5Intended OutcomesInvestigate the requirements of the New Zealand Curriculum & HPE learning area and link effective teaching and learning.Explore concepts of effective community consultation for health education, as required by the New Zealand CurriculumDevelop understanding around the key area of learning mental health education;Identify student needs for health education;Consider effective strategies to use in the classroomReview and develop school health education programmes.
6Whole school approach Complete the template What you do already for Health Education in your school.What do you need to find out when you return to school?
7The National Curriculum It is not seen as a prescriptive document providing the content/skill to be ‘delivered’.A national curriculum is viewed as a framework to ‘set the direction for learning’.Expectation that teachers, as professionals, will develop programmes reflective of this framework.(Slide Adapted from Otago University 2008 HPE NZC ppt.)Brief comment with the next 3 slides trying to show the big picture from a national curriculum to a school curriculum to the department/syndicate7
8The School CurriculumMust incorporate principles, values, key competencies and learning area introductory statements and appropriate achievement objectives in response to the identified interests and learning needs of their students.Reflect community needs/desires.(Slide Adapted from Otago University 2008 HPE NZC ppt.)Refer P44- Requirements of the BOT. Good discussion around this- many had never really looked at this.8
9Group Activity - Pass it on. VisionValuesPrinciplesKey Competencies
10Group BrainstormThe key elements of the Health and Physical Education Learning AreaWhat do we think?What does the curriculum signpost? P17, P22 / 23Vital, very important, important(Slide Adapted from Otago University 2008 HPE NZC ppt.)Brainstorm the key elements of the Health and Physical Education Learning Area without referring to the NZC document!! – put on to post-it-notesUsing the Health and Physical Education statement on pg 22 to 23 identify the key elements of this learning area – on post-it-notesUsing the brainstorm list and the NZC list develop a guiding set of elements you need to address when developing a Health and Physical Education programme. Arrange the post-it –notes into what is vital, very important, important (as a HPE community) Keep to refer to at the end of the session10
11The Health and Physical Education Programme Students needs and interestsUses a critical thinking / critical action approachIntegrating the Underlying Concepts and Key Areas of LearningContexts appropriate for the communityResources available in the school and community(Slide Adapted from Otago University 2008 HPE NZC ppt.)Resources needs to be quite wide- not just text books11
12In-depth Exploration of Health and Physical Education (cont) How does Health and Physical Education help to develop the vision, principles, values and key competencies?(Slide Adapted from Otago University 2008 HPE NZC ppt.)Explain how the elements of the Health and Physical Education Learning area provide opportunities to develop the vision P8, principles P9, values P10 and key competencies P How do you see Health and Physical Education in this- groups, rotate around topicsShare ideas with the whole groupRevisit and refine the group’s ideas after whole group sharing timeimportant to draw attention to the requirements of pg 44 as these are legal requirements and all LA’s must do thisUnpacking the principles- something you may want to do with your school/dept. Use the sheet provided, delve deeper into what these principles might mean for your dept/syndicate/school. Used the Community Engagement sheet. What do these mean for Health and Physical Education.12
13Requirements for Boards of Trustees Each board of trustees, through the Principal and staff is required, to develop a curriculum for students for students in years 1-13:That is underpinned and consistent with the principles set out on page 9;In which the values set out on page 10 are encouraged, and modelled and are explored by students;That supports students to develop the key competencies set out on pagePage 44 NZC
14Consultation Who makes up our community? Why do we consult? What methods of consultation will we use?
15Levels of Consultation Level 1 - Being InformedLevel 2 - taking part in activitiesLevel 3 - Dialogue and exchange of viewsLevel 4 - Helping to make DecisionsLevel 5 - Having responsibility to act.
16HPE ConsultationWhen did your school last complete a consultation regarding health education?What was it about?How did you do it?What did you do with the information?
17What is the graduate profile of a student who has experienced a sound health education programme?
18Definition…“A health-literate person can be defined as an independent learner able to think for themselves, solve problems, and make informed decisions in order to promote and maintain health for themselves, others, and society.”The Curriculum in ActionMaking Meaning: Making a Difference
19Body ActivityIn groups draw an outline of a body. Write on and around the body everything that makes up the graduate profile. Consider the knowledge, skills and attitudes that this student would need.
20Closing thought Ko te manu e kai ana i te miro, nona te ngahere. Ko te manu e kai ana I te matauranga,nona te ao.The bird that partakes of the miro berryreigns in the forestThe bird that partakes of the power of knowledge has access to the world.