10W1 PE and Health
Weekly outline
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Opened: Wednesday, 12 June 2024, 12:00 AMDue: Monday, 1 July 2024, 8:30 AM
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Opened: Monday, 9 September 2024, 12:00 AMDue: Wednesday, 11 September 2024, 3:00 PM
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Opened: Wednesday, 20 November 2024, 8:50 AMClosed: Wednesday, 20 November 2024, 10:40 AM
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WELCOME to 10W1PEH!
This week, we are only together Friday Session 5. I will introduce myself and then we will go straight out and play a game. Please make sure to have your PEH gear and hat.
Today's games - Switch, Change, Rotate. Elephant Ball. Flinch. Catch It, Drop It.
A reminder of our PEH days this term . . .
TUESDAYS - Health
THURSDAY - Practical
FRIDAYS - Practical
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WELCOME to 10W1PEH!
First off, welcome back! Let me introduce myself - Ms Grant - agrant@mhjc.school.nz
Learning Intention:
We are learning to understand how New Zealander's use our water ways and the risks associated with that so we can stay safe in the water with the help of supporting community resources.
Success Criteria:
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Identify the risks associated with water recreation.
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List the ways in which we use our water ways for recreation.
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Describe the practical ways someone can remain safe in/around water and how you can help keep others' safe
-
Describe 3 different community resources in Auckland/Aotearoa that are focussed on water safety/usage.
-
Explain the importance of 1 of these community resources in reducing New Zealand's negative water statistics.
-
Demonstrate ways in which you can stay safe around the water - both here at school and out on our trip.
-
Evaluate your own ability to stay safe in and around water.
Evaluate one of the community resources we have looked at and its' ability to reduce New Zealand's negative water statistics.
1.) Let's catch-up!!
2.) 10W1 PEH course page and how Ms Grant uses MHO.
3.) Expectations for PE and Health:
- Always meet in W6 - we will then either stay in class or go to gym and change. Or locations will change termly.
- Make sure you have your PE gear for every PE session!!!! If you don't have it, I will have a discussion with you and if it becomes a regular occurrence I will contact home. This includes a hat for Terms 1 and 4.
4.) What do you want out of PE this year? What YOU want to do. What YOU want from me.
Term 1 CONTEXT - SOS Wai World
TUESDAY - Holiday (but normally in-class for Health/Theory)
THURSDAY - Practical - Football Field
This is our second practical session together - you must have your PE gear, including hat.
We will discuss our SOS Wai World context and how we will connect into this both theory wise and practically. Next week you will begin to unpack ways in which we use water and the risks. We will also look at how to stay safe. Practically, this will revolve around interpersonal skills and demonstrating them in challenging environments.
First IP - Communication - to remain safe and calm in challenging situations. > River Crossing (benches)
FRIDAY - Practical - 'Other'
Make sure you have your PE gear and hat.
First IP - Communication > River Crossing (dots/shapes)
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WELCOME to 10W1PEH!
Ms Grant - agrant@mhjc.school.nz
Learning Intention:
We are learning to understand how New Zealander's use our water ways and the risks associated with that so we can stay safe in the water with the help of supporting community resources.
Success Criteria:
-
Identify the risks associated with water recreation.
-
List the ways in which we use our water ways for recreation.
-
Describe the practical ways someone can remain safe in/around water and how you can help keep others' safe
-
Describe 3 different community resources in Auckland/Aotearoa that are focussed on water safety/usage.
-
Explain the importance of 1 of these community resources in reducing New Zealand's negative water statistics.
-
Demonstrate ways in which you can stay safe around the water - both here at school and out on our trip.
-
Evaluate your own ability to stay safe in and around water.
-
Evaluate one of the community resources we have looked at and its' ability to reduce New Zealand's negative water statistics.
Term 1 CONTEXT - SOS Wai World
TUESDAY - In-class - W6
Class expectations, term learning intention, etc.
1.) Ways in which New Zealanders use water for recreation. Big table brainstorms after video. Then you pick you top 10.
2.) Risks associated with this recreation. We will think about this around the categories of risk - physical, environmental, emotional, social. Each table tasks a category, learns it, teaches class.
3.) New Zealand's water safety issues . . .
- drowning statistics - a national emergency.
Read the article and pull out . . . . who gets in the most trouble in the water and why?
Option B - https://www.1news.co.nz/2024/01/03/new-zealand-disease-90-killed-in-preventable-drownings-in-2023/
How can we stay safe?
Next up . . . community resources to keep us safe . . .
https://www.surflifesaving.org.nz/stay-safe
https://www.adventuresmart.nz/water/the-water-safety-code/
THURSDAY - Practical - Football Field
Make sure you have your PE gear and hat.
I am away today.
FRIDAY - Practical - 'Other'
Make sure you have your PE gear and hat.
First IP - Communication - to remain safe and calm in challenging situations. We have completed a bench crossing activity and a river crossing. Today we will complete a blindfold minefield activity.
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WELCOME to 10W1PEH!
Ms Grant - agrant@mhjc.school.nz
Learning Intention:
We are learning to understand how New Zealander's use our water ways and the risks associated with that so we can stay safe in the water with the help of supporting community resources.
Success Criteria:
-
Identify the risks associated with water recreation.
-
List the ways in which we use our water ways for recreation.
-
Describe the practical ways someone can remain safe in/around water and how you can help keep others' safe
-
Describe 3 different community resources in Auckland/Aotearoa that are focussed on water safety/usage.
-
Explain the importance of 1 of these community resources in reducing New Zealand's negative water statistics.
-
Demonstrate ways in which you can stay safe around the water - both here at school and out on our trip.
-
Evaluate your own ability to stay safe in and around water.
-
Evaluate one of the community resources we have looked at and its' ability to reduce New Zealand's negative water statistics.
Term 1 CONTEXT - SOS Wai World
TUESDAY - In-class - W6
Class expectations, term learning intention, etc.
1.) Folder/paragraph writing based on communication used practically so far. Please see photos below. We spent the entire session with this focus.
2.) Risks associated with this recreation. We will think about this around the categories of risk - physical, environmental, emotional, social. Each table tasks a category, learns it, teaches class. We will finish this table.
3.) New Zealand's water safety issues . . .
- drowning statistics - a national emergency.
Read the article and pull out . . . . who gets in the most trouble in the water and why?
Option B - https://www.1news.co.nz/2024/01/03/new-zealand-disease-90-killed-in-preventable-drownings-in-2023/
** what do the articles tell us?
** what do the graphs tell us?
How can we stay safe?
Next up . . . community resources to keep us safe . . .
https://www.surflifesaving.org.nz/stay-safe
https://www.adventuresmart.nz/water/the-water-safety-code/
THURSDAY - Practical - Football Field
Make sure you have your PE gear and hat.
Today we will play a fun game as we are a few sessions ahead in our learning - compared to the other class.
FRIDAY - Practical - 'Other'
Make sure you have your PE gear and hat.
Today is SLC day. Only come to school for your appointment.
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WELCOME to 10W1PEH!
Ms Grant - agrant@mhjc.school.nz
Learning Intention:
We are learning to understand how New Zealander's use our water ways and the risks associated with that so we can stay safe in the water with the help of supporting community resources.
Success Criteria:
-
Identify the risks associated with water recreation.
-
List the ways in which we use our water ways for recreation.
-
Describe the practical ways someone can remain safe in/around water and how you can help keep others' safe
-
Describe 3 different community resources in Auckland/Aotearoa that are focussed on water safety/usage.
-
Explain the importance of 1 of these community resources in reducing New Zealand's negative water statistics.
-
Demonstrate ways in which you can stay safe around the water - both here at school and out on our trip.
-
Evaluate your own ability to stay safe in and around water.
-
Evaluate one of the community resources we have looked at and its' ability to reduce New Zealand's negative water statistics.
Term 1 CONTEXT - SOS Wai World
TUESDAY - In-class - W6
Class expectations, term learning intention, etc. I am away today.
Please see your work on your google classroom.
Option B - https://www.1news.co.nz/2024/01/03/new-zealand-disease-90-killed-in-preventable-drownings-in-2023/
How can we stay safe?
Next up . . . community resources to keep us safe . . .
https://www.surflifesaving.org.nz/stay-safe
https://www.adventuresmart.nz/water/the-water-safety-code/
THURSDAY - Practical - Football Field
Make sure you have your PE gear and hat.
Today we will play a game that will prepare us for the teamwork we need for Waka Ama next month - tarp folding, hola hoop circle,
FRIDAY - Practical - 'Other'
Make sure you have your PE gear and hat.
We will play a full school game due to our space allocation - again, Waka Ama prep.
-
-
WELCOME to 10W1PEH!
Ms Grant - agrant@mhjc.school.nz
Learning Intention:
We are learning to understand how New Zealander's use our water ways and the risks associated with that so we can stay safe in the water with the help of supporting community resources.
Success Criteria:
-
Identify the risks associated with water recreation.
-
List the ways in which we use our water ways for recreation.
-
Describe the practical ways someone can remain safe in/around water and how you can help keep others' safe
-
Describe 3 different community resources in Auckland/Aotearoa that are focussed on water safety/usage.
-
Explain the importance of 1 of these community resources in reducing New Zealand's negative water statistics.
-
Demonstrate ways in which you can stay safe around the water - both here at school and out on our trip.
-
Evaluate your own ability to stay safe in and around water.
-
Evaluate one of the community resources we have looked at and its' ability to reduce New Zealand's negative water statistics.
Term 1 CONTEXT - SOS Wai World
TUESDAY - In-class - W6
'Do Now' a recap from last week - describe the 'person' who is most likely to drown in New Zealand. And where are they most likely to drown?
Do you think New Zealand has a drowning problem?
You then began to look at community resources that help . . .
How can we stay safe?
1.) The first community resource we will focus on is Surf Lifesaving NZ.
https://www.surflifesaving.org.nz/stay-safe
- you will be assigned an activity hazard from the surf lifesaving website
- using the quadrant sheets you are given, complete the below tasks (this will be further explained on the board). This will help you with your assessment later this term.
- what is your activity?
- what are the drowning dangers in your activity? think how Hauora is negatively impacted
- how can you stay safe completing your activity?
- why is ACC featured on this part of surf lifesaving NZ
THURSDAY - Practical - Football Field
Make sure you have your PE gear and hat.
Today we will play a game that will prepare us for the teamwork we need for Waka Ama next month - tarp folding, hola hoop circle.
FRIDAY - Practical - 'Other'
Make sure you have your PE gear and hat.
We will play a full school game due to our space allocation - again, Waka Ama prep.
-
-
WELCOME to 10W1PEH!
Ms Grant - agrant@mhjc.school.nz
Learning Intention:
We are learning to understand how New Zealander's use our water ways and the risks associated with that so we can stay safe in the water with the help of supporting community resources.
Success Criteria:
-
Identify the risks associated with water recreation.
-
List the ways in which we use our water ways for recreation.
-
Describe the practical ways someone can remain safe in/around water and how you can help keep others' safe
-
Describe 3 different community resources in Auckland/Aotearoa that are focussed on water safety/usage.
-
Explain the importance of 1 of these community resources in reducing New Zealand's negative water statistics.
-
Demonstrate ways in which you can stay safe around the water - both here at school and out on our trip.
-
Evaluate your own ability to stay safe in and around water.
-
Evaluate one of the community resources we have looked at and its' ability to reduce New Zealand's negative water statistics.
Term 1 CONTEXT - SOS Wai World
TUESDAY - In-class - W6
How can we stay safe?
1.) The first community resource we will focus on is Surf Lifesaving NZ.
https://www.surflifesaving.org.nz/stay-safe
- you will be assigned an activity hazard from the surf lifesaving website
- using the quadrant sheets you are given, complete the below tasks (this will be further explained on the board).
- what is your activity?
- what are the drowning dangers in your activity?
- how can you stay safe completing your activity?
- why is ACC featured on this part of surf lifesaving NZ
Then Model of Health - ‘te whare tapa whā’
TEXAS - How does a negative water experience impact an individual's overall well-being? You need to discuss this overall - so 3 or more components.
THURSDAY - Practical - Football Field
Make sure you have your PE gear and hat.
Today we will play a game that will prepare us for the teamwork we need for Waka Ama next month - tarp folding, hola hoop circle.
FRIDAY - Practical - 'Other'
Make sure you have your PE gear and hat.
We will play a full school game due to our space allocation - again, Waka Ama prep.
-
-
WELCOME to 10W1PEH!
Ms Grant - agrant@mhjc.school.nz
Learning Intention:
We are learning to understand how New Zealander's use our water ways and the risks associated with that so we can stay safe in the water with the help of supporting community resources.
Success Criteria:
-
Identify the risks associated with water recreation.
-
List the ways in which we use our water ways for recreation.
-
Describe the practical ways someone can remain safe in/around water and how you can help keep others' safe
-
Describe 3 different community resources in Auckland/Aotearoa that are focussed on water safety/usage.
-
Explain the importance of 1 of these community resources in reducing New Zealand's negative water statistics.
-
Demonstrate ways in which you can stay safe around the water - both here at school and out on our trip.
-
Evaluate your own ability to stay safe in and around water.
-
Evaluate one of the community resources we have looked at and its' ability to reduce New Zealand's negative water statistics.
Term 1 CONTEXT - SOS Wai World
TUESDAY - In-class - W6
We have two tasks today - finish our community resource sheet and work on our negative well-being experience paragraph.
The first community resource we will focus on is Surf Lifesaving NZ.
https://www.surflifesaving.org.nz/stay-safe
- you will be assigned an activity hazard from the surf lifesaving website
- using the quadrant sheets you are given, complete the below tasks (this will be further explained on the board).
- what is your activity?
- what are the drowning dangers in your activity?
- how can you stay safe completing your activity?
- why is ACC featured on this part of surf lifesaving NZ
Then Model of Health - ‘te whare tapa whā’
TEXAS - How does a negative water experience impact an individual's overall well-being? You need to discuss this overall - so 3 or more components.
THURSDAY - Practical - Football Field
Make sure you have your PE gear and hat.
Today we will play a game that will prepare us for the teamwork we need for Waka Ama next month - tarp folding, hola hoop circle.
FRIDAY - Practical - 'Other'
Make sure you have your PE gear and hat.
We will play a full school game due to our space allocation - again, Waka Ama prep.
-
-
-
WELCOME to 10W1PEH!
Ms Grant - agrant@mhjc.school.nz
Learning Intention:
We are learning to understand how New Zealander's use our water ways and the risks associated with that so we can stay safe in the water with the help of supporting community resources.
Success Criteria:
-
Identify the risks associated with water recreation.
-
List the ways in which we use our water ways for recreation.
-
Describe the practical ways someone can remain safe in/around water and how you can help keep others' safe
-
Describe 3 different community resources in Auckland/Aotearoa that are focussed on water safety/usage.
-
Explain the importance of 1 of these community resources in reducing New Zealand's negative water statistics.
-
Demonstrate ways in which you can stay safe around the water - both here at school and out on our trip.
-
Evaluate your own ability to stay safe in and around water.
-
Evaluate one of the community resources we have looked at and its' ability to reduce New Zealand's negative water statistics.
Term 1 CONTEXT - SOS Wai World
TUESDAY - In-class - W6
HOLIDAY
THURSDAY - Practical - Football Field
Make sure you have your PE gear and hat.
Today we will play a game that will continue our teamwork skills.
FRIDAY - Practical - 'Other'
We will go into TANE today.
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-
WELCOME to 10W1PEH!
Ms Grant - agrant@mhjc.school.nz
Learning Intention:
We are learning to understand how New Zealander's use our water ways and the risks associated with that so we can stay safe in the water with the help of supporting community resources.
Success Criteria:
-
Identify the risks associated with water recreation.
-
List the ways in which we use our water ways for recreation.
-
Describe the practical ways someone can remain safe in/around water and how you can help keep others' safe
-
Describe 3 different community resources in Auckland/Aotearoa that are focussed on water safety/usage.
-
Explain the importance of 1 of these community resources in reducing New Zealand's negative water statistics.
-
Demonstrate ways in which you can stay safe around the water - both here at school and out on our trip.
-
Evaluate your own ability to stay safe in and around water.
-
Evaluate one of the community resources we have looked at and its' ability to reduce New Zealand's negative water statistics.
Term 1 CONTEXT - SOS Wai World
TUESDAY - Practical
Make sure you have your PE gear this session. We will be outside.
THURSDAY - Practical - Football Field
Make sure you have your PE gear and hat.
FRIDAY - Practical - 'Other'
No class - school finishes at 1pm.
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WELCOME to 10W1PEH!
Hope everyone had a great break. This week we will begin our new context.
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
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Identify sports or games that are common in NZ today and historically
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Identify the difference in recreational vs. non-recreational drugs
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Describe (while participating) how NZ has changed over time with regards to popular sport
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Describe different types of drugs that are present in our society
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Explain the importance of changing sport in NZ and how immigration is changing this
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Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
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Evaluate your own understanding of how sport has changed in NZ over time
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Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - This will be our health session this term.
Our health topic this term relating to our context is Drugs and Alcohol. What is our learning intention for the term?
1.) We will define recreational vs. non-recreational drugs.
2.) Name all the recreational drugs you have heard of - slang is fine.
3.) Why do people take drugs?
4.) We will focus on alcohol, vaping, marijuana, and ??
** cultural games***
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
Today we will play 5 Bat. This is a game I was first introduced to while teaching in Christchurch.
This session, you need to think - Why is this game played in New Zealand but not found elsewhere in the world, such as in Canada and the US? These 'reasons' influence the formation of sport in Aotearoa.
THURSDAY - Practical - make sure you have your PE gear (Field)
We will continue with our traditional game focus. Today we will played a very modified version of Kabaddi. This game is from India.
Thinking - Why is this game not played in New Zealand? Why would we be playing a modified version and not the real game?
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-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
-
Identify sports or games that are common in NZ today and historically
-
Identify the difference in recreational vs. non-recreational drugs
-
Describe (while participating) how NZ has changed over time with regards to popular sport
-
Describe different types of drugs that are present in our society
-
Explain the importance of changing sport in NZ and how immigration is changing this
-
Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
-
Evaluate your own understanding of how sport has changed in NZ over time
-
Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - This will be our health session this term.
Homework check - Why do people take drugs - Hauora chart.
Our health topic this term relating to our context is Drugs and Alcohol. What is our learning intention for the term?
****** We will focus on alcohol, vaping, marijuana, and ?? What is your choice from last week?
1.) Watch the below documentary on alcohol.
3.) Copy the below key terms into your books . . . this can be in your own words.
- blackout: a temporary loss of consciousness, sight or memory.
- delirium tremens: a psychotic condition typical of withdrawal in chronic alcoholics, involving tremors, hallucinations, anxiety and disorientation.
- dependence: having a physical or mental “need” to use a drug or other substance regularly, despite the fact that it is likely to have a damaging effect.
- high blood pressure: blood pressure is the amount of force with which blood flows through the body. When someone has high blood pressure, it means the heart must work harder to pump blood through the arteries. If the condition persists, damage to the heart and blood vessels is likely.
- motor skills: dexterity and ease of coordination in the execution of body motions.
- nerve cells: cells that are part of the nervous system and send messages to and from the brain.
- toxicity: the state of being poisonous to somebody or something.
4.) Using the PDF below answer the following questions in your book. (first PDF)
- Does alcohol affect teenagers more than adults? Why?
- What can happen to a pregnant woman who drinks alcohol?
- What are some of the short‐term effects of alcohol?
- What are some of the long‐term effects of alcohol?
5.) What is a standard drink? The amount of alcohol someone can process in one hour.
Can you pour one - https://cheers.org.nz/drinking-and-your-health/standard-drinks/
6.) New Zealand alcohol laws . . .
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
We will continue to look at some traditional games before your begin your assessment. So far we have looked at 5 Bat and modified Kabaddi.
Today as a warm up we will play - My Ball.
Then we will play Kick Ball.
THURSDAY - Practical - make sure you have your PE gear (Football Field)
We will continue with our traditional game from Tuesday.
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
-
Identify sports or games that are common in NZ today and historically
-
Identify the difference in recreational vs. non-recreational drugs
-
Describe (while participating) how NZ has changed over time with regards to popular sport
-
Describe different types of drugs that are present in our society
-
Explain the importance of changing sport in NZ and how immigration is changing this
-
Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
-
Evaluate your own understanding of how sport has changed in NZ over time
-
Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - This will be our health session this term.
****** We will focus on alcohol, vaping, marijuana, and ??
1.) Review - what is alcohol and what is a standard drink?
Can you pour one - https://cheers.org.nz/drinking-and-your-health/standard-drinks/
2.) New Zealand alcohol laws . . .
3.) Using the PDF below answer the following questions in your book. (first PDF)
- Does alcohol affect teenagers more than adults? Why?
- What can happen to a pregnant woman who drinks alcohol?
- What are some of the short‐term effects of alcohol?
- What are some of the long‐term effects of alcohol?
4.) New Zealand's drinking culture.
- where/when do we consume alcohol?
- why do we consume alcohol in these situations?
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
We will continue to look at some traditional games before your begin your assessment. So far we have looked at 5 Bat, modified Kabaddi, and Kickball.
Then we will play a modified version of ripper.
THURSDAY - Practical - make sure you have your PE gear (Football Field)
We will continue with our traditional game from Tuesday with another adaptation.
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
-
Identify sports or games that are common in NZ today and historically
-
Identify the difference in recreational vs. non-recreational drugs
-
Describe (while participating) how NZ has changed over time with regards to popular sport
-
Describe different types of drugs that are present in our society
-
Explain the importance of changing sport in NZ and how immigration is changing this
-
Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
-
Evaluate your own understanding of how sport has changed in NZ over time
-
Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - This will be our health session this term.
****** We will focus on alcohol, vaping, marijuana, and ??
1.) New Zealand's drinking culture.
- where/when do we consume alcohol?
- why do we consume alcohol in these situations?
2.) Party hosting. - we will do this in Week 5
4 keys ways in which someone can be a responsible party host?
- take away keys
- offer food
- host stays sober
- taxi/uber easily accessed
3.) PIS
Personal, interpersonal, and societal reasons for drinking.
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
THURSDAY - Practical - make sure you have your PE gear (Football Field)
Today we will be inside and go through your assessment for the term.
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
-
Identify sports or games that are common in NZ today and historically
-
Identify the difference in recreational vs. non-recreational drugs
-
Describe (while participating) how NZ has changed over time with regards to popular sport
-
Describe different types of drugs that are present in our society
-
Explain the importance of changing sport in NZ and how immigration is changing this
-
Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
-
Evaluate your own understanding of how sport has changed in NZ over time
-
Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - This will be our health session this term.
Today you will be working with your group on the written side of your assessment. Your assessment PDF is below for reference as well.
The template for this is on your google classroom.
Below is the calendar for your class. Keep in mind the date you are running your game with the class.
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
Today you will have the opportunity to set up your game and practice the instructions. You want to make sure you do a diligent job as you only have this week to be provided feedback on your set-up and class instructions.
THURSDAY - Practical - make sure you have your PE gear (Football Field)
Today you will have the opportunity to set up your game and practice the instructions. You want to make sure you do a diligent job as you only have this week to be provided feedback on your set-up and class instructions.
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WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
-
Identify sports or games that are common in NZ today and historically
-
Identify the difference in recreational vs. non-recreational drugs
-
Describe (while participating) how NZ has changed over time with regards to popular sport
-
Describe different types of drugs that are present in our society
-
Explain the importance of changing sport in NZ and how immigration is changing this
-
Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
-
Evaluate your own understanding of how sport has changed in NZ over time
-
Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - This will be our health session this term.
HOLIDAY - King's Birthday
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
Group presenting today - Laurel, Alexa, Yasha
THURSDAY - Practical - make sure you have your PE gear (Football Field)
Group presenting today - Harry, Victor, Jackson
Reminder to everyone - on days you are not presenting you are being marked on your active participation (listening, PE gear, participating)
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WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
-
Identify sports or games that are common in NZ today and historically
-
Identify the difference in recreational vs. non-recreational drugs
-
Describe (while participating) how NZ has changed over time with regards to popular sport
-
Describe different types of drugs that are present in our society
-
Explain the importance of changing sport in NZ and how immigration is changing this
-
Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
-
Evaluate your own understanding of how sport has changed in NZ over time
-
Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - This will be our health session this term.
I am away for this session. Your work is below/ and on a resource on the google classroom. It connects back to the Personal, Interpersonal, and Societal factors of health we learned in Week 4. You need to go back and look at this Week 4 learning.
Below, you are given a scenario. You are then required to answer the question underneath it (the document for this is on your google classroom).
Frank is a Year 11 student. He likes school and is excited to take more interesting courses over the next couple years. However, he very rarely does the required homework for his classes as he is easily distracted and just can't be bothered. Not completing the necesary work will reduce his changes of getting into specific courses and gateway programmes in the future. He regularly stays up late at night, spending time on his phone. He loves Tik Tok and has definitely become addicted to the content and short videos. Because of this he wakes up very tired in the morning, rushes off to school, and is not focussed in class. His parents expect his to do his homework and he needs the internet to do so. Therefore, Frank does not have any fmaily rules when it comes to screen time/ internet usage. He also likes to game with his friends online at night and on the weekends. They too stay up late and regularly plan to game together.
1.) What are the PERSONAL factors that are causing Frank to not complete all his homework? You need to write in full sentences and explain your reasoning.
2.) What are the INTERPERSONAL factors that are contributing to Frank not completing his school work? You need to write in full sentences and explain your reasoning.
3.) What is the SOCIETAL factor that is contributing to Frank not completing his homework? You need to write in full sentences and explain your reasoning.
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
Group presenting today - Sam, Cris, Russel,
THURSDAY - Practical - make sure you have your PE gear (Football Field)
Group presenting today - Jessica, Vianca, Sanjana
Reminder to everyone - on days you are not presenting you are being marked on your active participation (listening, PE gear, participating)
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
-
Identify sports or games that are common in NZ today and historically
-
Identify the difference in recreational vs. non-recreational drugs
-
Describe (while participating) how NZ has changed over time with regards to popular sport
-
Describe different types of drugs that are present in our society
-
Explain the importance of changing sport in NZ and how immigration is changing this
-
Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
-
Evaluate your own understanding of how sport has changed in NZ over time
-
Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - Reminder - you need your gear today.
We are on Kapua and Darius, Ethan, and Ethan are running their game.
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
Group presenting today - Sam, Cris, Russel,
THURSDAY - We are away today on a Careers Trip
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
-
Identify sports or games that are common in NZ today and historically
-
Identify the difference in recreational vs. non-recreational drugs
-
Describe (while participating) how NZ has changed over time with regards to popular sport
-
Describe different types of drugs that are present in our society
-
Explain the importance of changing sport in NZ and how immigration is changing this
-
Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
-
Evaluate your own understanding of how sport has changed in NZ over time
-
Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - Reminder - you need your gear today.
We are on the field and William, Tory, Andy, and Andrew are running their game.
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
Group presenting today - Vili, Armaan, Haniteri
THURSDAY - Today is Cross Country, so we do not have our normal session
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how the face of New Zealander has changed over the decades in terms of popular sports and the introduction and use of drugs/alcohol.
Success Criteria:
-
Identify sports or games that are common in NZ today and historically
-
Identify the difference in recreational vs. non-recreational drugs
-
Describe (while participating) how NZ has changed over time with regards to popular sport
-
Describe different types of drugs that are present in our society
-
Explain the importance of changing sport in NZ and how immigration is changing this
-
Demonstrate your understanding of how drugs can alter people states and explain ways on how to stay safe
-
Evaluate your own understanding of how sport has changed in NZ over time
-
Evaluate your own understanding how how society had influenced drug 'popular culture'
Term 2 CONTEXT - Multicultural Us "Whanaungatanga" - To appreciate how the face of NZ is changing over the decade
“How might we build cultural awareness so that we have a sense of belonging at MHJC”
MONDAY - Reminder - you need your gear today.
Your assessment is due this morning at 8.30am . . . we will be in class for the first few minutes to complete a survey and then we will head outside. Your assessments are done.
WEDNESDAY - Practical - make sure you have your PE gear (GYM)
Today, we will complete a fun practical and begin discussing our context and plan for Term 3.
THURSDAY - Practical - make sure you have your PE gear
Today we will have a final fun practical for the Term.
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-
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
-
Identify the aspects required for learning this term
-
Identify the key roles and strategies in movement for our sports ed. model to run smoothly
-
Describe the rules of handball
-
Describe the strategies of movement and apply them to your specific team role
-
Explain how you have demonstrated your strategies in movement through on-going reflections
-
Demonstrate your roles (and then strategies) while participating in our handball tournament
-
Evaluate your own ability in demonstrating your chosen strategies in movement
-
Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - Today we are in class.
Today we will look at our NCEA opportunity and the associated learning that will occur with it. Your teams and team roles can be found in the chart below. The powerpoint presentation is also below.
Handball Tournament Teams Humblebees The Nuggets Golden State Warriors Andrew - athlete
Ethan J - Ref (effective communication & rangatiratanga)
Russel - Ref (effective communication & rangatiratanga)
Haniteri - athlete (cooperation & rangatiratanga)
William - athlete (effective communication & cooperation)
Yasha - coach (problem solving & ako)
Jessica - captain (problem solving & tuakana teina)
Jathursana - equipment manager. (cooperation & problem solving)
Mantej - equipment manager (cooperation & problem solving)Darius - equipment manager. (cooperation & problem solving)
Samuel - captain (cooperation & problem solving)
Jackson - coach
Cris - athlete (cooperation & manakitanga)
Harry - athlete (cooperation & problem solving)
Bavneet - equipment manager. (cooperation & problem solving)
Vianca - ref (rangatiratanga & effective communication)
Mannat - athlete (cooperation & manakitanga)
Laurel - ref (effective communication & rangatiratanga)Andy - equipment manager
Troy - athlete (cooperation & whanaungatanga)
Ethan G. - equipment manager (cooperation & problem solving)
Vili - ref (effective communication & ranatiritanga)
Armaan - athlete (cooperation & ako)
Victor - athlete (cooperation & problem solving)
Naureen - ref (effective communication & problem solving)
Alexa - captain (Tuakana Teina & problem solving)
Sanjana - coach (tuakana teina & problem solving)
WEDNESDAY - Today we are in class.
Today, we will work to define the Strategies in Movement that are listed in the picture below. You will then pick two that suit the assigned role you have on your team.
THURSDAY - Today we are in class.
Today we will be in class and go through the rules we will follow in our Handball Tournament and we will look through the game schedule.
https://olympics.com/en/news/handball-game-rules-regulations-how-to-play
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-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
-
Identify the aspects required for learning this term
-
Identify the key roles and strategies in movement for our sports ed. model to run smoothly
-
Describe the rules of handball
-
Describe the strategies of movement and apply them to your specific team role
-
Explain how you have demonstrated your strategies in movement through on-going reflections
-
Demonstrate your roles (and then strategies) while participating in our handball tournament
-
Evaluate your own ability in demonstrating your chosen strategies in movement
-
Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - Practical (gym)
Today we will begin our handball tournament. Reminder - you are working to demonstrate your two selected strategies while completing your team role. This will then work to grow Kotahitanga.
Handball Tournament Teams Humblebees The Nuggets Golden State Warriors Andrew - athlete
Ethan J - Ref (effective communication & rangatiratanga)
Russel - Ref (effective communication & rangatiratanga)
Haniteri - athlete (cooperation & rangatiratanga)
William - athlete (effective communication & cooperation)
Yasha - coach (problem solving & ako)
Jessica - captain (problem solving & tuakana teina)
Jathursana - equipment manager. (cooperation & problem solving)
Mantej - equipment manager (cooperation & problem solving)Darius - equipment manager. (cooperation & problem solving)
Samuel - captain (cooperation & problem solving)
Jackson - coach
Cris - athlete (cooperation & manakitanga)
Harry - athlete (cooperation & problem solving)
Bavneet - equipment manager. (cooperation & problem solving)
Vianca - ref (rangatiratanga & effective communication)
Mannat - athlete (cooperation & manakitanga)
Laurel - ref (effective communication & rangatiratanga)Andy - equipment manager
Troy - athlete (cooperation & whanaungatanga)
Ethan G. - equipment manager (cooperation & problem solving)
Vili - ref (effective communication & ranatiritanga)
Armaan - athlete (cooperation & ako)
Victor - athlete (cooperation & problem solving)
Naureen - ref (effective communication & problem solving)
Alexa - captain (Tuakana Teina & problem solving)
Sanjana - coach (tuakana teina & problem solving)
WEDNESDAY - Practical (kapua)
We will have our second day of our tournament.
THURSDAY - Today we are in class. > I am away today - my kids are sick
You will complete your first reflection. This will be a template on your google classroom.
You are only writing about one of your strategies and you must pick from - Problem Solving, Cooperation, Effective Communication > all of you have picked at least one of these.
Use the Y Chart pictures below to help you with your writing. Once you think you are done, you need to edit your work well as it will help you complete the final assessment for this.
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-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
-
Identify the aspects required for learning this term
-
Identify the key roles and strategies in movement for our sports ed. model to run smoothly
-
Describe the rules of handball
-
Describe the strategies of movement and apply them to your specific team role
-
Explain how you have demonstrated your strategies in movement through on-going reflections
-
Demonstrate your roles (and then strategies) while participating in our handball tournament
-
Evaluate your own ability in demonstrating your chosen strategies in movement
-
Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - Practical (gym)
Today we will begin our handball tournament. Reminder - you are working to demonstrate your two selected strategies while completing your team role AND while playing on your team. This will then work to grow Kotahitanga.
Handball Tournament Teams Humblebees - NON BIBS The Nuggets - RED Golden State Warriors - YELLOW Andrew - athlete
Ethan J - Ref (effective communication & rangatiratanga)
Russel - Ref (effective communication & rangatiratanga)
Haniteri - athlete (cooperation & rangatiratanga)
William - athlete (effective communication & cooperation)
Yasha - coach (problem solving & ako)
Jessica - captain (problem solving & effective communication)
Jathursana - equipment manager. (cooperation & problem solving)
Mantej - equipment manager (cooperation & problem solving)Darius - equipment manager. (cooperation & problem solving)
Samuel - captain (cooperation & problem solving)
Jackson - coach (effective communication & problem solving)
Cris - athlete (cooperation & manakitanga)
Harry - athlete (cooperation & problem solving)
Bavneet - equipment manager. (cooperation & problem solving)
Vianca - ref (rangatiratanga & effective communication)
Mannat - athlete (cooperation & manakitanga)
Laurel - ref (effective communication & rangatiratanga)Andy - equipment manager
Troy - athlete (cooperation & whanaungatanga)
Ethan G. - equipment manager (cooperation & problem solving)
Vili - ref (effective communication & ranatiritanga)
Armaan - athlete (cooperation & ako)
Victor - athlete (cooperation & problem solving)
Naureen - ref (effective communication & problem solving)
Alexa - captain (Tuakana Teina & problem solving)
Sanjana - coach (tuakana teina & problem solving)
WEDNESDAY - Practical (kapua)
We will have our second day of our tournament.
THURSDAY - Today we are in class. I am away today but gave you very clear instructions yesterday.
1. Reflection template on the google classroom (Week 3 template). The questions below (with some sentence starters/ideas) are on the template.
2. Write a clear definition of one of your strategies. You must tell me what you are defining.
3. Write a paragraph giving a clear/detailed example of how you demonstrated that strategy this week.
4. Write a paragraph explaining how your demonstration showed your strategy.
5. Write a paragraph explaining how your demonstration helped grow kotahitanga (unity) within your handball team.
I will provide everyone feedback before our next reflection session. However, if you have a question OR want feedback quicker, share your document with me and ask a question.
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
-
Identify the aspects required for learning this term
-
Identify the key roles and strategies in movement for our sports ed. model to run smoothly
-
Describe the rules of handball
-
Describe the strategies of movement and apply them to your specific team role
-
Explain how you have demonstrated your strategies in movement through on-going reflections
-
Demonstrate your roles (and then strategies) while participating in our handball tournament
-
Evaluate your own ability in demonstrating your chosen strategies in movement
-
Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - Practical (gym)
Today we will begin our handball tournament. Reminder - you are working to demonstrate your two selected strategies while completing your team role AND while playing on your team. This will then work to grow Kotahitanga.
Handball Tournament Teams Humblebees - NON BIBS The Nuggets - RED Golden State Warriors - YELLOW Andrew - athlete
Ethan J - Ref (effective communication & cooperation)
Russel - Ref (effective communication & rangatiratanga)
Haniteri - athlete (cooperation & rangatiratanga)
William - athlete (effective communication & cooperation)
Yasha - coach (problem solving & ako)
Jessica - captain (problem solving & effective communication)
Jathursana - equipment manager. (cooperation & problem solving)
Mantej - equipment manager (cooperation & problem solving)Darius - equipment manager. (cooperation & problem solving)
Samuel - captain (cooperation & problem solving)
Jackson - coach (effective communication & problem solving)
Cris - athlete (cooperation & manakitanga)
Harry - athlete (cooperation & problem solving)
Bavneet - equipment manager. (cooperation & problem solving)
Vianca - ref (rangatiratanga & effective communication)
Mannat - athlete (cooperation & manakitanga)
Laurel - ref (effective communication & rangatiratanga)Andy - equipment manager
Troy - athlete (cooperation & whanaungatanga)
Ethan G. - equipment manager (cooperation & problem solving)
Vili - ref (effective communication & ranatiritanga)
Armaan - athlete (cooperation & ako)
Victor - athlete (cooperation & problem solving)
Naureen - ref (effective communication & problem solving)
Alexa - captain (Tuakana Teina & problem solving)
Sanjana - coach (tuakana teina & problem solving)
WEDNESDAY - Practical (kapua)
We will have our second day of our tournament.
THURSDAY - Today we are in class. You will be completing your WEEK 4 reflection document on the google classroom. This will include both of your strategies and kotahitanga.
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
-
Identify the aspects required for learning this term
-
Identify the key roles and strategies in movement for our sports ed. model to run smoothly
-
Describe the rules of handball
-
Describe the strategies of movement and apply them to your specific team role
-
Explain how you have demonstrated your strategies in movement through on-going reflections
-
Demonstrate your roles (and then strategies) while participating in our handball tournament
-
Evaluate your own ability in demonstrating your chosen strategies in movement
-
Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - Practical (gym)
Today we will continue our handball tournament. Reminder - you are working to demonstrate your two selected strategies while completing your team role AND while playing on your team. This will then work to grow Kotahitanga.
Handball Tournament Teams Humblebees - NON BIBS The Nuggets - RED Golden State Warriors - YELLOW Andrew - athlete
Ethan J - Ref (effective communication & cooperation)
Russel - Ref (effective communication & rangatiratanga)
Haniteri - athlete (cooperation & rangatiratanga)
William - athlete (effective communication & cooperation)
Yasha - coach (problem solving & ako)
Jessica - captain (problem solving & effective communication)
Jathursana - equipment manager. (cooperation & problem solving)
Mantej - equipment manager (cooperation & problem solving)Darius - equipment manager. (cooperation & problem solving)
Samuel - captain (cooperation & problem solving)
Jackson - coach (effective communication & problem solving)
Cris - athlete (cooperation & manakitanga)
Harry - athlete (cooperation & problem solving)
Bavneet - equipment manager. (cooperation & problem solving)
Vianca - ref (rangatiratanga & effective communication)
Mannat - athlete (cooperation & manakitanga)
Laurel - ref (effective communication & rangatiratanga)Andy - equipment manager
Troy - athlete (cooperation & whanaungatanga)
Ethan G. - equipment manager (cooperation & problem solving)
Vili - ref (effective communication & ranatiritanga)
Armaan - athlete (cooperation & ako)
Victor - athlete (cooperation & problem solving)
Naureen - ref (effective communication & problem solving)
Alexa - captain (Tuakana Teina & problem solving)
Sanjana - coach (tuakana teina & problem solving)
WEDNESDAY - Practical (kapua)
Today is a TOD. We do not have a second practical this week.
THURSDAY - Today we are in class. You will be completing your WEEK 5 reflection document on the google classroom. This will include both of your strategies and kotahitanga. Remember to look at the feedback I provided to you on the WEEK 4 reflection. I will also show you the TAAB/NCEA WAME again.
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
-
Identify the aspects required for learning this term
-
Identify the key roles and strategies in movement for our sports ed. model to run smoothly
-
Describe the rules of handball
-
Describe the strategies of movement and apply them to your specific team role
-
Explain how you have demonstrated your strategies in movement through on-going reflections
-
Demonstrate your roles (and then strategies) while participating in our handball tournament
-
Evaluate your own ability in demonstrating your chosen strategies in movement
-
Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - Practical (gym)
Today we will continue our handball tournament. This is our second to last week. After this, you only have two further sessions to demonstrate your movement strategies.
Handball Tournament Teams Humblebees - NON BIBS The Nuggets - RED Golden State Warriors - YELLOW Andrew - athlete
Ethan J - Ref (effective communication & cooperation)
Russel - Ref (effective communication & rangatiratanga)
Haniteri - athlete (cooperation & rangatiratanga)
William - athlete (effective communication & cooperation)
Yasha - coach (problem solving & ako)
Jessica - captain (problem solving & effective communication)
Jathursana - equipment manager. (cooperation & problem solving)
Mantej - equipment manager (cooperation & problem solving)Darius - equipment manager. (cooperation & problem solving)
Samuel - captain (cooperation & problem solving)
Jackson - coach (effective communication & problem solving)
Cris - athlete (cooperation & manakitanga)
Harry - athlete (cooperation & problem solving)
Bavneet - equipment manager. (cooperation & problem solving)
Vianca - ref (rangatiratanga & effective communication)
Mannat - athlete (cooperation & manakitanga)
Laurel - ref (effective communication & rangatiratanga)Andy - equipment manager
Troy - athlete (cooperation & whanaungatanga)
Ethan G. - equipment manager (cooperation & problem solving)
Vili - ref (effective communication & ranatiritanga)
Armaan - athlete (cooperation & ako)
Victor - athlete (cooperation & problem solving)
Naureen - ref (effective communication & problem solving)
Alexa - captain (Tuakana Teina & problem solving)
Sanjana - coach (tuakana teina & problem solving)
WEDNESDAY - Practical (kapua)
We will have our second practical of the week. Your big focus needs to be growing kotahitanga in your team through the demonstration of your strategies.
THURSDAY - Today we are in class. You will be completing your WEEK 6 reflection document on the google classroom. This will include both of your strategies and kotahitanga.
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
-
Identify the aspects required for learning this term
-
Identify the key roles and strategies in movement for our sports ed. model to run smoothly
-
Describe the rules of handball
-
Describe the strategies of movement and apply them to your specific team role
-
Explain how you have demonstrated your strategies in movement through on-going reflections
-
Demonstrate your roles (and then strategies) while participating in our handball tournament
-
Evaluate your own ability in demonstrating your chosen strategies in movement
-
Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - Practical (gym)
This is our second to last handball practical. You need to be focussed on demonstrating your strategies as this is what I will remember and it needs to match with your writing.
Handball Tournament Teams Humblebees - NON BIBS The Nuggets - RED Golden State Warriors - YELLOW Andrew - athlete
Ethan J - Ref (effective communication & cooperation)
Russel - Ref (effective communication & rangatiratanga)
Haniteri - athlete (cooperation & rangatiratanga)
William - athlete (effective communication & cooperation)
Yasha - coach (problem solving & ako)
Jessica - captain (problem solving & effective communication)
Jathursana - equipment manager. (cooperation & problem solving)
Mantej - equipment manager (cooperation & problem solving)Darius - equipment manager. (cooperation & problem solving)
Samuel - captain (cooperation & problem solving)
Jackson - coach (effective communication & problem solving)
Cris - athlete (cooperation & manakitanga)
Harry - athlete (cooperation & problem solving)
Bavneet - equipment manager. (cooperation & problem solving)
Vianca - ref (rangatiratanga & effective communication)
Mannat - athlete (cooperation & manakitanga)
Laurel - ref (effective communication & rangatiratanga)Andy - equipment manager
Troy - athlete (cooperation & whanaungatanga)
Ethan G. - equipment manager (cooperation & problem solving)
Vili - ref (effective communication & ranatiritanga)
Armaan - athlete (cooperation & ako)
Victor - athlete (cooperation & problem solving)
Naureen - ref (effective communication & problem solving)
Alexa - captain (Tuakana Teina & problem solving)
Sanjana - coach (tuakana teina & problem solving)
WEDNESDAY - Practical (kapua)
This is our last practical and the last chance you get to demonstrate your strategies and kotahitanga.
THURSDAY - Today we are in class. Final reflection and feedback. Note your due date and plan for next week below.
Then on Monday (Sept 9th) and Wednesday (Sept 11th) next week, you will be working on your final written summative reflection for your assessment. This will be due at a PDF on MHOL by 3pm Wednesday 11th September.
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
-
Identify the aspects required for learning this term
-
Identify the key roles and strategies in movement for our sports ed. model to run smoothly
-
Describe the rules of handball
-
Describe the strategies of movement and apply them to your specific team role
-
Explain how you have demonstrated your strategies in movement through on-going reflections
-
Demonstrate your roles (and then strategies) while participating in our handball tournament
-
Evaluate your own ability in demonstrating your chosen strategies in movement
-
Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - In class
You are starting the final writing for your assessment today. I will provide a template for this. You can use your previous reflections to help you.
WEDNESDAY - In class
This is your last session to work on / submit your assessment.
This will be due at a PDF on MHOL by 3pm Wednesday 11th September. (TODAY)
THURSDAY - Practical
Today we will have a fun practical session. Make sure to bring your PEH gear.
-
-
WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
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Identify the aspects required for learning this term
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Identify the key roles and strategies in movement for our sports ed. model to run smoothly
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Describe the rules of handball
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Describe the strategies of movement and apply them to your specific team role
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Explain how you have demonstrated your strategies in movement through on-going reflections
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Demonstrate your roles (and then strategies) while participating in our handball tournament
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Evaluate your own ability in demonstrating your chosen strategies in movement
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Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - Practical - bring your gear
We have now finished our second assessment and handball focus. Today we will have a fun practical session together. I am then away the rest of the week and our Monday/Wednesday sessions in Week 10.
WEDNESDAY - Practical - bring your gear
Great Learner Evidence Day
THURSDAY - Practical - bring your gear
I am away today. You are on the netball side of kapua and playing multiple netball games.
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WELCOME to 10W1PEH!
Learning Intention:
We are learning to understand how Kotahitanga can grow within a group of people through participating in a Sports Education Module.
Success Criteria:
-
Identify the aspects required for learning this term
-
Identify the key roles and strategies in movement for our sports ed. model to run smoothly
-
Describe the rules of handball
-
Describe the strategies of movement and apply them to your specific team role
-
Explain how you have demonstrated your strategies in movement through on-going reflections
-
Demonstrate your roles (and then strategies) while participating in our handball tournament
-
Evaluate your own ability in demonstrating your chosen strategies in movement
-
Evaluate your own ability to grow kotahitanga in your team
Term 3 CONTEXT - Let The Games Begin
MONDAY - Practical - bring your gear
I am away today. You are in the gym playing basketball games.
WEDNESDAY - Practical - bring your gear
I am away today. You will be on the field completing some athletics events.
THURSDAY - Practical - bring your gear
We are back together today. And we will start on our training principles focus.
1.) Components of Fitness (COF) - (1) body composition, (2) flexibility, (3) muscular strength, (4) muscular endurance, and (5) cardiorespiratory endurance
2.) Methods of Training (MOT)
- Continuous training.
- Fartlek Training.
- Circuit Training.
- Interval Training.
- Plyometric Training.
- Flexibility Training.
- Weight Training
3.) Principles of Training/FITT (POT) - SPORTFITT
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WELCOME to 10W1PEH!
Learning Intention:
How might we, explore the “Game of life” and our future potential lives outside of MHJC, so that we can make those important choices and decisions for our future using what we learn this term.
Success Criteria:
-
Identify the aspects of the human reproductive systems
-
Identify key jobs that can be followed from an interest In PEH
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Describe conception and pregnancy
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Describe the knowledge that is needed for the fitness industry
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Explain how contraception can work to reduce pregnancy and STIs
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Demonstrate your understanding of fitness industry knowledge through applying it to a 'professional athlete'
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Evaluate your own understanding of consent
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Evaluate your own ability to understand fitness concepts
Term 4 CONTEXT - Game of Life
MONDAY - Health - Physio/Fitness
For the first few weeks this term, we will have health twice a week.
Our context is Game of Life . . . in this health session, we will begin to look at jobs that stem from 'liking' physical education. Physiotherapy, training, coaching, etc.
1.) Components of Fitness (COF) - (1) body composition, (2) flexibility, (3) muscular strength, (4) muscular endurance, and (5) cardiorespiratory endurance
2.) Methods of Training (MOT)
- Continuous training. - video 1
- Fartlek Training. - video 1
- Circuit Training. - video 2
- Interval (HIIT) Training. - video 2
- Plyometric Training. - video 1
- Weight Training - video 1
3.) Principles of Training/FITT (POT) - SPORTFITT
WEDNESDAY - Practical (bring your gear) - Kapau
We will cement our choices for athletics.
THURSDAY - Health
This will be our first sexuality session of the term.
Female and male reproductive systems.
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WELCOME to 10W1PEH!
Learning Intention:
How might we, explore the “Game of life” and our future potential lives outside of MHJC, so that we can make those important choices and decisions for our future using what we learn this term.
Success Criteria:
-
Identify the aspects of the human reproductive systems
-
Identify key jobs that can be followed from an interest In PEH
-
Describe conception and pregnancy
-
Describe the knowledge that is needed for the fitness industry
-
Explain how contraception can work to reduce pregnancy and STIs
-
Demonstrate your understanding of fitness industry knowledge through applying it to a 'professional athlete'
-
Evaluate your own understanding of consent
-
Evaluate your own ability to understand fitness concepts
Term 4 CONTEXT - Game of Life
MONDAY - Health - Sexuality
Last week, we looked at the male and female reproductive systems.
Today, we will look at the female reproductive cycle - periods, period products, period poverty (as an international health issue), conception, pregnancy
WEDNESDAY - Practical (bring your gear) - Kapau
We will begin to look at summer sports.
THURSDAY - Health - Fitness Industry
We will continue with the below and the two accompanying documents on your google classroom. Once, you have gained the below information, you will be applying to a professional athlete.
1.) Components of Fitness (COF) - (1) body composition, (2) flexibility, (3) muscular strength, (4) muscular endurance, and (5) cardiorespiratory endurance
2.) Methods of Training (MOT) - videos you need are under Week 1 Term 4
- Continuous training. - video 1
- Fartlek Training. - video 1
- Circuit Training. - video 2
- Interval (HIIT) Training. - video 2
- Plyometric Training. - video 1
- Weight Training - video 1
3.) Principles of Training/FITT (POT) - SPORTFITT
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WELCOME to 10W1PEH!
Learning Intention:
How might we, explore the “Game of life” and our future potential lives outside of MHJC, so that we can make those important choices and decisions for our future using what we learn this term.
Success Criteria:
-
Identify the aspects of the human reproductive systems
-
Identify key jobs that can be followed from an interest In PEH
-
Describe conception and pregnancy
-
Describe the knowledge that is needed for the fitness industry
-
Explain how contraception can work to reduce pregnancy and STIs
-
Demonstrate your understanding of fitness industry knowledge through applying it to a 'professional athlete'
-
Evaluate your own understanding of consent
-
Evaluate your own ability to understand fitness concepts
Term 4 CONTEXT - Game of Life
MONDAY - Health - Sexuality
HOLIDAY - no school
WEDNESDAY - Practical (bring your gear) - Kapau
We will begin to look at summer sports. We will play 4 Bat. These sessions are focussed on your increased participation and enjoyment of physical education.
THURSDAY - Health - Fitness Industry
You will continue to make your training programme for your professional athlete and then work to justify it based on the FITT Principle.
1.) Components of Fitness (COF) - (1) body composition, (2) flexibility, (3) muscular strength, (4) muscular endurance, and (5) cardiorespiratory endurance
2.) Methods of Training (MOT) - videos you need are under Week 1 Term 4
- Continuous training. - video 1
- Fartlek Training. - video 1
- Circuit Training. - video 2
- Interval (HIIT) Training. - video 2
- Plyometric Training. - video 1
- Weight Training - video 1
3.) Principles of Training/FITT (POT) - SPORTFITT
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-
-
WELCOME to 10W1PEH!
Learning Intention:
How might we, explore the “Game of life” and our future potential lives outside of MHJC, so that we can make those important choices and decisions for our future using what we learn this term.
Success Criteria:
-
Identify the aspects of the human reproductive systems
-
Identify key jobs that can be followed from an interest In PEH
-
Describe conception and pregnancy
-
Describe the knowledge that is needed for the fitness industry
-
Explain how contraception can work to reduce pregnancy and STIs
-
Demonstrate your understanding of fitness industry knowledge through applying it to a 'professional athlete'
-
Evaluate your own understanding of consent
-
Evaluate your own ability to understand fitness concepts
Term 4 CONTEXT - Game of Life
MONDAY - Health - Sexuality
Today will be the last review session for your CAT. Please bring your PE gear for all sessions you have me in Week 6.
Reminders for your CAT which is Friday of WEEK 6.
- come with your device fully charged
- PEH CAT is on MHOL - top of our class page
- once you are done, click save attempt. It will then ask you if you are sure you are done. Once you click submit this second time, you cannot enter back into the CAT
- do not swap screens/tabs - this is an automatic fail - your screen is being monitored
- if you are late to your CAT, you do not get extra timeWEDNESDAY - Practical (bring your gear) - Kapau
We will begin to look at summer sports. We will play 4 Bat. These sessions are focussed on your increased participation and enjoyment of physical education.
THURSDAY - Practical
We will have a practical today.
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-
WELCOME to 10W1PEH!
Learning Intention:
How might we, explore the “Game of life” and our future potential lives outside of MHJC, so that we can make those important choices and decisions for our future using what we learn this term.
Success Criteria:
-
Identify the aspects of the human reproductive systems
-
Identify key jobs that can be followed from an interest In PEH
-
Describe conception and pregnancy
-
Describe the knowledge that is needed for the fitness industry
-
Explain how contraception can work to reduce pregnancy and STIs
-
Demonstrate your understanding of fitness industry knowledge through applying it to a 'professional athlete'
-
Evaluate your own understanding of consent
-
Evaluate your own ability to understand fitness concepts
Term 4 CONTEXT - Game of Life
MONDAY - Health - Sexuality
CAT WEEK - when we are together this week, we will have practical sessions. Make sure to bring your PEH Gear.
WEDNESDAY - Practical (bring your gear) - Kapau
Today is your PEH CAT.
THURSDAY - Practical
We will have a practical today.
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WELCOME to 10W1PEH!
Learning Intention:
How might we, explore the “Game of life” and our future potential lives outside of MHJC, so that we can make those important choices and decisions for our future using what we learn this term.
Success Criteria:
-
Identify the aspects of the human reproductive systems
-
Identify key jobs that can be followed from an interest In PEH
-
Describe conception and pregnancy
-
Describe the knowledge that is needed for the fitness industry
-
Explain how contraception can work to reduce pregnancy and STIs
-
Demonstrate your understanding of fitness industry knowledge through applying it to a 'professional athlete'
-
Evaluate your own understanding of consent
-
Evaluate your own ability to understand fitness concepts
Term 4 CONTEXT - Game of Life
MONDAY - Health - Sexuality
We will continue with sexuality today.
WEDNESDAY - Practical (bring your gear) - Kapau
You are off on work experience this week.
THURSDAY - Practical
You are off on work experience this week.
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