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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 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 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 “identify important qualities in friendships”, teachers may refer to the learning experience Friendships across the Lifespan. Students may self-assess the qualities they value in their friends and, after participating in the activities, identify any changes that they would make to this list.


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

  • 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 describe the different roles that they undertake in a variety of friendships. This learning outcome can be linked to level 4, strand C, achievement objective 1 and is therefore identified as related to achievement objective 4C1 (students will identify the effects of changing situations, roles, and responsibilities on relationships and describe appropriate responses).

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.