8W2 PE and Health
Weekly outline
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Opened: Friday, 1 November 2024, 12:00 AMDue: Friday, 8 November 2024, 12:00 AM
This is a formative Assessment
Students are being assessed on movement skills and development of movement skills to perform jumping and throwing activities is conjunction with field events in athletics.
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Kia ora...
Success Criteria: I can/have...
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Activities:
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Follow Up Tasks:
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING management and actions for bike injury preventio by recognising that helmet is mandatory for bicycle.
- We are EXPLORING management and actions for bike injury prevention by analysing the safety of its bike and make any adjustment on the bike that suit the user's safety.
- We are EXPLORING management and actions for bike injury prevention by researching potential risks and causes that can occur for bikers.
- We are EXPLORING management and actions for bike injury prevention by collecting information on risks and causes to describe safety practices to manage bike injury prevention.
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8 W2 PEH Assessment 1 - Biking Skills AssignmentOpened: Wednesday, 6 March 2024, 12:00 AMDue: Friday, 22 March 2024, 11:59 PM
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8 W2 PEH Assessment 1 - Biking Skills (Ruthvi) AssignmentOpened: Wednesday, 6 March 2024, 12:00 AMDue: Friday, 5 April 2024, 11:59 PM
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING management and actions for bike injury preventio by recognising that helmet is mandatory for bicycle.
- We are EXPLORING management and actions for bike injury prevention by analysing the safety of its bike and make any adjustment on the bike that suit the user's safety.
- We are EXPLORING management and actions for bike injury prevention by researching potential risks and causes that can occur for bikers.
- We are EXPLORING management and actions for bike injury prevention by collecting information on risks and causes to describe safety practices to manage bike injury prevention.
Enter text here...
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING management and actions for bike injury preventio by recognising that helmet is mandatory for bicycle.
- We are EXPLORING management and actions for bike injury prevention by analysing the safety of its bike and make any adjustment on the bike that suit the user's safety.
- We are EXPLORING management and actions for bike injury prevention by researching potential risks and causes that can occur for bikers.
- We are EXPLORING management and actions for bike injury prevention by collecting information on risks and causes to describe safety practices to manage bike injury prevention.
Enter text here...
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING management and actions for bike injury preventio by recognising that helmet is mandatory for bicycle.
- We are EXPLORING management and actions for bike injury prevention by analysing the safety of its bike and make any adjustment on the bike that suit the user's safety.
- We are EXPLORING management and actions for bike injury prevention by researching potential risks and causes that can occur for bikers.
- We are EXPLORING management and actions for bike injury prevention by collecting information on risks and causes to describe safety practices to manage bike injury prevention.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the influence of natural disasters on out holistic health
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During week 1 Mr Fourie is going to work with his class to establish new classroom rutines. This will make it easier for the class to know where they need to be and what need to be organised for each session.
Discussion:
Health - First session each week. Students come to class in school uniform ready for learning. Mr Fourie will take the roll before teaching and learning starts.
PE - Students get changed and report to class already changed into MHJC PE gear. No excuses. Mr Fourie will take the roll before the class will move to the PE area.
Attitude - A positive attitude at all times is expected.
WALT use Hauora to learn to understand personal health. Use TE Reo terminology and Teware Tape Wha analogy of the Marae as the pillars and walls of Hauora.
WALT to use small ball striking sports to develop hand eye coordination to impliment while playing sports and games when we hit and strike small balls.
Learning tasks:
1. Health - This week is only about discussing rutines during Health sessions. When, where, what too bring?
2. PE - Hockey students have their first introduction to field hockey. A) Equipment, B) Holding the hockey stick C) Starting with push passes and potentially the sweep shots.
What Next:
During fitness sessions (20mins during PE Time) we do fitness development, starting at a very low level and gradually increasing in intensity.
Students are encouraged to sign up for activities at school andf attend practice sessions.
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the influence of natural disasters on out holistic health
Enter text here...
WALT use Hauora to learn to understand personal health. Use TE Reo terminology and Teware Tape Wha analogy of the Marae as the pillars and walls of Hauora.
WALT to use small ball striking sports to develop hand eye coordination to impliment while playing sports and games when we hit and strike small balls.
Learning tasks:
1. Health - Setting up google slide with Te Reo terminolgu for health - Hauora
2. PE - Hockey students have their first introduction to field hockey. A) Equipment, B) Holding the hockey stick C) Starting with push passes and potentially the sweep shots.
What Next:
During fitness sessions (20mins during PE Time) we do fitness development, starting at a very low level and gradually increasing in intensity.
Students are encouraged to sign up for activities at school andf attend practice sessions.
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the influence of natural disasters on out holistic health
Enter text here...
WALT use Hauora to learn to understand personal health. Use TE Reo terminology and Teware Tape Wha analogy of the Marae as the pillars and walls of Hauora.
WALT to use small ball striking sports to develop hand eye coordination to impliment while playing sports and games when we hit and strike small balls.
Learning tasks:
1. Health - Setting up google slide with Te Reo terminolgy for health - Hauora. Scaffolding terminology of heath in English and Maori with the correct understanding. Physical, Mental and emotional, Social and Spiritual health.
2. PE - Hockey students have their first introduction to field hockey. A) Equipment, B) Holding the hockey stick C) Starting with push passes and potentially the sweep shots. Student start to play game scenarios. Students further grouped to ability. Session 2 - Introduction to tennis - racquet grip and holding the racquet correctly - basic forehand. Introduction to play scenarios - Playing "Bobsled"
What Next:
During fitness sessions (20mins during PE Time) we do fitness development, starting at a very low level and gradually increasing in intensity.
Students are encouraged to sign up for activities at school andf attend practice sessions.
Short shuttle runs now developing into longer jog walk program for the first 20 minutes of each session.
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the influence of natural disasters on out holistic health
Enter text here...
WALT use Hauora to learn to understand personal health. Use TE Reo terminology and Teware Tape Wha analogy of the Marae as the pillars and walls of Hauora.
WALT to use small ball striking sports to develop hand eye coordination to implement while playing sports and games when we hit and strike small balls.
Learning tasks:
1. Health - Setting up google slide with Te Reo terminolgy for health - Hauora. Scaffolding terminology of heath in English and Maori with the correct understanding. Physical, Mental and emotional, Social and Spiritual health. Students identify things they do themselves lready to promote their own health and create a list of things they can do differently to further promote their own Hauora.
2. PE - Hockey students have their first introduction to field hockey. A) Equipment, B) Holding the hockey stick C) Starting with push passes and potentially the sweep shots. Student start to play game scenarios. Students further grouped to ability. Starting to develop advanced skills like right drag, pop over and drag as an evasive skill.
Session 2 - Introduction to tennis - racquet grip and holding the racquet correctly - basic forehand. Introduction to play scenarios - Playing "Bobsled"
What Next:
During fitness sessions (20mins during PE Time) we do fitness development, starting at a very low level and gradually increasing in intensity.
Students are encouraged to sign up for activities at school and attend practice sessions.
Short shuttle runs now developing into longer jog walk program for the first 20 minutes of each session.
During this week's sessions students will be introduced to the staff driveway as part of the cross country course.
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WALT to use small ball striking sports to develop hand eye coordination to implement while playing sports and games when we hit and strike small balls.
Learning tasks:
1. Health - Physical, Mental and emotional, Social and Spiritual health. Students identify things they do themselves ready to promote their own health and create a list of things they can do differently to further promote their own Hauora. Students make the Marae/Hauora connection with the different parts of hauora as the 4 pillars of the Marae.
2. PE - Hockey students have their first introduction to field hockey. A) Equipment, B) Holding the hockey stick C) Starting with push passes and potentially the sweep shots. Student start to play game scenarios. Students further grouped to ability. Starting to develop advanced skills like right drag, pop over and drag as an evasive skill. Students now start to stratagize as they develop game plans in preparation for the class tournament in week 9.
Session 2 - Introduction to tennis - racquet grip and holding the racquet correctly - basic forehand. Introduction to play scenarios - Playing "Bobsled"
What Next:
During fitness sessions (20mins during PE Time) we do fitness development, starting at a very low level and gradually increasing in intensity.
Students are encouraged to sign up for activities at school and attend practice sessions.
Short shuttle runs now developing into longer jog walk program for the first 20 minutes of each session.
During this week's sessions students will be introduced to the staff driveway as part of the cross country course.
Students do a beep test to track and monitor their fitness development.
nter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING...
- We are FOCUSING...
- We are FOCUSING...
Enter text here...
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WALT to interact with class mates in collaborative Games.
Session 1:
Learn the golden child:
1. Meet students behind the gym for roll. 2. Light warm up on the field. 3. Students do the practice run. Teacher take the times and call it out as they finish. This gives them feedback to see if they are making progress or not. 4. Teacher collect ball from the sport shed. Basketball or netball. 5. Play a game of golden child - see link for the game. Ask the students. They have played before. 6. Class is expected to play in pre- set teams. (Team 1 and 3 vs Team 2 and 4) 7. Play aas many games as possible. 8. At the end of the session students can reflect on how well the goup have functioned.
Session 2 - Multisport
MULTISPORT INSTRUCTIONS Learning Intentions: To be able to demonstrate consistency and control of movement in a range of situations To understand the effects of changing situations, roles, responsibilities on relationships Students changing room and meeting area: Students get changed and meet the teacher in W6 for the roll call. Equipment required: Please collect your equipment bucket from your Whanau Assistant Principals office 1 x Basketball (can use netball hoop for the game) 1 x Football 1 x Frisbee 1 x Dodgeball (play elimination game with only one ball) 1 x Netball (can use the basketball hoop for the game) 1 x Rugby ball (for offside touch rugby) 1 x Bag of bibs How to Play Divide the class into two different teams and make one team wear bibs. Have each team sit on either side of the basketball court (or Netball court) Lined up from the halfway line. Once both teams are seated (It is a good idea to keep them seated to help manage student behaviour), call out a number between 1 - 4. Throw a ball into the middle of the playing area. This is the number of students involved in that game. The student starts the game by running to their opposite end of the court and touching the wall/fence then entering the playing field. Which is roughly” the basketball lines. Students play a game until someone scores or you believe they have had enough time to score. Blow your whistle again and have all students sit down. The students who just played go to the back of the line and you will have new students for the next round. This style of play continues for the entire lesson. Scoring - Award 1 point for scoring, 1 point for the first team to be seated and ready for each round, and 1 point for the team that returns the balls to the bucket. You need to place at either end of the gym two cones behind the basketball court lines . This is the goal for Football.. I would also have some cones to signal an end zone for the touch rugby and Ultimate Frisbee games. If you have any questions, find a friendly PE teacher or MHJC Whanau leader.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...
- We are FOCUSING...
- We are FOCUSING...
Enter text here...
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WALT to use small ball striking sports to develop hand eye coordination to implement while playing sports and games when we hit and strike small balls.
1. Health - Physical, Mental and emotional, Social and Spiritual health. Students identify things they do themselves ready to promote their own health and create a list of things they can do differently to further promote their own Hauora. Students make the Marae/Hauora connection with the different parts of hauora as the 4 pillars of the Marae.
The class will now look at natural disasters and the immediate effect on Physical, mental and emotional, spiritual and social health.
2. PE - Hockey students have their first introduction to field hockey. A) Equipment, B) Holding the hockey stick C) Starting with push passes and potentially the sweep shots. Student start to play game scenarios. Students further grouped to ability. Starting to develop advanced skills like right drag, pop over and drag as an evasive skill. Students now start to stratagize as they develop game plans in preparation for the class tournament in week 9.Session 2 - Introduction to tennis - racquet grip and holding the racquet correctly - basic forehand. Introduction to play scenarios - Playing "Bobsled"
Learning tasks:
Health:
a) List possible natural disasters (4)
b) Class discussion about the immediate impact on health.
c) Students list how it will impact on Physical and mental and emotional health.
PE:
Hockey:
a) Students start to stratagise on how to use hockey skills like drag, pop and "v" as evasive techniques in one on one situations.
b) Students attempt tackle boxes.What Next:
During fitness sessions (20mins during PE Time) we do fitness development, starting at a very low level and gradually increasing in intensity.
Students are encouraged to sign up for activities at school and attend practice sessions.
All runs are now longer and becoming more strenuous.
During this week's sessions students will be introduced to the staff driveway and the first half of the cross country course.
Students do a beep test to track and monitor their fitness development.
Student reflection on fitness development and goal settings for the school cross country day.
Enter text here...FOCUS / ARONGA learning intentions:
- We are FOCUSING...
- We are FOCUSING...
- We are FOCUSING...
Enter text here...
Enter text here...
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING the ability to cope with challenging situations by applying new knowledge and practical experience in terms of survival.
Enter text here...
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WALT to use small ball striking sports to develop hand eye coordination to implement while playing sports and games when we hit and strike small balls.
1. Health - Physical, Mental and emotional, Social and Spiritual health. Students identify things they do themselves ready to promote their own health and create a list of things they can do differently to further promote their own Hauora. Students make the Marae/Hauora connection with the different parts of hauora as the 4 pillars of the Marae.
The class will now look at natural disasters and the immediate effect on Physical, mental and emotional, spiritual and social health.
2. PE - Hockey students have their first introduction to field hockey. A) Equipment, B) Holding the hockey stick C) Starting with push passes and potentially the sweep shots. Student start to play game scenarios. Students further grouped to ability. Starting to develop advanced skills like right drag, pop over and drag as an evasive skill. Students now start to stratagize as they develop game plans in preparation for the class tournament in week 9.Learning tasks:
Health:
a) List possible natural disasters - Think and discuss realistic challenges for communities in Auckland and the wider New Zealand, also think of cultural heritage and where all the students are from.
b) Class discussion about the immediate impact on health. What goes first and what impact stays the longest
c) Students list how it will impact on Physical and mental and emotional health. See PE slide
PE:
Hockey:
a) Students start to stratagize on how to use hockey skills like drag, pop and "v" as evasive techniques in one on one situations.
b) Students attempt tackle boxes.
c) Students now regularly play in teams and are becoming aware of positional play.What Next:
All runs are now longer and becoming more strenuous.
Students will run the school country course once a week as part of preparation for the school cross country day.
All students compete against their own personal best times.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...
- We are FOCUSING...
- We are FOCUSING...
Enter text here...
Enter text here...
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING the ability to cope with challenging situations by applying new knowledge and practical experience in terms of survival.
Enter text here...
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WALT to use small ball striking sports to develop hand eye coordination to implement while playing sports and games when we hit and strike small balls.
1. Health - Physical, Mental and emotional, Social and Spiritual health. Students identify things they do themselves ready to promote their own health and create a list of things they can do differently to further promote their own Hauora. Students make the Marae/Hauora connection with the different parts of hauora as the 4 pillars of the Marae.
The class will now look at natural disasters and the immediate effect on Physical, mental and emotional, spiritual and social health.
2. PE - Hockey students have their first introduction to field hockey. A) Equipment, B) Holding the hockey stick C) Starting with push passes and potentially the sweep shots. Student start to play game scenarios. Students further grouped to ability. Starting to develop advanced skills like right drag, pop over and drag as an evasive skill. Students now start to stratagize as they develop game plans in preparation for the class tournament in week 9.Learning tasks:
Health:
a) List possible natural disasters - Think and discuss realistic challenges for communities in Auckland and the wider New Zealand, also think of cultural heritage and where all the students are from.
b) Class discussion about the immediate impact on health. What goes first and what impact stays the longest
c) Students list how it will impact on Physical and mental and emotional health. See PE slide.
d) Students now research and discuss crucial survival skills. What skills are necessary to survive in a survival situation? What "things" can we not do without? Where do we find them?
PE:
Hockey:
a) Students start to stratagize on how to use hockey skills like drag, pop and "v" as evasive techniques in one on one situations.
b) Students attempt tackle boxes.
c) Students now regularly play in teams and are becoming aware of positional play.What Next:
All runs are now longer and becoming more strenuous.
Students will run the school country course once a week as part of preparation for the school cross country day.
All students compete against their own personal best times.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...
- We are FOCUSING...
- We are FOCUSING...
Enter text here...
Enter text here...
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING the ability to cope with challenging situations by applying new knowledge and practical experience in terms of survival.
Enter text here...
-
WALT to use small ball striking sports to develop hand eye coordination to implement while playing sports and games when we hit and strike small balls.
1. Health - Physical, Mental and emotional, Social and Spiritual health. Students identify things they do themselves ready to promote their own health and create a list of things they can do differently to further promote their own Hauora. Students make the Marae/Hauora connection with the different parts of hauora as the 4 pillars of the Marae.
The class will now look at natural disasters and the immediate effect on Physical, mental and emotional, spiritual and social health.
2. PE - Hockey students have their first introduction to field hockey. A) Equipment, B) Holding the hockey stick C) Starting with push passes and potentially the sweep shots. Student start to play game scenarios. Students further grouped to ability. Starting to develop advanced skills like right drag, pop over and drag as an evasive skill. Students now start to stratagize as they develop game plans in preparation for the class tournament in week 9.Learning tasks:
Health:
a) List possible natural disasters - Think and discuss realistic challenges for communities in Auckland and the wider New Zealand, also think of cultural heritage and where all the students are from.
b) Class discussion about the immediate impact on health. What goes first and what impact stays the longest
c) Students list how it will impact on Physical and mental and emotional health. See PE slide.
d) Students now research and discuss crucial survival skills. What skills are necessary to survive in a survival situation? What "things" can we not do without? Where do we find them?
PE:
Hockey:
a) Students start to stratagize on how to use hockey skills like drag, pop and "v" as evasive techniques in one on one situations.
b) Students attempt tackle boxes.
c) Students now regularly play in teams and are becoming aware of positional play.What Next:
All runs are now longer and becoming more strenuous.
Students will run the school country course once a week as part of preparation for the school cross country day.
All students compete against their own personal best times.
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
New Zealand Olympic Legends - Students will research an NZ Olympic athlete and create a profile about this athlete and post in onto their Google slide. Students will also create a photo board about this athlete, this may include a video of their "Legend level" performance.
Health - Physical health
1. Assessment and recording of - Beep Test, Bronco, 10m sprint, 30m Sprint and vertical jump
2. Goal setting and recording of personal bests - What can I remember?
PE - Run Jump Throw - Slide
Discus throw - View slides and record coaching tips.
What next - Students record PB results and word on three coaching tips.
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
New Zealand Olympic Legends - Students will research an NZ Olympic athlete and create a profile about this athlete and post in onto their Google slide. Students will also create a photo board about this athlete, this may include a video of their "Legend level" performance.
Health - Physical health
1. Assessment and recording of - Beep Test, Bronco, 10m sprint, 30m Sprint and vertical jump
2. Goal setting and recording of personal bests - What can I remember?
PE - Run Jump Throw - Slide
Discus throw - View slides and record coaching tips.
What next - Students record PB results and word on three coaching tips.
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
New Zealand Olympic team - Students create a bank of athletes attending the 2024 olympic games. Students also create a timetable of olympic events and times of the events. (Literacy Reading) (Interpreting timetables (Maths)
Fitness evaluation #1
Fitness speed and strength evaluation
Students learn to develop a goal driven individualised training program (Literacy -Writing)
Health - Physical health
1. Track and field events - Create a list (Literacy - Writing)
2. Understanding timing - using a stopwatch - (Timing - Maths)
Event #1 = High Jump
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to Approach, take off, flight and landing.
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
New Zealand Olympic team - Students create an athlete profile of a selected NZ track and field athlete. (Literacy - writing) Students create a photo bank of this athlete and follow the athlete and follow the athlete through the Olympic games.
Fitness evaluation #1
Fitness speed and strength evaluation
Students learn to develop a goal driven individualised training program (Literacy -Writing)
Health - Physical health
Event #1 = High Jump
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to Approach, take off, flight and landing.
Event #2 = Discus throuw
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to grip and release, orbit and flight, strength.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on track and field jumping and throwing events
- We are FOCUSING...
- We are FOCUSING...
Pono: Hauora
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to identify NZ Olympic athletes so that we can follow them during these olympic games.
- We are PLANNING to learn from the olympic track and field team so we can make progress in the our own skills and ability in throwing and jumping activities.
Pono: Hauora
Awhinatanga: Resilient Mindset
Enter text here...
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
Students become aware of personal fitness development. In the PE class they learn about stamina, speed and strength development. Students add their personal training program to their slide. They also record excercise done at school (Literacy)
Fitness evaluation #1
Fitness speed and strength development.
Health - Physical health
Event #1 = High Jump
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to Approach, take off, flight and landing.
1. Run Up
2. Take off
3. Landing
Students record their personal best (Mathematics - Measurement)
Event #2 = Discus throw
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to grip and release, orbit and flight, strength.
1. Grip the discus
2. Creating an open stance
3. Release - index finger.
Students record personal best - (Mathematics - Measurement.
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
Students become aware of personal fitness development. In the PE class they learn about stamina, speed and strength development. Students add their personal training program to their slide. They also record excercise done at school (Literacy)
Fitness evaluation #1
Fitness speed and strength assessment - Strength, speed and stamina
Students assess and record results in their PE document. Students write a small reports about what they can observe (Literacy -Writing)
Health - Physical health
Event #1 = High Jump
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to Approach, take off, flight and landing.
1. Run Up
2. Take off
3. Landing
Students record their personal best (Mathematics - Measurement)
Event #2 = Discus throw
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to grip and release, orbit and flight, strength.
1. Grip the discus
2. Creating an open stance
3. Release - index finger.
Students record personal best - (Mathematics - Measurement.
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
Students become aware of personal fitness development. In the PE class they learn about stamina, speed and strength development. Students add their personal training program to their slide. They also record excercise done at school (Literacy)
Fitness evaluation #2
Fitness speed and strength assessment - Strength, speed and stamina
Students assess and record results in their PE document. Students write a small reports about what they can observe (Literacy -Writing) Record personal results - (Numeracy)
Health - Physical health
Event #1 = High Jump
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to Approach, take off, flight and landing.
1. Run Up
2. Take off
3. Landing
Students record their personal best (Mathematics - Measurement)
Event #2 = Long Jump - Students review the movement skills required to perform a correct long jump. Students view coaching slide - Basics to long jump. Students become aware of important movement concepts in Long Jump.
1. Run up - Max Speed
2. Take off - Find maximum height
3. Landing - Extend and bend knees
Students record personal best - (Mathematics - Measurement.)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on track and field jumping and throwing events
- We are FOCUSING...
- We are FOCUSING...
Pono: Hauora
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
Students become aware of personal fitness development. In the PE class they learn about stamina, speed and strength development. Students add their personal training program to their slide. They also record excercise done at school (Literacy)
Fitness evaluation #2
Fitness speed and strength assessment - Strength, speed and stamina
Students assess and record results in their PE document. Students write a small reports about what they can observe (Literacy -Writing) Record personal results - (Numeracy)
Health - Physical health
Event #1 = High Jump
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to Approach, take off, flight and landing.
1. Run Up
2. Take off
3. Landing
Students record their personal best (Mathematics - Measurement)
Event #2 = Long Jump - Students review the movement skills required to perform a correct long jump. Students view coaching slide - Basics to long jump. Students become aware of important movement concepts in Long Jump.
1. Run up - Max Speed
2. Take off - Find maximum height
3. Landing - Extend and bend knees
Students record personal best - (Mathematics - Measurement.)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on track and field jumping and throwing events
- We are FOCUSING...
- We are FOCUSING...
Pono: Hauora
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
Students become aware of personal fitness development. In the PE class they learn about stamina, speed and strength development. Students add their personal training program to their slide. They also record excercise done at school (Literacy)
Fitness evaluation #2
Fitness speed and strength assessment - Strength, speed and stamina
Students assess and record results in their PE document. Students write a small reports about what they can observe (Literacy -Writing) Record personal results - (Numeracy)
Health - Physical health
Event #1 = High Jump
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to Approach, take off, flight and landing.
1. Run Up
2. Take off
3. Landing
Students record their personal best (Mathematics - Measurement)
Event #2 = Long Jump - Students review the movement skills required to perform a correct long jump. Students view coaching slide - Basics to long jump. Students become aware of important movement concepts in Long Jump.
1. Run up - Max Speed
2. Take off - Find maximum height
3. Landing - Extend and bend knees
Students record personal best - (Mathematics - Measurement.)
Shot Put - Students review google slide again to become familiar with movement skills required to perform a best possible push. Students review coaching points.
1. Hold the shot correctly
2. Elbow position
3. Angle delivery
Students record personal best throws and record (Numeracy - measurement)
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the personal progress we have made in jumping and throwing events in track and field athletics.
Awhinatanga: Positive Partnerships
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We are learning about the Olympic Games. Students will research the organisation, history, qualifying standards, legends and current athletes.
Students become aware of personal fitness development. In the PE class they learn about stamina, speed and strength development. Students add their personal training program to their slide. They also record excercise done at school (Literacy)
Fitness evaluation #2
Fitness speed and strength assessment - Strength, speed and stamina
Students assess and record results in their PE document. Students write a small reports about what they can observe (Literacy -Writing) Record personal results - (Numeracy)
Health - Physical health
Event #1 = High Jump
Students watch and review two prepared coaching slide links. Students required to find 3 relevant coaching tips and record them on their slide. Refer to Approach, take off, flight and landing.
1. Run Up
2. Take off
3. Landing
Students record their personal best (Mathematics - Measurement)
Event #2 = Long Jump - Students review the movement skills required to perform a correct long jump. Students view coaching slide - Basics to long jump. Students become aware of important movement concepts in Long Jump.
1. Run up - Max Speed
2. Take off - Find maximum height
3. Landing - Extend and bend knees
Students record personal best - (Mathematics - Measurement.)
Shot Put - Students review google slide again to become familiar with movement skills required to perform a best possible push. Students review coaching points.
1. Hold the shot correctly
2. Elbow position
3. Angle delivery
Students record personal best throws and record (Numeracy - measurement)
Students complete fitness assessment:
1. Stamina - record results - Measurements - decimals
2. 10m acceleration test - Measurement - time
3. 30m speed test - Measurement - time.
Students finalise holiday training program.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the personal progress we have made in jumping and throwing events in track and field athletics.
Awhinatanga: Positive Partnerships
-
-
-
We are learning to be ready for our final run/jump/throw assessment. Students will get opportunity to showcase the development in their individual movement skills across the field events of track and field athletics.
Students will attempt to improve their personal best efforts in all field events.
Activities:
Shot put - Hold the shot, prepare stance, elbow position and deliver.
Discus - Hold the discus, prepare stance, full or half rotation.
Long Jump - Run up, take off, flight and landing
High jump - Run up, take off, flight and landing
What next:
Learning to crouch start
Learning to change over the relay baton in the 4x100m relay.
Students that shows potential:
Select to represent Whanau at the MHJC athletics day.
Motivated to select an athletics club, compete with other athletes that shows potential.
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We are learning to be ready for our final run/jump/throw assessment. Students will get opportunity to showcase the development in their individual movement skills across the field events of track and field athletics.
Students will attempt to improve their personal best efforts in all field events.
Activities:
Shot put - Hold the shot, prepare stance, elbow position and deliver.
Discus - Hold the discus, prepare stance, full or half rotation.
Long Jump - Run up, take off, flight and landing
High jump - Run up, take off, flight and landing
What next:
Learning to crouch start
Learning to change over the relay baton in the 4x100m relay.
Students that shows potential:
Select to represent Whanau at the MHJC athletics day.
Motivated to select an athletics club, compete with other athletes that shows potential.
-
We are learning to be ready for our final run/jump/throw assessment. Students will get opportunity to showcase the development in their individual movement skills across the field events of track and field athletics.
Students will attempt to improve their personal best efforts in all field events.
Activities:
Shot put - Hold the shot, prepare stance, elbow position and deliver.
Discus - Hold the discus, prepare stance, full or half rotation.
Long Jump - Run up, take off, flight and landing
High jump - Run up, take off, flight and landing
What next:
Learning to crouch start
Learning to change over the relay baton in the 4x100m relay.
Students that shows potential:
Select to represent Whanau at the MHJC athletics day.
Motivated to select an athletics club, compete with other athletes that shows potential.
-
We are learning to be summer active.
Students will plan and experience what it is like to be "summer active" in their immediate environment. This is Auckland. Students will investigate the difference between doing summer sports and doing summer activities. Students often loose most of their fitness and gain weight during the summer break as they have a misconception of summer sports/activities especially if they spend all of summer at home in Auckland.
Summer Sports:
Class Discussion -
What is summer sports?
When does a summer activities become summer sports?
What is a social sports?
How can you organise this yourself?
Activities:
Relay games to promote fun with athletics
With a focus on all year sports, students play bench ball.
Concentrate on strategy and team collaboration. It is important to include all your team mates.
Golden child - The team have to consider each other, understand the strengths and weaknesses of their team mates. How to use the strengths of all team mates to our advantage?
What next:
Students that stands out are encouraged to join up at a summer sports club amd stay active during the holiday.
-
We are learning to be summer active.
Students will plan and experience what it is like to be "summer active" in their immediate environment. This is Auckland. Students will investigate the difference between doing summer sports and doing summer activities. Students often loose most of their fitness and gain weight during the summer break as they have a misconception of summer sports/activities especially if they spend all of summer at home in Auckland.
Summer Activities:
Class Discussion -
What is summer activity?
When does a summer sports become summer activities?
What is a social activities?
How can you organise this yourself?
Where can I find resources to help me plan summer activities?
Activities:
Relay games to promote fun with athletics
With a focus on all year sports, students play bench ball.
Concentrate on strategy and team collaboration. It is important to include all your team mates.
Golden child - The team have to consider each other, understand the strengths and weaknesses of their team mates. How to use the strengths of all team mates to our advantage?
What next:
Students that stands out are encouraged to join up at a summer sports club amd stay active during the holiday.
-
We are learning to be summer active.
Students will plan and experience what it is like to be "summer active" in their immediate environment. This is Auckland. Students will investigate the difference between doing summer sports and doing summer activities. Students often loose most of their fitness and gain weight during the summer break as they have a misconception of summer sports/activities especially if they spend all of summer at home in Auckland.
Summer Activities:
Class Discussion -
How does summer sports and summer activities impacts on Hauora?
How does it impact on Physical Heath?
How does it impact on Social Health?
How does it impact on Mental Health?
Activities:
Relay games to promote fun with athletics
With a focus on all year sports, students play bench ball.
Concentrate on strategy and team collaboration. It is important to include all your team mates.
Golden child - The team have to consider each other, understand the strengths and weaknesses of their team mates. How to use the strengths of all team mates to our advantage?
What next:
Students that stands out are encouraged to join up at a summer sports club amd stay active during the holiday.
-
We are learning to be summer active.
Students will plan and experience what it is like to be "summer active" in their immediate environment. This is Auckland. Students will investigate the difference between doing summer sports and doing summer activities. Students often loose most of their fitness and gain weight during the summer break as they have a misconception of summer sports/activities especially if they spend all of summer at home in Auckland.
Summer Activities:
Class Discussion and student research
Student do research and plan a 3 week itinerary for an exchange student visiting Auckland from overseas. Students will plan 1 x tourist activity, 1 x physical activity and 1 x sports activity per week for three weeks. Students will plan based on personal experience, research and what is available within 2 hours drive from Auckland.
Students plan and quote 3 activities per week for three weeks and record ideas on their google slide.
Activities:
Relay games to promote fun with athletics
With a focus on all year sports, students play bench ball.
Concentrate on strategy and team collaboration. It is important to include all your team mates.
Golden child - The team have to consider each other, understand the strengths and weaknesses of their team mates. How to use the strengths of all team mates to our advantage?
What next:
Students that stands out are encouraged to join up at a summer sports club amd stay active during the holiday.
-
We are learning to be summer active.
Students will plan and experience what it is like to be "summer active" in their immediate environment. This is Auckland. Students will investigate the difference between doing summer sports and doing summer activities. Students often loose most of their fitness and gain weight during the summer break as they have a misconception of summer sports/activities especially if they spend all of summer at home in Auckland.
Summer Activities:
Class Discussion and student research
Student do research and plan a 3 week itinerary for an exchange student visiting Auckland from overseas. Students will plan 1 x tourist activity, 1 x physical activity and 1 x sports activity per week for three weeks. Students will plan based on personal experience, research and what is available within 2 hours drive from Auckland.
Students plan and quote 3 activities per week for three weeks and record ideas on their google slide.
Student create a poster to advertise their itinerary with their international guest and present it to the class.
Activities:
Relay games to promote fun with athletics
With a focus on all year sports, students play bench ball.
Concentrate on strategy and team collaboration. It is important to include all your team mates.
Golden child - The team have to consider each other, understand the strengths and weaknesses of their team mates. How to use the strengths of all team mates to our advantage?
What next:
Students that stands out are encouraged to join up at a summer sports club amd stay active during the holiday.
-