Weekly outline

  • General

  • WEEK 1 - TERM 1

    WELCOME TO 10W1 PEH 2020!


    This terms context for water is TURANGAWAEWAE

    What does this mean for us as year 10's? My place to stand to change this world.

  • WEEK 2 - TERM 1

    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING...interpersonal skills by displaying appropriate interpersonal skills in a range of activities.

    Success Criteria: I can/have...

    • Identify and define the key interpersonal skills.
    • Demonstrate interpersonal skills that help you make safe choices for yourself and others.
    Activities:
    • ABL's (Helium stick, Skip, Traffic Jam, Speed pass, Bomb-site)
    • Activity debriefs
    • Social responsibility evaluations

    Follow Up Tasks:

    • Finish your social responsibility evaluations for each ABL session if you were not able to do so in class.

  • WEEK 3 - TERM 1

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...interpersonal skills by displaying appropriate interpersonal skills in a range of activities.
    • We are EXPLORING...safety management by investigating safety procedures and risk management strategies.

    Success Criteria: I can/have...

    • Identify and define the key interpersonal skills.
    • Demonstrate interpersonal skills that help you make safe choices for yourself and others.
    • Define the key responsible behaviours.
    Activities:
    • Responsible behaviours Y charts
    • Demonstrating responsible behaviours and interpersonal skills through challenging activities
    • Debriefing/explaining responsible behaviours

  • WEEK 4 - TERM 1

    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING...interpersonal skills by displaying appropriate interpersonal skills in a range of activities.
    • We are EXPLORING...safety management by investigating safety procedures and risk management strategies.

    Success Criteria: I can/have...

    • Demonstrate interpersonal skills that help you make safe choices for yourself and others.
    • Explain how the use of appropriate interpersonal skills can help you respond to challenging situations.
    • Define the key responsible behaviours.
    • Define physical and emotional safety.
    • Identify risks within a variety of outdoor activities.
    Activities:
    • Demonstrating responsible behaviours and interpersonal skills through challenging activities
    • Debriefing/explaining responsible behaviours and interpersonal skills
    • Physical and emotional safety worksheet
  • WEEK 5 - TERM 1

    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING...interpersonal skills by displaying appropriate interpersonal skills in a range of activities.
    • We are EXPLORING...safety management by investigating safety procedures and risk management strategies.

    Success Criteria: I can/have...

    • Reflect on your use of interpersonal skills to manage changing and conflicting relationships.
    • Define physical and emotional safety.
    • Identify risks within a variety of outdoor activities.
    • Explain the use of responsible behaviours for safety during outdoor activities.
    Activities:
    • Physical and emotional safety worksheet
    • Responsible behaviours in action wroksheet
  • WEEK 6 - TERM 1

    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING...safety management by investigating safety procedures and risk management strategies.
    FOCUS / ARONGA learning intentions:
    • We are FOCUSING...on safety management by discussing safety procedures and risk management strategies.

    Success Criteria: I can/have...

    • Develop strategies to overcome risks to support physical and emotional safety in a variety of outdoor activities.
    • Demonstrate strategies to overcome risks to support physical and emotional safety in a variety of outdoor activities.
    • Identify risks within a variety of outdoor activities.
    • Explain the use of responsible behaviours for safety during outdoor activities.

    Activities:

    • Assessment overview and selection of safety behaviours for assessment
    • Assessment write up exemplars and practice
    • Demonstrating responsible behaviours through challenging activities

  • WEEK 7 - TERM 1

    FOCUS / ARONGA learning intentions:
    • We are FOCUSING...on safety management by discussing safety procedures and risk management strategies.
    REFLECT / WHAIWHAKAARO learning intentions:
    • We are REFLECTING...on safety management by assessing how responsible behaviours affect physical and emotional safety in outdoor activities.

    Success Criteria: I can/have...

    • Develop strategies to overcome risks to support physical and emotional safety in a variety of outdoor activities.
    • Demonstrate strategies to overcome risks to support physical and emotional safety in a variety of outdoor activities.
    • Identify risks within a variety of outdoor activities.
    • Explain the use of responsible behaviours for safety during outdoor activities.
    • Justify the choice to use certain strategies over others in a variety of outdoor activities.

    Activities:

    • Monday - Extreme Edge Rock-climbing trip
    • Assessment write up
    • Orienteering practice

  • WEEK 8 - TERM 1

    FOCUS / ARONGA learning intentions:
    • We are FOCUSING...on safety management by discussing safety procedures and risk management strategies.
    REFLECT / WHAIWHAKAARO learning intentions:
    • We are REFLECTING...on safety management by assessing how responsible behaviours affect physical and emotional safety in outdoor activities.

    Success Criteria: I can/have...

    • Develop strategies to overcome risks to support physical and emotional safety in a variety of outdoor activities.
    • Demonstrate strategies to overcome risks to support physical and emotional safety in a variety of outdoor activities.
    • Identify risks within a variety of outdoor activities.
    • Explain the use of responsible behaviours for safety during outdoor activities.
    • Justify the choice to use certain strategies over others in a variety of outdoor activities.

    Activities:

    • Responsible Behaviours Quiz
    • Physical Activity Diaries
  • HOLIDAYS

  • HOLIDAYS

  • WEEK 1 - TERM 2

    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING...regular physical activity by experimenting with a range of personally enjoyable activities.

    Success Criteria: I can/have...

    • Participate in a variety of physical activities.
    • Record my mood and feelings before and after exercise.
    • Recall each dimension of Hauora in English and Maori.

    Activities:

    • Physical Activity Diary
    • Resource Activity Infographic/Poster
    • Hauora Worksheet Part One

  • WEEK 2 - TERM 2

    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING...regular physical activity by experimenting with a range of personally enjoyable activities.

    Success Criteria: I can/have...

    • Participate in a variety of physical activities.
    • Record my mood and feelings before and after exercise.
    • Recall each dimension of Hauora in English and Maori.
    • Identify positive and negative examples of influences on each aspect of Hauora.

    Activities:

    • Physical Activity Diary
    • Resource Activity Infographic/Poster
    • Hauora Worksheet Part One

  • WEEK 3 - TERM 2

    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING...regular physical activity by experimenting with a range of personally enjoyable activities.

    Success Criteria: I can/have...

    • Participate in a variety of physical activities.
    • Record my mood and feelings before and after exercise.
    • Identify positive and negative examples of influences on each aspect of Hauora.
    • Recognise any weaknesses within each dimension of my Hauora.

    Activities:

    • Physical Activity Diary
    • Resource Activity Infographic/Poster
    • Hauora Worksheet Part Two
  • WEEK 4 - TERM 2

    FOCUS / ARONGA learning intentions:
    • We are FOCUSING...on regular physical activity by describing how varying levels of involvement affect well-being and lifestyle balance.

    Success Criteria: I can/have...

    • Explain the concept of Te Whare Tapa Wha model and the connection between dimensions.
    • Integrate changes to my lifestyle to support the weakened aspects of my Hauora.
    • Integrate a variety of activities into my day which support other dimensions of Hauora.
    • Describe the effect of movement on various aspects of my Hauora

    Activities:

    • Physical Activity Diary
    • Resource Activity Infographic/Poster
    • Hauora Worksheet Part Two

  • WEEK 5 - TERM 2

    FOCUS / ARONGA learning intentions:
    • We are FOCUSING...on regular physical activity by describing how varying levels of involvement affect well-being and lifestyle balance.

    Success Criteria: I can/have...

    • Explain the concept of Te Whare Tapa Wha model and the connection between dimensions.
    • Integrate changes to my lifestyle to support the weakened aspects of my Hauora.
    • Integrate a variety of activities into my day which support other dimensions of Hauora.
    • Describe the effect of movement on various aspects of my Hauora.

    Activities:

    • Resource Activity Infographic/Poster
    • Hauora Worksheet Part Two
  • WEEK 6 - TERM 2

    REFLECT / WHAIWHAKAARO learning intentions:
    • We are REFLECTING...on regular physical activity by evaluating how participation in physical activities influence further participation and Hauora.

    Success Criteria: I can/have...

    • Reflect on and analyse my enjoyment levels of each activity.
    • Examine the interconnected effects of various activities on the dimensions of Hauora.

    Activities:

    • Modified games
    • Distance learning catch up
    • Reflection task

  • WEEK 7 - TERM 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING…challenges and social and cultural factors by researching the socio-ecological perspective.
    • We are EXPLORING…personal identity by conceptualising our thoughts regarding sexuality and gender.
    • We are EXPLORING…relationships by analysing components of healthy relationships.

    Success Criteria: I can/have...

    • Name the 3 aspects that make up the socio-ecological perspective.
    • Define the terms personal, interpersonal and societal.
    • List examples of personal, interpersonal and societal influences.
    • Identify the different types of relationships we have in our lives.
    • List different ways to communicate effectively with others.
    • Outline the 3 types of verbal communication and rank in order of effectiveness.

    Activities:

    • Mates and Dates
    • Socio-ecological perspective
    • German Handball

  • WEEK 8 - TERM 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING…challenges and social and cultural factors by researching the socio-ecological perspective.
    • We are EXPLORING…personal identity by conceptualising our thoughts regarding sexuality and gender.
    • We are EXPLORING…relationships by analysing components of healthy relationships.

    Success Criteria: I can/have...

    • Define the terms personal, interpersonal and societal.
    • Apply socio-ecological perspective learning to sports specific scenarios.
    • Participate in a range of new sporting activities.

    Activities:

    • AFL
    • NCEA Tramp and Write-up

  • WEEK 9 - TERM 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING…challenges and social and cultural factors by researching the socio-ecological perspective.
    • We are EXPLORING…personal identity by conceptualising our thoughts regarding sexuality and gender.
    • We are EXPLORING…relationships by analysing components of healthy relationships.

    Success Criteria: I can/have...

    • Apply socio-ecological perspective learning to sports specific scenarios.
    • Participate in a range of new sporting activities.
    • Recognise and describe the differences between, sex, gender and sexuality.
    • Define the term stereotypes.
    • Identify societal gender role expectations and stereotypes.
    • Define the term consent generally.
    • Recognise the difference between giving and not giving consent.
    • Describe the situations in which consent cannot be obtained.

    Activities:

    • Mates and Dates
    • Sexuality - Gender Stereotypes
    • AFL -skills and games
    • Influences on participation in AFL

  • WEEK 10 - TERM 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING…personal identity by conceptualising our thoughts regarding sexuality and gender.
    • We are EXPLORING…relationships by analysing components of healthy relationships.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING…on challenges and social and cultural factors by identifying and describing influences on sports participation.

    Success Criteria: I can/have...

    • Participate in a range of new sporting activities.
    • Provide examples of personal, interpersonal and societal influences on your participation in new sporting activities.
    • Discuss the impact of personal, interpersonal and societal influence on sports participation from a wellbeing perspective.
    • Name a diverse range of gender identities.
    • Define the terms used to describe different sexual orientations.
    • Describe the impact of gender role expectations and stereotypes on the way individuals behave.
    • Provide examples of celebrity figures with differing sexual orientations.
    • Examine how societal expectations of gender have influenced your behaviours and decisions.

    Activities:

    • Mates and Dates
    • Golf
    • Influences on participation in golf

  • WEEK 11 - TERM 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING…personal identity by conceptualising our thoughts regarding sexuality and gender.
    • We are EXPLORING…relationships by analysing components of healthy relationships.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING…on challenges and social and cultural factors by identifying and describing influences on sports participation.

    Success Criteria: I can/have...

    • Participate in a range of new sporting activities.
    • Provide examples of personal, interpersonal and societal influences on your participation in new sporting activities.
    • Discuss the impact of personal, interpersonal and societal influence on sports participation from a wellbeing perspective.
    • Apply our learning of consent and communication to romantic relationships to :
    • Recognise that pressure, including sexual pressure, is inconsistent with consent.
    • Recognise sexual violence as harmful with potentially negative impacts on people, their friends, family and whanau.
    Activities:

    • Mates and Dates
    • Lacrosse 
    • Influence son participation in lacrosse
  • WEEK 12 - TERM 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING…personal identity by conceptualising our thoughts regarding sexuality and gender.
    • We are EXPLORING…relationships by analysing components of healthy relationships.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING…on challenges and social and cultural factors by identifying and describing influences on sports participation.

    Success Criteria: I can/have...

    • Participate in a range of new sporting activities.
    • Provide examples of personal, interpersonal and societal influences on your participation in new sporting activities.
    • Discuss the impact of personal, interpersonal and societal influence on sports participation from a wellbeing perspective.
    • Compare and contrast values you hold dear in relationships to those of other people.
    • Explain the relation between communication and consent.
    • Recognise the importance of getting help for both victims of and people with harmful behaviour.
    • Value peers and specialist agencies as important sources of help.
    • Identify a variety of ways to support a friend who is being harmed or who is harming others.
    Activities:
    • Mates and Dates
    • Cross Country

  • HOLIDAYS

  • HOLIDAYS


  • WEEK 1 - TERM 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING…on challenges and social and cultural factors by identifying and describing influences on sports participation.
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... actions to overcome barriers so that we canpromote our taha tinana through participating in physical activity.

    Success Criteria: I can/have...

    • See planning below

    Activities:

    • Lacrosse
    • Influences on participation

  • WEEK 2 - TERM 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING…on challenges and social and cultural factors by identifying and describing influences on sports participation.
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... actions to overcome barriers so that we canpromote our taha tinana through participating in physical activity.

    Success Criteria: I can/have...

    • See planning below

    Activities:

    • Frisbee Golf
    • Influences on participation

  • WEEK 3 - TERM 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING… on personal identity and relationships by discussing the issues associated with sexuality and romantic relationships.
    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on actions to overcome barriers by… assessing my actions.

    Success Criteria: I can/have...

    • See planning below

    Activities:

    • Sexuality quiz
    • Barriers to participation assessment
    • Puberty Recap
    • Table Tennis

  • WEEK 4 - TERM 3

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on actions to overcome barriers by… assessing my actions.

    Success Criteria: I can/have...

    • See planning below

    Activities:

    • Finish and submit barriers to participation write up
    • Distance learning

  • WEEK 5 - TERM 3

    Lockdown - Activity Grid

  • WEEK 6 - TERM 3

    Lockdown - Activity Grid

  • WEEK 7 - TERM 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... the legal status and classification of drugs by investigating the current law in NZ.
    • We are EXPLORING... the impact of drugs by researching the effects on Hauora and society.
    • We are EXPLORING... community organisations who support and promote community wellbeing by ... examining their recommendations.
    • We are EXPLORING... the referendum by analysing other nations laws and how NZ's proposal will look.
    • We are EXPLORING... both sides of the referendum debate by interpreting the for and against arguments.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING … fundamental movement skills by… experimenting with movement patterns in new games and sports.
    • We are EXPLORING … fundamental movement skills by… investigating the stages of learning.

    Success Criteria: I can/have...

    • See Planning for referendums and movement below.

    Activities:

    • Drug classification and classes
    • Endball


  • WEEK 8 - TERM 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... the legal status and classification of drugs by investigating the current law in NZ.
    • We are EXPLORING... the impact of drugs by researching the effects on Hauora and society.
    • We are EXPLORING... community organisations who support and promote community wellbeing by ... examining their recommendations.
    • We are EXPLORING... the referendum by analysing other nations laws and how NZ's proposal will look.
    • We are EXPLORING... both sides of the referendum debate by interpreting the for and against arguments.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING … fundamental movement skills by… experimenting with movement patterns in new games and sports.
    • We are EXPLORING … fundamental movement skills by… investigating the stages of learning.

    Success Criteria: I can/have...

    • See Referendums and Movement planning below

    Activities:

    • Cannabis referendum mind maps joined with global
    • Drug classification and classes
    • Danish Longball


  • WEEK 9 - TERM 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... the legal status and classification of drugs by investigating the current law in NZ.
    • We are EXPLORING... the impact of drugs by researching the effects on Hauora and society.
    • We are EXPLORING... community organisations who support and promote community wellbeing by ... examining their recommendations.
    • We are EXPLORING... the referendum by analysing other nations laws and how NZ's proposal will look.
    • We are EXPLORING... both sides of the referendum debate by interpreting the for and against arguments.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on movement skills in athletics events by ... developing and adapting our movement skills to demonstrate consistency and control.

    Success Criteria: I can/have...

    • See Referendum and Movement planning below

    Activities:

    • Cannabis referendum for and against arguments joined with global.
    • Cannabis referendum country comparisons joined with global
    • Athletics - Discus and Shot put

     
  • WEEK 10 - TERM 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... the legal status and classification of drugs by investigating the current law in NZ.
    • We are EXPLORING... the impact of drugs by researching the effects on Hauora and society.
    • We are EXPLORING... community organisations who support and promote community wellbeing by ... examining their recommendations.
    • We are EXPLORING... the referendum by analysing other nations laws and how NZ's proposal will look.
    • We are EXPLORING... both sides of the referendum debate by interpreting the for and against arguments.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on movement skills in athletics events by ... developing and adapting our movement skills to demonstrate consistency and control.

    Success Criteria: I can/have...

    • See Referendum and Movement planning below

    Activities:

    • Cannabis referendum for and against arguments joined with global.
    • Cannabis referendum country comparisons joined with global
    • Athletics - Discus and Shot put

  • HOLIDAYS


  • HOLIDAYS

  • WEEK 1 - TERM 4


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... and applying an ethical decision making model so that we can... make informed decisions and participate in the 2020 Kids Vote referendums.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on movement skills in athletics events by ... developing and adapting our movement skills to demonstrate consistency and control.

    Success Criteria: I can/have...

    • See Referendum and Movement planning below

    Activities:

    • Ethical Decision Making Model - Cannabis and End of Life Choice Referendums
    • Kids Vote
    • Athletics - Long jump and High jump

  • WEEK 2 - TERM 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on societal attitudes and values by discussing the influence of cannabis regulation on Hauora.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on movement skills in athletics events by ... developing and adapting our movement skills to demonstrate consistency and control.

    Success Criteria: I can/have...

    • See Referendum and Movement planning below

    Activities:

    • SPEECH factors and influences of cannabis
    • Athletics - 100 & 200m sprints


  • WEEK 3 - TERM 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on societal attitudes and values by discussing the influence of cannabis regulation on Hauora.
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on movement skills in athletics events by ... developing and adapting our movement skills to demonstrate consistency and control.

    Success Criteria: I can/have...

    • See Referendum and Movement planning below

    Activities:

    • SPEECH factors and influences of cannabis
    • Athletics - 400m and 800m 

  • WEEK 4 - TERM 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING … fundamental movement skills by… experimenting with movement patterns in new games and sports.
    • We are EXPLORING … fundamental movement skills by… investigating the stages of learning.

    Success Criteria: I can/have...

    • See Movement planning below

    Activities:

    • Identifying our stages of learning for movements in bench ball
    • Action to progress from one stage to another 

  • WEEK 5 - TERM 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING … fundamental movement skills by… experimenting with movement patterns in new games and sports.
    • We are EXPLORING … fundamental movement skills by… investigating the stages of learning.

    Success Criteria: I can/have...

    • See planning for Movement below

    Activities:

    • Identifying our stages of learning for movements in bench ball
    • Action to progress from one stage to another 

  • WEEK 6 - TERM 4

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING... on our fundamental movement skills by… identifying barriers to progression from one stage of learning to the next.

    Success Criteria: I can/have...

    • See 'Reflection' planning below

    Activities:

    • Selection and breakdown of a skill
    • Identification of barrier to improvement

  • WEEK 7 - TERM 4

    Work Experience - Good Luck and Enjoy!

  • WEEK 8 - TERM 4

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING... on our fundamental movement skills by… identifying barriers to progression from one stage of learning to the next.

    Success Criteria: I can/have...

    • See 'Reflection' planning below

    Activities:

    • Selection and breakdown of a skill
    • Identification of barrier to improvement

  • WEEK 9 - TERM 4

    Water Whanau Year 10 Farewell and Year 10 Graduation!