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Curriculum in action

This is the online version of the book Attitudes and Values: Olympic Ideals in Physical Education, one of the Curriculum in Action series. Attitudes and Values: Olympic Ideals in Physical Education supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students.

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This is the online version of the book Kotahitanga: Getting on Together, one of The Curriculum in Action series. It supports the implementation of Health and Physical Education in the New Zealand Curriculum by providing teachers with ideas for planning units of work to meet the identified learning needs of students.

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This is the online version of the book Positive Puberty, one of The Curriculum in Action series. Positive Puberty supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students.

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This online version of the book In the Outdoors, one of the series The Curriculum in Action, supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of their year 7–8 students.

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The book Creative Play supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified needs of students. Creative Play suggests ways in which teachers can enhance students' play by encouraging their creativity within the Physical Activity key area of learning.

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This online version of the book Everybody Belongs, one of the series The Curriculum in Action, supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999). Body image issues are about much more than just physical size and shape. They also encompass attitudes, beliefs, and practices.

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This online version of the book Making Connections, one of the series The Curriculum in Action, supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of their year 9-10 students. Making Connections establishes clear links, for students in these years, between the key areas of learning Mental Health, Food and Nutrition, and Sport Studies in Health and Physical Education in the New Zealand Curriculum (1999).

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Making Meaning: Making a Difference focuses on two of the underlying concepts of Health and Physical Education in the New Zealand Curriculum (1999) – the socio-ecological perspective and health promotion. At levels 6–8 of the curriculum, students examine aspects of the socio-ecological perspective and health promotion in more depth than at earlier levels.

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This online version of the book supports the implementa­tion of Health and Physical Education in the New Zealand Curriculum (1999) by provid­ing teachers with ideas for planning units of work to meet the identified learn­ing needs of students. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two- or three-year cycle and may also select from activities designed for other year levels.

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This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students. This book should be used in conjunction with an appropriate instruction manual for the teaching of swimming. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two or three year cycle and may also select from activities designed for other year levels.

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This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999). As part of the Mental Health key area of learning, students require opportunities to develop:

  • understandings and personal and interpersonal skills to enhance relationships
  • knowledge, understandings, and skills to support themselves and other people during times of stress, disappointment, and loss
  • values and attitudes that support the enhancement of mental health for the students themselves, other people, and society.

In meeting the learning needs of their students, teachers may use any or all of the activities in this book, but it is important that the following aspects are developed in order:

  • understanding change and loss
  • understanding the feelings of grief
  • coping with disappointment, loss, and grief
  • helping others who are grieving
  • building a supportive environment.

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This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two- or three-year cycle and may also select from activities designed for other year levels.

Learn more »

This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two- or three-year cycle and may also select from activities designed for other year levels. 

Learn more »

This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two or three year cycle and may also select from activities designed for other year levels.

Learn more »

This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of their students. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or part of this book over a two-year cycle and may also select from activities designed for other year levels.

Learn more »

This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students. This book should be used in conjunction with an appropriate relationships manual. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two- or three-year cycle and may also select activities designed for other year levels.

Learn more »

This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identifed learning needs of students. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two- or three-year cycle and may also select from activities designed for other year levels. 

Learn more »

This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students.This book should be used in conjunction with an appropriate instruction manual for the teaching of swimming. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two- or three-year cycle and may also select from activities designed for other year levels.

Learn more »

This online version of the book supports the implementation of Health and Physical Education in the New Zealand Curriculum (1999) by providing teachers with ideas for planning units of work to meet the identified learning needs of students. Although the learning experiences present a teaching sequence, teachers are not expected to implement all the suggested activities or necessarily to follow the sequence suggested. To meet the learning needs of their students, teachers may use all or parts of this book over a two- or three-year cycle and may also select from activities designed for other year levels.

Learn more »


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