10M1 PE and Health
Weekly outline
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Kia ora...
Learning Intentions: We are learning to (WALT)...
- understand the NCEA unit and expectations
- understand what skills are needed to achieve this unit.
- understand the different definitions of responsible behavior
Success Criteria: I can/have...
- explain the expectations for this NCEA standard.
- explain what responsible behavior is during outdoor education activities
Activities:
- Unpacking the unit
- Looking at definitions
- . Understanding physical and emotional safety
Homework
Go through the definitions on your own. Also, complete the work set on the "Y10M1" google classroom.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the tourism treasures of NZ
- We are EXPLORING the different types of outdoor activities we can take part in NZ
- We are EXPLORING the health and Safety risks(Responsible behavior) that we might encounter during some of these activities
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Kia ora koutou!
Learning Intentions: We are learning to (WALT)...
- Understand the definitions of all safety behaviours
- How to demonstrate key safety behaviours in order to successfully participate in Outdoor Education activities
- Understand how they could impact physical or emotional safety
Success Criteria: I can/have...
- Class discussions on our safety behaviours
- Define/Understand each of the safety behaviours
- Explore how safety behaviours and their correct/incorrect demonstration influence physical and emotional safety
Activities:
- Friday - Practical session: Demonstrate key safety behaviours
- Definitions and possible examples of each safety behaviour - how it could help emotionally and physically.
- Case study: We will watch the movie ‘In a Flash’ to determine the impacts of demonstrating or not demonstrating these safety behaviours and how that influences physical and emotional safety.
Safety Behaviours:
- Co-operation with others – how I work with others.
- Self-management – being on time, right place, bringing the right gear.
- Compliance with Instructions – doing what has been requested.
- Care of equipment –- using equipment appropriately.
- Appropriate communication – how I talk to and respond to others.
- Teamwork – how I work with others for a common purpose.
- Assisting and supporting others – helping others out and encouraging them.
- Tolerance – being patient and respectful.
- Conflict resolution – dealing with issues between other people in a responsible and appropriate way.
PHYSICAL SAFETY
Is about how our or our peers poor actions or decisions could harm us in a physical way. This is generally through physical injury eg. Concussion, cuts, broken bones. The worst case of physical injury in an outdoor setting is death. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
EMOTIONAL SAFETY
Is about how our or our peers poor actions or decisions could have a negative impact on our feelings. These feelings generally link to how safe we feel during an activity and how much we trust the people around us. This could have an impact on if we are willing to participate in the activity or not. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different types of responsible behavior
- We are FOCUSING on selecting the 4 types of behaviors that I want to demonstrate during our outdoor activities.
- We are FOCUSING on explaining the different types of Safety "Emotional and Physical".
-
Kia ora koutou!
Learning Intentions: We are learning to (WALT)...
- Understand the definitions of all safety behaviours
- How to demonstrate key safety behaviours in order to successfully participate in Outdoor Education activities
- Understand how they could impact physical or emotional safety
Success Criteria: I can/have...
- Class discussions on our safety behaviours
- Define/Understand each of the safety behaviours
- Explore how safety behaviours and their correct/incorrect demonstration influence physical and emotional safety
Activities:
- Friday - Practical session: Demonstrate key safety behaviours
- Definitions and possible examples of each safety behaviour - how it could help emotionally and physically.
- Case study: We will watch the movie ‘In a Flash’ to determine the impacts of demonstrating or not demonstrating these safety behaviours and how that influences physical and emotional safety.
Safety Behaviours:
- Co-operation with others – how I work with others.
- Self-management – being on time, right place, bringing the right gear.
- Compliance with Instructions – doing what has been requested.
- Care of equipment –- using equipment appropriately.
- Appropriate communication – how I talk to and respond to others.
- Teamwork – how I work with others for a common purpose.
- Assisting and supporting others – helping others out and encouraging them.
- Tolerance – being patient and respectful.
- Conflict resolution – dealing with issues between other people in a responsible and appropriate way.
PHYSICAL SAFETY
Is about how our or our peers poor actions or decisions could harm us in a physical way. This is generally through physical injury eg. Concussion, cuts, broken bones. The worst case of physical injury in an outdoor setting is death. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
EMOTIONAL SAFETY
Is about how our or our peers poor actions or decisions could have a negative impact on our feelings. These feelings generally link to how safe we feel during an activity and how much we trust the people around us. This could have an impact on if we are willing to participate in the activity or not. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different types of responsible behavior
- We are FOCUSING on selecting the 4 types of behaviors that I want to demonstrate during our outdoor activities.
- We are FOCUSING on explaining the different types of Safety "Emotional and Physical".
Also see Google Classroom Checkpoint 2
-
Kia ora koutou!
Learning Intentions: We are learning to (WALT)...
- Understand the definitions of all safety behaviours
- How to demonstrate key safety behaviours in order to successfully participate in Outdoor Education activities
- Understand how they could impact physical or emotional safety
Success Criteria: I can/have...
- Class discussions on our safety behaviours
- Define/Understand each of the safety behaviours
- Explore how safety behaviours and their correct/incorrect demonstration influence physical and emotional safety
Activities:
- Friday - Practical session: Demonstrate key safety behaviours
- Definitions and possible examples of each safety behaviour - how it could help emotionally and physically.
- Case study: We will watch the movie ‘In a Flash’ to determine the impacts of demonstrating or not demonstrating these safety behaviours and how that influences physical and emotional safety.
Safety Behaviours:
- Co-operation with others – how I work with others.
- Self-management – being on time, right place, bringing the right gear.
- Compliance with Instructions – doing what has been requested.
- Care of equipment –- using equipment appropriately.
- Appropriate communication – how I talk to and respond to others.
- Teamwork – how I work with others for a common purpose.
- Assisting and supporting others – helping others out and encouraging them.
- Tolerance – being patient and respectful.
- Conflict resolution – dealing with issues between other people in a responsible and appropriate way.
PHYSICAL SAFETY
Is about how our or our peers poor actions or decisions could harm us in a physical way. This is generally through physical injury eg. Concussion, cuts, broken bones. The worst case of physical injury in an outdoor setting is death. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
EMOTIONAL SAFETY
Is about how our or our peers poor actions or decisions could have a negative impact on our feelings. These feelings generally link to how safe we feel during an activity and how much we trust the people around us. This could have an impact on if we are willing to participate in the activity or not. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different types of responsible behavior
- We are FOCUSING on selecting the 4 types of behaviors that I want to demonstrate during our outdoor activities.
- We are FOCUSING on explaining the different types of Safety "Emotional and Physical".
Also see Google Classroom Checkpoint 3
-
Kia ora koutou!
Learning Intentions: We are learning to (WALT)...
- Understand the definitions of all safety behaviours
- How to demonstrate key safety behaviours in order to successfully participate in Outdoor Education activities
- Understand how they could impact physical or emotional safety
Success Criteria: I can/have...
- Class discussions on our safety behaviours
- Define/Understand each of the safety behaviours
- Explore how safety behaviours and their correct/incorrect demonstration influence physical and emotional safety
Activities:
- Friday - Practical session: Demonstrate key safety behaviours
- Definitions and possible examples of each safety behaviour - how it could help emotionally and physically.
- Case study: We will watch the movie ‘In a Flash’ to determine the impacts of demonstrating or not demonstrating these safety behaviours and how that influences physical and emotional safety.
Safety Behaviours:
- Co-operation with others – how I work with others.
- Self-management – being on time, right place, bringing the right gear.
- Compliance with Instructions – doing what has been requested.
- Care of equipment –- using equipment appropriately.
- Appropriate communication – how I talk to and respond to others.
- Teamwork – how I work with others for a common purpose.
- Assisting and supporting others – helping others out and encouraging them.
- Tolerance – being patient and respectful.
- Conflict resolution – dealing with issues between other people in a responsible and appropriate way.
PHYSICAL SAFETY
Is about how our or our peers poor actions or decisions could harm us in a physical way. This is generally through physical injury eg. Concussion, cuts, broken bones. The worst case of physical injury in an outdoor setting is death. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
EMOTIONAL SAFETY
Is about how our or our peers poor actions or decisions could have a negative impact on our feelings. These feelings generally link to how safe we feel during an activity and how much we trust the people around us. This could have an impact on if we are willing to participate in the activity or not. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different types of responsible behavior
- We are FOCUSING on selecting the 4 types of behaviors that I want to demonstrate during our outdoor activities.
- We are FOCUSING on explaining the different types of Safety "Emotional and Physical".
Also see Google Classroom Checkpoint 3
-
Kia ora koutou!
Learning Intentions: We are learning to (WALT)...
- Understand the definitions of all safety behaviours
- How to demonstrate key safety behaviours in order to successfully participate in Outdoor Education activities
- Understand how they could impact physical or emotional safety
Success Criteria: I can/have...
- Class discussions on our safety behavior
- Define/Understand each of the safety behaviours in a TEXAS paragraph
- Explore how safety behaviours and their correct/incorrect demonstration influence physical and emotional safety
Activities:
Practical session: Demonstrate key safety behaviours During the river Crossing activity
- Definitions and possible examples of each safety behaviour - how it could help emotionally and physically.
- Case study: We will look at some past examples and analyse why they got certain grades.
Safety Behaviours:
- Co-operation with others – how I work with others.
- Self-management – being on time, right place, bringing the right gear.
- Compliance with Instructions – doing what has been requested.
- Care of equipment –- using equipment appropriately.
- Appropriate communication – how I talk to and respond to others.
- Teamwork – how I work with others for a common purpose.
- Assisting and supporting others – helping others out and encouraging them.
- Tolerance – being patient and respectful.
- Conflict resolution – dealing with issues between other people in a responsible and appropriate way.
PHYSICAL SAFETY
Is about how our or our peers poor actions or decisions could harm us in a physical way. This is generally through physical injury eg. Concussion, cuts, broken bones. The worst case of physical injury in an outdoor setting is death. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
EMOTIONAL SAFETY
Is about how our or our peers poor actions or decisions could have a negative impact on our feelings. These feelings generally link to how safe we feel during an activity and how much we trust the people around us. This could have an impact on if we are willing to participate in the activity or not. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different types of responsible behavior
- We are FOCUSING on selecting the 4 types of behaviors that I want to demonstrate during our outdoor activities.
- We are FOCUSING on explaining the different types of Safety "Emotional and Physical".
Also see Google Classroom Checkpoint 3
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Kia ora koutou! REMEMBER WE HAVE OUR SAILING TRIP NEXT WEEK TUESDAY!!!!
Learning Intentions: We are learning to (WALT)...
- Understand the definitions of all safety behaviours
- How to demonstrate key safety behaviours in order to successfully participate in Outdoor Education activities
- Understand how they could impact physical or emotional safety
Success Criteria: I can/have...
- Class discussions on our safety behaviours
- Define/Understand each of the safety behaviours
- Explore how safety behaviours and their correct/incorrect demonstration influence physical and emotional safety
Activities:
- Practical session: Demonstrate key safety behaviours
- Definitions and possible examples of each safety behaviour - how it could help emotionally and physically.
- Case study: We will give feedback on the paragraphs that we have completed
Safety Behaviours:
- Co-operation with others – how I work with others.
- Self-management – being on time, right place, bringing the right gear.
- Compliance with Instructions – doing what has been requested.
- Care of equipment –- using equipment appropriately.
- Appropriate communication – how I talk to and respond to others.
- Teamwork – how I work with others for a common purpose.
- Assisting and supporting others – helping others out and encouraging them.
- Tolerance – being patient and respectful.
- Conflict resolution – dealing with issues between other people in a responsible and appropriate way.
PHYSICAL SAFETY
Is about how our or our peers poor actions or decisions could harm us in a physical way. This is generally through physical injury eg. Concussion, cuts, broken bones. The worst case of physical injury in an outdoor setting is death. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
EMOTIONAL SAFETY
Is about how our or our peer's poor actions or decisions could have a negative impact on our feelings. These feelings generally link to how safe we feel during an activity and how much we trust the people around us. This could have an impact on if we are willing to participate in the activity or not. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
See google classroom Checkpoint 4
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to take part in Sailing and river rafting activities so that we can demonstrate our responsible behaviors and explain how our behavior impacted on our safety.
-
Kia ora koutou! REMEMBER WE HAVE OUR SAILING TRIP TUESDAY!!!!
Learning Intentions: We are learning to (WALT)...
- Understand the definitions of all safety behaviours
- How to demonstrate key safety behaviours in order to successfully participate in Outdoor Education activities
- Understand how they could impact physical or emotional safety
Success Criteria: I can/have...
- Class discussions on our safety behaviours
- Define/Understand each of the safety behaviours
- Explore how safety behaviours and their correct/incorrect demonstration influence physical and emotional safety
Activities:
- Practical session: Demonstrate key safety behaviours
- Definitions and possible examples of each safety behaviour - how it could help emotionally and physically.
- Case study: We will give feedback on the paragraphs that we have completed
Safety Behaviours:
- Co-operation with others – how I work with others.
- Self-management – being on time, right place, bringing the right gear.
- Compliance with Instructions – doing what has been requested.
- Care of equipment –- using equipment appropriately.
- Appropriate communication – how I talk to and respond to others.
- Teamwork – how I work with others for a common purpose.
- Assisting and supporting others – helping others out and encouraging them.
- Tolerance – being patient and respectful.
- Conflict resolution – dealing with issues between other people in a responsible and appropriate way.
PHYSICAL SAFETY
Is about how our or our peers poor actions or decisions could harm us in a physical way. This is generally through physical injury eg. Concussion, cuts, broken bones. The worst case of physical injury in an outdoor setting is death. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
EMOTIONAL SAFETY
Is about how our or our peer's poor actions or decisions could have a negative impact on our feelings. These feelings generally link to how safe we feel during an activity and how much we trust the people around us. This could have an impact on if we are willing to participate in the activity or not. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
See google classroom Checkpoint 4
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to take part in Sailing and river rafting activities so that we can demonstrate our responsible behaviors and explain how our behavior impacted on our safety.
-
Kia ora koutou! REMEMBER WE HAVE OUR Rafting trip on THURSDAY!!!!
Learning Intentions: We are learning to (WALT)...
- Understand the definitions of all safety behaviours
- How to demonstrate key safety behaviours in order to successfully participate in Outdoor Education activities
- Understand how they could impact physical or emotional safety
Success Criteria: I can/have...
- Class discussions on our safety behaviours
- Define/Understand each of the safety behaviours
- Explore how safety behaviours and their correct/incorrect demonstration influence physical and emotional safety
Activities:
- Practical session: Demonstrate key safety behaviours
- Definitions and possible examples of each safety behaviour - how it could help emotionally and physically.
- Case study: We will give feedback on the paragraphs that we have completed
Safety Behaviours:
- Co-operation with others – how I work with others.
- Self-management – being on time, right place, bringing the right gear.
- Compliance with Instructions – doing what has been requested.
- Care of equipment –- using equipment appropriately.
- Appropriate communication – how I talk to and respond to others.
- Teamwork – how I work with others for a common purpose.
- Assisting and supporting others – helping others out and encouraging them.
- Tolerance – being patient and respectful.
- Conflict resolution – dealing with issues between other people in a responsible and appropriate way.
PHYSICAL SAFETY
Is about how our or our peers poor actions or decisions could harm us in a physical way. This is generally through physical injury eg. Concussion, cuts, broken bones. The worst case of physical injury in an outdoor setting is death. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
EMOTIONAL SAFETY
Is about how our or our peer's poor actions or decisions could have a negative impact on our feelings. These feelings generally link to how safe we feel during an activity and how much we trust the people around us. This could have an impact on if we are willing to participate in the activity or not. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
See google classroom Checkpoint 4
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to take part in Sailing and river rafting activities so that we can demonstrate our responsible behaviors and explain how our behavior impacted on our safety.
-
Kia ora koutou! REMEMBER WE HAVE OUR Rafting trip on THURSDAY!!!!
Learning Intentions: We are learning to (WALT)...
- Understand the definitions of all safety behaviours
- How to demonstrate key safety behaviours in order to successfully participate in Outdoor Education activities
- Understand how they could impact physical or emotional safety
Success Criteria: I can/have...
- Class discussions on our safety behaviours
- Define/Understand each of the safety behaviours
- Explore how safety behaviours and their correct/incorrect demonstration influence physical and emotional safety
Activities:
- Practical session: Demonstrate key safety behaviours
- Definitions and possible examples of each safety behaviour - how it could help emotionally and physically.
- Case study: We will give feedback on the paragraphs that we have completed
Safety Behaviours:
- Co-operation with others – how I work with others.
- Self-management – being on time, right place, bringing the right gear.
- Compliance with Instructions – doing what has been requested.
- Care of equipment –- using equipment appropriately.
- Appropriate communication – how I talk to and respond to others.
- Teamwork – how I work with others for a common purpose.
- Assisting and supporting others – helping others out and encouraging them.
- Tolerance – being patient and respectful.
- Conflict resolution – dealing with issues between other people in a responsible and appropriate way.
PHYSICAL SAFETY
Is about how our or our peers poor actions or decisions could harm us in a physical way. This is generally through physical injury eg. Concussion, cuts, broken bones. The worst case of physical injury in an outdoor setting is death. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
EMOTIONAL SAFETY
Is about how our or our peer's poor actions or decisions could have a negative impact on our feelings. These feelings generally link to how safe we feel during an activity and how much we trust the people around us. This could have an impact on if we are willing to participate in the activity or not. NOTE – The flip side is a positive environment where people are practicing responsible behaviours.
See google classroom Checkpoint 4
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to take part in Sailing and river rafting activities so that we can demonstrate our responsible behaviors and explain how our behavior impacted on our safety.
-
NCEA reflections!!!
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Context - Movement skills.
Achievement objective:
Movement skills (5B1)
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; throwing a tennis ball and passing a rugby ball and playing turbo touch.
See google classroom task instructions.
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; throwing a tennis ball and passing a rugby ball and playing turbo touch.
See google classroom task instructions.
-
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; throwing a tennis ball and passing a rugby ball and playing turbo touch.
See google classroom task instructions.
-
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; throwing a tennis ball and passing a rugby ball and playing turbo touch.
See google classroom task instructions.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our different motor skills so that we can improve our post-test data and try and join a sports team.
-
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; throwing a tennis ball and passing a rugby ball and playing turbo touch.
See google classroom task instructions.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our different motor skills so that we can improve our post-test data and try and join a sports team.
-
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; throwing a tennis ball and passing a rugby ball and playing turbo touch.
See google classroom task instructions.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our different motor skills so that we can improve our post-test data and try and join a sports team.
-
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; throwing a tennis ball and passing a rugby ball and playing turbo touch.
See google classroom task instructions.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our different motor skills so that we can improve our post-test data and try and join a sports team.
-
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; Starting our testing for our assignment
Throwing:
Monday:
Allen Manraj Divesh Sadiyah Paige Rubani Bianca Scott
Wednesday:
Marco Karisma Aaron Snow Justin Johnny Vir Inayat
Friday Workshop:
Keira Dillan Maahi Uthika Ilina Joban Parineet Avijot Harman Ishveer Bomee Adam Nam
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our different motor skills so that we can improve our post-test data and try and join a sports team.
-
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; Starting our testing for our assignment
Rugby Passing:
Monday:
Allen Manraj Divesh Sadiyah Paige Rubani Bianca Scott Wednesday:
Marco Karisma Aaron Snow Justin Johnny Vir Inayat Friday Workshop:
Keira Dillan Maahi Uthika Ilina Joban Parineet Avijot Harman Ishveer Bomee Adam Nam
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our different motor skills so that we can improve our post-test data and try and join a sports team.
-
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; Starting our testing for our assignment
Football Kicking:
Monday:
Allen Manraj Divesh Sadiyah Paige Rubani Bianca Scott
Wednesday:
Marco Karisma Aaron Snow Justin Johnny Vir Inayat
Friday Workshop:
Keira Dillan Maahi Uthika Ilina Joban Parineet Avijot Harman Ishveer Bomee Adam Nam
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our different motor skills so that we can improve our post-test data and try and join a sports team.
-
-
-
-
Context - Movement skills.
Achievement objective:
Movement skills (5B1)
-
Acquire and apply complex motor skills by using basic principles of motor learning
This term we will be focussing on different types of movement skills. We will be doing pre and post-tests on the following skills.
1. Throwing a tennis ball overarm towards a target over a 10M distance.
2. Passing a rugby ball towards a target over 5m and 10m Distance
3. Doing 20 basketball "free" throws
4. 20 Football penalty kicks.
Learning Intentions: We are learning to (WALT)...
- Understand and demonstrate the basic technique of throwing and catching a tennis ball.
- Understand and demonstrate the basic technique of passing a rugby ball.
- Understand and demonstrate the basic technique of performing a basketball "free throw"
- Understand and demonstrate the basic technique of performing a football "penalty kick"
Success Criteria: I can/have...
- Apply the basic motor skill of successfully throwing and catching a tennis ball.
- Apply the basic motor skill of successfully passing a rugby ball.
- Apply the basic motor skill of successfully performing a basketball "free throw"
- Apply the basic motor skill of successfully performing a football penalty kick.
Activities:
- Practical session; Starting our testing for our assignment
Basketball Shooting:
Monday:
Allen Manraj Divesh Sadiyah Paige Rubani Bianca Scott
Wednesday:
Marco Karisma Aaron Snow Justin Johnny Vir Inayat
Friday Workshop:
Keira Dillan Maahi Uthika Ilina Joban Parineet Avijot Harman Ishveer Bomee Adam Nam
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our different motor skills so that we can improve our post-test data and try and join a sports team.
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the ways we can make better decisions.
- We are EXPLORING the meaning of wellbeing
- We are EXPLORING how we make decisions and how our decisions impact our Wellbeing.
- We are exploring ways to know who you are.
Learning Intentions: We are learning to (WALT)...
- understand how to make better decisions
- understand how our decisions can impact our wellbeing.
- understand what wellbeing is.
Success Criteria: I can/have...
- Explain how to make safer or better decisions for your future.
Activities:
PE: Finish testing
Homework
Google classroom checkpoint 2.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the ways we can make better decisions.
- We are EXPLORING the meaning of wellbeing
- We are EXPLORING how we make decisions and how our decisions are impacted by puberty.
- We are exploring ways to know who you are.
Learning Intentions: We are learning to (WALT)...
- understand how to make better decisions
- understand how to manage our decision making during puberty
Success Criteria: I can/have...
- Explain how to make safer or better decisions for your future.
Activities:
PE: Finish testing
Homework
Google classroom checkpoints 2&3
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining what Puberty is
- We are FOCUSING on describing the changes during puberty
Learning Intentions: We are learning to (WALT)...
- understand what puberty is
- understand the changes my body goes through during puberty
Success Criteria: I can/have...
- Explain the changes that happen during puberty.
Activities:
- Google classroom Checkpoint 4 Puberty
- Complete all brain pop tasks.
-
Kia ora...
Learning Intentions: We are learning to (WALT)...
- understand the different aspects of sexual identity.
- understand the importance of consent
- understand the different aspects of contraception
- understand the different reproductive organs
Success Criteria: I can/have...
- explain the meaning of the different sexual identities
- explain the laws around consent
- explain the different types of contraception.
- explain the different reproductive organs.
Activities:
Classroom activities Checkpoints 5 and 6.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a digital pamphlet so that we can inform people about the different types of contraception and the different aspects of Sexuality.
-
Kia ora...
Learning Intentions: We are learning to (WALT)...
- understand the different aspects of sexual identity.
- understand the importance of consent
- understand the different aspects of contraception
- understand the different STI's
Success Criteria: I can/have...
- explain the meaning of the different sexual identities
- explain the laws around consent
- explain the different types of contraception.
- explain the different STI's
Activities:
Classroom activities Checkpoint 7.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a digital pamphlet so that we can inform people about the different types of contraception and the different aspects of Sexuality.
-
Kia ora...
Learning Intentions: We are learning to (WALT)...
- understand the different aspects of sexual identity.
- understand the importance of consent
- understand the different aspects of contraception
- understand the different STI's
Success Criteria: I can/have...
- explain the meaning of the different sexual identities
- explain the laws around consent
- explain the different types of contraception.
- explain the different STI's
Activities:
Classroom activities Checkpoint 7.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a digital pamphlet so that we can inform people about the different types of contraception and the different aspects of Sexuality.
-
Kia ora...
Learning Intentions: We are learning to (WALT)...
- understand the different aspects of sexual identity.
- understand the importance of consent
- understand the different aspects of contraception
- understand the different STI's
Success Criteria: I can/have...
- explain the meaning of the different sexual identities
- explain the laws around consent
- explain the different types of contraception.
- explain the different STI's
Activities:
Classroom activities Checkpoint 7.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a digital pamphlet so that we can inform people about the different types of contraception and the different aspects of Sexuality.
-
Kia ora...
Learning Intentions: We are learning to (WALT)...
- understand the different aspects of sexual identity.
- understand the importance of consent
- understand the different aspects of contraception
- understand the different STI's
Success Criteria: I can/have...
- explain the meaning of the different sexual identities
- explain the laws around consent
- explain the different types of contraception.
- explain the different STI's
Activities:
Classroom activities Checkpoint 8
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a digital pamphlet so that we can inform people about the different types of contraception and the different aspects of Sexuality.
-
Kia ora...
Learning Intentions: We are learning to (WALT)...
- understand the different aspects of sexual identity.
- understand the importance of consent
- understand the different aspects of contraception
- understand the different STI's
Success Criteria: I can/have...
- explain the meaning of the different sexual identities
- explain the laws around consent
- explain the different types of contraception.
- explain the different STI's
Activities:
Classroom activities Checkpoint 8
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a digital pamphlet so that we can inform people about the different types of contraception and the different aspects of Sexuality.
-
-
-
Kia ora... 10M1
During next week's sessions, we will be starting to look at the Pandemic taking the World and NZ and in particular, the voice that you can have in regards to commonly abused Drugs accessible to Youths.
Commonly Abused Drugs in NZ
Investigate and understand the reasons for the choices people make that affect their well-being and explore and evaluate options and consequences.
Demonstrate an understanding of responsible behaviors required to ensure that challenges and risks are managed safely in physical and social environments.
Learning Intentions: We are learning to (WALT)...
- Be able to identify commonly abused drugs in NZ.
- Identify and describe the categories and types of Drugs.
Success Criteria: I can/have...
- Effectively participated in class and group discussions and completed tasks on google classroom - Checkpoint 1.
Activities:
Completed google classroom activities.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING categories of drugs
- We are EXPLORING why people start using drugs
-
Kia ora... 10M1
During next week's sessions, we will be starting to look at the Pandemic taking the World and NZ and in particular, the voice that you can have in regards to commonly abused Drugs accessible to Youths.
Commonly Abused Drugs in NZ
Investigate and understand the reasons for the choices people make that affect their well-being and explore and evaluate options and consequences.
Demonstrate an understanding of responsible behaviors required to ensure that challenges and risks are managed safely in physical and social environments.
Learning Intentions: We are learning to (WALT)...
- Be able to identify commonly abused drugs in NZ.
- Identify and describe the categories and types of Drugs.
Success Criteria: I can/have...
- Effectively participated in class and group discussions and completed tasks on google classroom - Checkpoint 1.
Activities:
Completed google classroom activities.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING categories of drugs
- We are EXPLORING why people start using drugs
-
Kia ora... 10M1
During next couple of week's sessions, we will be starting to look at the Pandemic taking the World and NZ and in particular, the voice that you can have in regards to commonly abused Drugs accessible to Youths.
Categories of Drugs
Recreational vs Non Recreational
Cannabis/Marijuana - Long Term and Short term effects
Cannabis/Marijuana - Referendum 2020
Synthetic Drugs
Cocaine - Long Term and Short term effects
Sports Drugs - Long Term and Short term effects
Synthetic Drugs - Long Term and Short term effects
Being a responsible host
Investigate and understand the reasons for the choices people make that affect their well-being and explore and evaluate options and consequences.
Learning Intentions: We are learning to (WALT)...
- Be able to identify the difference between creational and non creational drugs.
- Identify and describe the short and long term effects of Marijuana/Cannabis.
Success Criteria: I can/have...
- Effectively participated in class and group discussions and completed tasks on google classroom - Checkpoint 2.
Next weeks activities:
- Next week - Cocaine
Follow Up Tasks:
Complete your worksheet on Types of drugs - Finish the part on Cannabis:
FOCUS / ARONGA learning intentions:
- We are FOCUSING identifying the impact different drugs have on the brain
-
Kia ora... Year 10
During next couple of week's sessions, we will be starting to look at the Pandemic taking the World and NZ and in particular, the voice that you can have in regards to commonly abused Drugs accessible to Youths.
Cocaine - Long Term and Short term effects
Investigating resources that can be used in Auckland if you need help with drug abuse
Learning Intentions: We are learning to (WALT)...
- Be able to identify the difference between creational and non creational drugs.
- Identify and describe the short and long term effects of Cocaine.
- Identify resources in Auckland
Success Criteria: I can/have...
- Effectively participated in class and group discussions and completed tasks on google classroom - Checkpoint 3.
- Complete your Auckland Passport
Activities:
Completed google classroom activities.
Checkpoint 3
Complete your Auckland passport.
FOCUS / ARONGA learning intentions:
- We are FOCUSING identifying the impact different drugs have on the brain
-
Kia ora... Year 10
During next couple of week's sessions, we will be starting to look at the Pandemic taking the World and NZ and in particular, the voice that you can have in regards to commonly abused Drugs accessible to Youths.
Cocaine - Long Term and Short term effects
Investigating resources that can be used in Auckland if you need help with drug abuse
Learning Intentions: We are learning to (WALT)...
- Be able to identify the difference between creational and non creational drugs.
- Identify and describe the short and long term effects of Cocaine.
- Identify resources in Auckland
Success Criteria: I can/have...
- Effectively participated in class and group discussions and completed tasks on google classroom - Checkpoint 3.
- Complete your Auckland Passport
Activities:
Completed google classroom activities.
Checkpoint 4
Complete your Auckland passport.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create an activity plan called Auckland Passport so that we can clearly understand what type of resources can help with Drug addiction.
-
Kia ora... Year 10
During next couple of week's sessions, we will be starting to look at the Pandemic taking the World and NZ and in particular, the voice that you can have in regards to commonly abused Drugs accessible to Youths.
Cocaine - Long Term and Short term effects
Investigating resources that can be used in Auckland if you need help with drug abuse
Learning Intentions: We are learning to (WALT)...
- Be able to identify the difference between creational and non creational drugs.
- Identify and describe the short and long term effects of Cocaine.
- Identify resources in Auckland
Success Criteria: I can/have...
- Effectively participated in class and group discussions and completed tasks on google classroom - Checkpoint 3.
- Complete your Auckland Passport
Activities:
Completed google classroom activities.
CAT Prep
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create an activity plan called Auckland Passport so that we can clearly understand what type of resources can help with Drug addiction.
-
Kia ora... Year 10
During next couple of week's sessions, we will be starting to look at the Pandemic taking the World and NZ and in particular, the voice that you can have in regards to commonly abused Drugs accessible to Youths.
Cocaine - Long Term and Short term effects
Investigating resources that can be used in Auckland if you need help with drug abuse
Learning Intentions: We are learning to (WALT)...
- Be able to identify the difference between creational and non creational drugs.
- Identify and describe the short and long term effects of Cocaine.
- Identify resources in Auckland
- understand the function of youth groups
Success Criteria: I can/have...
- Effectively participated in class and group discussions and completed tasks on google classroom - Checkpoint 3.
- Complete your Auckland Passport
- identify different youth groups within Auckland
Activities:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create an activity plan called Auckland Passport so that we can clearly understand what type of resources can help with Drug addiction.
-
Kia ora... Year 10
During next couple of week's sessions, we will be starting to look at the Pandemic taking the World and NZ and in particular, the voice that you can have in regards to commonly abused Drugs accessible to Youths.
Cocaine - Long Term and Short term effects
Investigating resources that can be used in Auckland if you need help with drug abuse
Learning Intentions: We are learning to (WALT)...
- Be able to identify the difference between creational and non creational drugs.
- Identify and describe the short and long term effects of Cocaine.
- Identify resources in Auckland
- understand the function of youth groups
Success Criteria: I can/have...
- Effectively participated in class and group discussions and completed tasks on google classroom - Checkpoint 3.
- Complete your Auckland Passport
- identify different youth groups within Auckland
Activities:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create an activity plan called Auckland Passport so that we can clearly understand what type of resources can help with Drug addiction.
-