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Key areas of learning for the curriculum statement
The key areas of learning reflect and address the health and physical education needs of New Zealand students. The spiral nature of learning in health education and physical education means that the key areas of learning will need to be revisited at different levels and in different learning contexts. These key areas of learning are required to be incorporated into programmes for all students at both primary and secondary levels to the end of year ten. (Health and Physical Education curriculum statement page 35)
The diagram from p.35 of the curriculum statement illustrates the relationship between the underlying concepts, strands and key areas of learning.
Use the key areas of learning (KAL) to check overall coverage. There may be some KALs that are more relevant in some schools than in others and these will require greater emphasis. The Wellington College of Education facilitators recommend that each KAL is focused on at least once in a two-year cycle.
The key areas of learning are outlined in the curriculum – mental health, sexuality education, food and nutrition, body care and physical safety, physical activity, sport studies, and outdoor education. Each begins with general statements linked to the underlying concepts, followed by a list of learning opportunities in shaded boxes. Teachers should select appropriate learning opportunities using the suggested examples given in italics with each AOs for guidance.
The diagram from p.13 shows the relationship between the achievement objectives, key areas of learning, and examples.
In two of the key areas of learning there are specific coverage statements:
- In Food and Nutrition it is expected that all students will have had practical cooking experiences by the end of year eight.
- In Physical activity it is expected that all students will have had opportunities to learn fundamental aquatics skills by the end of year six.
Note the last sentence in paragraph three of the key area of learning Body care and physical safety, should finish "... to manage personal body care constructively".
We suggest you spend time reading the key areas of learning and make note of any queries. These may be clarified:
Consider your teaching skills and the content of this curriculum relevant to your students. Identify professional development you may need and contact your regional facilitators and Colleges of Education for opportunities available.
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