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Planning considerations

Class programmes should be guided by a school-wide health plan developed after considering the learning needs of students. (See The Needs of Learners on pages 50–51 of Health and Physical Education in the New Zealand Curriculum (1999).)

Teachers could begin planning by gathering a range of information about the learning needs of students and by considering whether any of the possible learning outcomes here might meet these learning needs. After discussing appropriate learning outcomes with students, refer to the related learning experi­ences and choose activities, from here or elsewhere, that are most likely to help students achieve their next learning steps. For example, to help students achieve the learning outcome “set realistic and achievable goals using their own skills and resources”, teachers may draw on the STAR Staircase learning experience, using the final activity to assess whether students have achieved the outcome.

Feedback

During or soon after activities, provide students with feedback that sets the direc­tion for future learning. This feedback might involve:

  • recognising students’ efforts by acknowledging their commitment, perseverance, and ability to complete tasks
  • reinforcing teaching points by using phrases like “I heard ...” or “I saw ...”
  • helping students to link their learning with other aspects of their lives
  • encouraging students to reflect on their learning by asking them, for example, how they feel about their work and what they might do differently next time
  • providing students with information about their achievements to identify what aspects they might need to develop further and to set new personal or group goals.

Learning Environments

School policies, procedures, and programmes should reflect the current needs of students in the school. For example, is there a need for a policy, procedure, or programme relating to bullying, for reporting abuse as a result of student disclo­sure, or for peer mediation?

Learning Outcomes

Learning outcomes signal the learning that is expected to occur as a result of par­ticular learning activities. In this book, learning outcomes are linked to achieve­ment objectives as follows.

A learning need is identified. For example, your students may need to identify ways of supporting others when they have strong feelings. This learning out­come can be linked to level 2, strand C, achievement objective 3 and is therefore identified as related to achievement objective 2C3 (students will express their ideas, needs, and feelings confidently and listen sensitively to other people and affirm them).

Possible learning outcomes and their links to the curriculum are listed here. Over time, students should have the opportunity to achieve all the ob­jectives identified in the curriculum.


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