discus, Wed: 100m,200m and long Jump, Thurs Shot/DiscMon: High 
    6. Mon: 400m/800m, Tues: 1500m Shot Put/Discus, Wed: 100m,400m and long Jump, Thurs Shot/Disc

    THIS IS FINAL PREPARATION WEEK:

    Follow Up Tasks:

    Students start thinking about summer sport.

  • 30 October - 5 November

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on creating an active summer program
    • We are FOCUSING...
    • We are FOCUSING...


    • We are PLANNING... Research water/summer activities in Auckland. 
    • so that we can... Choose the things we do during summer, select activities that will keep us moving with a focus on indoor and outdoor all year sports.
    • The focus shifts to raquet sports - badminton on Gym days and tennis on Te Kapua Days.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    Success Criteria: I can/have...

    • Can identify and select outdoors summer sport activities
    • Can make good decisions for my summer fitness.
    • Can actively complete EP tasks around mental health.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity. Fitness maintenance is crucial form summer activities.
    2. Raquet sports - Badminton, set up play basic shots.
    3. Racquet sports - Tennis, raquet management and basic forehand.
    4. Focus shifts to track events. This week 800m, 1500m
    5. Create a poster with summer sports activities, this includes beach activities. Must be about staying active during summer.


    Follow Up Tasks:

    Students start thinking about summer sport.

  • 6 November - 12 November

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... an active summer program so that we can... be more active during the summer, this includes visits to marine reserves.


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on creating an active summer program
    • We are FOCUSING...
    • We are FOCUSING...


    • We are PLANNING... Research water/summer activities in Auckland. 
    • So that we can... Choose the things we do during summer, select activities that will keep us moving with a focus on indoor and outdoor all year sports.
    • The focus shifts to raquet sports - badminton on Gym days and tennis on Te Kapua Days.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    • We are learning about types of summer activities and reflect how this can impact of personal wellbeing.

    Success Criteria: I can/have...

    • Can identify and select outdoors summer sport activities
    • Can reflect on the impack on personal hauora.
    • Can make good decisions for my summer fitness.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity. Fitness maintenance is crucial form summer activities.
    2. Raquet sports - Badminton, set up play basic shots.
    3. Racquet sports - Tennis, raquet management and basic forehand.
    4. Class activity: Summer activity vs Summer sports - know the difference
    5. Class discussion - Different types of Summer activities.


    Follow Up Tasks:

    Start thinking about examples of the different types of Summer activities.

  • 13 November - 19 November

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... an active summer program so that we can... be more active during the summer, this includes visits to marine reserves.


    • We are PLANNING... Research water/summer activities in Auckland. 
    • so that we can... Choose the things we do during summer, select activities that will keep us moving with a focus on indoor and outdoor all year sports.
    • The focus shifts to raquet sports - badminton on Gym days and tennis on Te Kapua Days.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    • We are learning about summer activities vs summer sports.

    Success Criteria: I can/have...

    • Can identify and select outdoors summer sport activities
    • Can make good decisions for my summer fitness.
    • Can identify the difference between summer activities and playing sports.
    • Can judge how it impacts on personal hauora.
    • Can actively complete EP tasks around mental health.

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity. Fitness maintenance is crucial form summer activities.
    2. Raquet sports - Badminton, set up play basic shots.
    3. Racquet sports - Tennis, raquet management and basic forehand.
    4. Start to research activities that is sports related and activities that are "active" activities.
    5. Start planning a three week summer active program for the summer holiday. Each week should have 3 excursions that will encourage active (Away from devices) type days. 
    6. Create a poster with summer sports activities, this includes beach activities. Must be about staying active during summer.


    Follow Up Tasks:

    Students start thinking about summer sport.

  • 20 November - 26 November

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... an active summer program so that we can... be more active during the summer, this includes visits to marine reserves.


    • We are PLANNING... Research water/summer activities in Auckland. 
    • so that we can... Choose the things we do during summer, select activities that will keep us moving with a focus on indoor and outdoor all year sports.
    • The focus shifts to raquet sports - badminton on Gym days and tennis on Te Kapua Days.

    • We are learning about Hauora. Mental and emotional wellbeing. It is important to communicate about how we feel. We are articulating the four concepts of wellbeing. Students complete task to display Hauora as the Maori philosophy of wellbeing.

    • We are learning about summer activities vs summer sports.

    Success Criteria: I can/have...

    • Can identify and select outdoors summer sport activities
    • Can make good decisions for my summer fitness.
    • Can identify the difference between summer activities and playing sports.
    • Can judge how it impacts on personal hauora.
    • Can actively complete EP tasks around mental health.
    • Can create a poster to show planned program

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity. Fitness maintenance is crucial form summer activities.
    2. Raquet sports - Badminton, set up play basic shots.
    3. Racquet sports - Tennis, raquet management and basic forehand.
    4. Start to research activities that is sports related and activities that are "active" activities.
    5. Start planning a three week summer active program for the summer holiday. Each week should have 3 excursions that will encourage active (Away from devices) type days. 
    6. Create a poster with summer sports activities, this includes beach activities. Must be about staying active during summer.

  • 27 November - 3 December

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...


    • We are PLANNING... Research water/summer activities in Auckland. 
    • so that we can... Choose the things we do during summer, select activities that will keep us moving with a focus on indoor and outdoor all year sports.
    • The focus shifts to raquet sports - badminton on Gym days and tennis on Te Kapua Days.

    • We are learning about summer activities vs summer sports.

    Success Criteria: I can/have...

    • Can identify and select outdoors summer sport activities
    • Can make good decisions for my summer fitness.
    • Can identify the difference between summer activities and playing sports.
    • Canplay summer sports for enjoyment

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity. Fitness maintenance is crucial form summer activities.
    2. Raquet sports - Badminton, set up play basic shots.
    3. Summer sports, play social sports. Students show that they can plan and organise their own.


  • 4 December - 10 December

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...


    • We are PLANNING... Research water/summer activities in Auckland. 
    • so that we can... Choose the things we do during summer, select activities that will keep us moving with a focus on indoor and outdoor all year sports.
    • The focus shifts to raquet sports - badminton on Gym days and tennis on Te Kapua Days.

    • We are learning about summer activities vs summer sports.

    Success Criteria: I can/have...

    • Can identify and select outdoors summer sport activities
    • Can make good decisions for my summer fitness.
    • Can identify the difference between summer activities and playing sports.
    • Canplay summer sports for enjoyment

    Activities:

    1. Use the ACC sports smart warm up routine to warm up - 7 minutes. Focus on quality rather than quantity. Fitness maintenance is crucial form summer activities.
    2. Raquet sports - Badminton, set up play basic shots.
    3. Summer sports, play social sports. Students show that they can plan and organise their own.


  • 11 December - 17 December