This section helps teachers to explore the structure, essence, and components of the health and physical education learning area.
Curriculum components
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Attitudes and values
Through their learning in health and physical education, ākonga will develop a range of positive and responsible attitudes and values.
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Body care and physical safety
The aim of the body care and physical safety key area of learning is for ākonga to make informed decisions about body care, to recognise hazards in the environment, and to adopt safe practices in relation to these.
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Food and nutrition
The aim of food and nutrition education is for ākonga to make informed decisions about food that will contribute to their own wellbeing and that of other people.
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Hauora
Hauora is a Māori philosophy of health unique to Aotearoa. It comprises Taha tinana (the physical dimension), Taha hinengaro (the mental dimension), Taha whānau (the family dimension) and Taha wairua (the spiritual dimension).
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Health promotion
Health promotion is a process for developing and maintaining supportive physical and emotional environments. Through health promotion, ākonga learn the value of personal and collective action.
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Key areas of learning
The key areas of learning (KAL) are the learning contexts through which the skills and knowledge identified in the achievement objectives are explored.
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Mental health
With hauora as a foundation, quality mental health education emphasises self-understanding, belonging, and connectedness. It is grounded in culture, place, and history.
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Outdoor education
Outdoor education is an aspect of education outside the classroom (EOTC) and aims to extend the four walls of the classroom.
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Overview
The structure of Health and Physical Education, including underlying concepts, key areas of learning and strands.
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Physical activity
The physical activity key area of learning encourages ākonga to enjoy movement, to learn about movement culture, and to develop positive attitudes towards regular participation in physical activities.
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Relationships and sexuality education
All ākonga equally deserve an education that enables them to develop healthy relationships, become positive in their own identities, and develop competencies for promoting and sustaining their own wellbeing and that of others.
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Sport studies
In sport studies, ākonga identify how sporting experiences influence the development of people's physical and social skills.
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Strand A: Personal Health and Physical Development
This strand focuses on personal health and physical development, including personal identity and self-worth.
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Strand B: Movement Concepts and Motor Skills
This strand focuses on personal movement skills that ākonga develop in a range of situations and environments.
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Strand C: Relationships With Other People
This strand focuses on ākonga and their relationships with other people.
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Strand D: Healthy Communities and Environments
Learning in this strand focuses on the interdependence of ākonga, their communities, society, and the environment.
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The socio-ecological perspective
The socio-ecological perspective considers social and environmental factors that affect health and wellbeing.
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The strands
A clear and structured progression of achievement objectives that spans all levels of schooling is set out in the four strands.
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The underlying concepts
Four key concepts are woven through the strands and the key areas of learning. They are fundamental to all learning in health and physical education.