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HPE Programme Design – taking action for well-being has been produced to support teachers at all school levels as they plan and implement quality teaching and learning programmes based on Health and Physical Education in the New Zealand Curriculum (1999).
HPE Programme Design – taking action for well-being will also help schools to develop policies, procedures, and school-wide programmes through which they can establish healthy school environments, support class programmes, make links with people in their communities, and meet legal requirements that relate to this essential learning area.
Through programmes based on Health and Physical Education in the New Zealand Curriculum (1999), students gain the knowledge, skills, attitudes, and values to enjoy a healthy lifestyle, and to contribute actively to the well-being of other people and of the community. They learn to take responsibility for their own health and physical well-being, and they take action to address health-related issues.
This curriculum also provides a framework through which schools can address the broad health issues that affect students' learning. Individually, students can achieve more when they are fit and healthy in body, mind, and spirit, and all students are affected by the attitudes and behaviour of the people around them.
Ultimately, the board of trustees is responsible for implementing the curriculum "through the principal and staff". However, the practical tasks involved are shared by:
- school management
- teachers with special responsibility for programmes based on Health and Physical Education in the New Zealand Curriculum (1999)
- class teachers
- all members of the school community.
Everyone in the school contributes to the effectiveness of learning in this essential area.
Health and Physical Education in the New Zealand Curriculum (1999) was published in 1999. The Ministry of Education has already published several resources to support this curriculum. They include a video for boards of trustees, school policy guidelines on sexuality education and on drug education, and a number of books in the series Curriculum in Action for teachers working at various levels (See the full list of titles in this series under References and resources).
Students' learning based on this curriculum occurs within three settings:
- the class learning environment
- the whole-school environment
- the environment of the wider community.
The curriculum may be implemented in different ways to meet differing needs. Many factors will affect the way it is implemented. For example, each school will plan a curriculum that is appropriate to the nature of its own community; and general classroom teachers will plan programmes that differ from those planned by specialist teachers with expertise in certain key areas of learning.
Health and Physical Education in the New Zealand Curriculum (1999) emphasises the benefits of encouraging young people to develop a sense of their own capability and effectiveness. Confident students are more likely to be motivated to promote and nurture their own and other people's well-being. This positive approach to young people's development is also a feature of the Ministry of Youth Affairs' Youth Development Strategy Aotearoa, which actively supports schools in their important role in young people's lives.
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