10W2 PE and Health

Weekly outline

• Select week General

  General

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• Select week WEEK 1 - TERM 1

  WEEK 1 - TERM 1

  WELCOME TO 10W2 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.

  
  
• Select week WEEK 2 - TERM 1

  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.

  
  

  
  
• Select week WEEK 3 - TERM 1

  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 through challenging activities
  • Debriefing/explaining responsible behaviours

  
  
• Select week WEEK 4 - TERM 1

  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 class worksheet
• Select week WEEK 5 - TERM 1

  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 worksheet
• Select week WEEK 6 - TERM 1

  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
• Select week WEEK 7 - TERM 1

  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
• Select week WEEK 8 - TERM 1

  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
• Select week HOLIDAYS

  HOLIDAYS
• Select week HOLIDAYS

  HOLIDAYS
• Select week WEEK 1 - TERM 2

  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

  
  
• Select week WEEK 2 - TERM 2

  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
• Select week WEEK 3 - TERM 2

  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
• Select week WEEK 4 - TERM 2

  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

  
  
• Select week WEEK 5 - TERM 2

  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
    
  
  
• Select week WEEK 6 - TERM 2

  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
• Select week WEEK 7 - TERM 2

  WEEK 7 - TERM 2
  
  

  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
• Select week WEEK 8 - TERM 2

  WEEK 8 - TERM 2

  
  

  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.
  • Recognise and describe the differences between, sex, gender and sexuality.
  • Define the term stereotypes.
  • Identify societal gender role expectations and stereotypes.

  Activities:

  • AFL
    
  • NCEA Tramp and Write-up
    
  • Sexuality - Gender Stereotypes
    

  • Select activity 10W2 PEH Assessment 1: Responsible Behaviours

    

    10W2 PEH Assessment 1: Responsible Behaviours Assignment
• Select week WEEK 9 - TERM 2

  WEEK 9 - TERM 2

  
  

  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.
  • 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
  • AFL -skills and games
    
  • Influences on participation in AFL
• Select week WEEK 10 - TERM 2

  WEEK 10 - TERM 2
  
  

  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 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
• Select week WEEK 11 - TERM 2

  WEEK 11 - TERM 2
  
  

  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 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.
  • 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
• Select week WEEK 12 - TERM 2

  WEEK 12 - TERM 2
  
  

  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 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
• Select week HOLIDAYS

  HOLIDAYS
• Select week HOLIDAYS

  HOLIDAYS

  
  
• Select week WEEK 1 - TERM 3

  WEEK 1 - TERM 3
  
  

  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 learning intentions:

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

  Success Criteria: I can/have...

  • See planning below

  Activities:

  • Lacrosse
  • Influences on participation
• Select week WEEK 2 - TERM 3

  WEEK 2 - TERM 3
  
  

  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 learning intentions:

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

  Success Criteria: I can/have...

  • See planning below

  Activities:

  • Frisbee Golf
  • Influences on participation
• Select week WEEK 3 - TERM 3

  WEEK 3 - TERM 3
  
  

  FOCUS / ARONGA learning intentions:

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

  
  

  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
    
  • Benchball

  • Select activity 10W2 PEH Assessment 2: Influences on Participation in Sport

    

    10W2 PEH Assessment 2: Influences on Participation in Sport Assignment
• Select week WEEK 4 - TERM 3

  WEEK 4 - TERM 3
  
  

  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
• Select week WEEK 5 - TERM 3

  WEEK 5 - TERM 3

  Lockdown - Activity Grid
• Select week WEEK 6 - TERM 3

  WEEK 6 - TERM 3

  Lockdown - Activity Grid
• Select week WEEK 7 - TERM 3

  WEEK 7 - TERM 3
  
  

  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 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

  
  
• Select week WEEK 8 - TERM 3

  WEEK 8 - TERM 3
  
  

  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 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

  
  
• Select week WEEK 9 - TERM 3

  WEEK 9 - TERM 3
  
  

  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 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

   
• Select week WEEK 10 - TERM 3

  WEEK 10 - TERM 3
  
  

  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 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
    
• Select week HOLIDAYS

  HOLIDAYS

  
  
• Select week HOLIDAYS

  HOLIDAYS
• Select week WEEK 1 - TERM 4

  WEEK 1 - TERM 4

  
  

  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 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
• Select week WEEK 2 - TERM 4

  WEEK 2 - TERM 4

  
  

  FOCUS / ARONGA learning intentions:

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

  
  

  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

  
  
• Select week WEEK 3 - TERM 4

  WEEK 3 - TERM 4
  
  

  FOCUS / ARONGA learning intentions:

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

  
  

  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 
• Select week WEEK 4 - TERM 4

  WEEK 4 - TERM 4
  
  

  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 
• Select week WEEK 5 - TERM 4

  WEEK 5 - TERM 4
  
  

  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 
• Select week WEEK 6 - TERM 4

  WEEK 6 - TERM 4
  
  

  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
    
• Select week WEEK 7 - TERM 4

  WEEK 7 - TERM 4

  Work Experience - Good Luck and Enjoy!

  • Select activity End of Year Common Assessment Task - PEH

    

    End of Year Common Assessment Task - PEH Assignment
• Select week WEEK 8 - TERM 4

  WEEK 8 - TERM 4
  
  

  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
    
• Select week WEEK 9 - TERM 4

  WEEK 9 - TERM 4

  Water Whanau Year 10 Farewell and Year 10 Graduation!