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Level 1

Strand A – Personal Health and Physical Development

1. Personal Growth and Development

Students will describe feelings and ask questions about health, growth, development, and personal needs, for example, when discussing changes in people's growth patterns from birth onwards, exercise, rest, food, shelter, love, care and protection, what it means to be healthy, and the names of parts of the body, including sexual parts.

2. Regular Physical Activity

Students will use regular, enjoyable physical activity for self-care and personal well-being, for example, when they are involved in creative activities, daily exercise, play, games, and relaxation.

3. Safety and Risk Management

Students will describe and demonstrate simple health care and safety procedures, for example, simple hygiene practices, procedures that relate to fire, roads, sun, and water (including procedures for entering and leaving water), procedures to follow during illness, and procedures for addressing physical challenges, activating emergency systems, playing games, preparing snack foods, and responding to unwanted touching.

4. Personal Identity and Self-worth

Students will describe themselves in relation to a range of contexts, for example, in relation to their class, classmates, community, friends, whanau, iwi, play preferences, and school and when discussing their feelings about themselves in relation to gender, culture, or abilities.

Strand B - Movement Concepts and Motor Skills

1. Movement Skills

Students will develop a wide range of movement skills, for example, manipulative and gross motor movements, walking, running, hopping, skipping, leaping, striking, catching, throwing, stretching, climbing, kanikani, balancing, twisting, turning, tititorea, and movements in and through water.

2. Positive Attitudes and Challenge

Students will participate in a range of physical activities and identify the factors that make the experience personally enjoyable, for example, when they take part in play activities, co-operative games, social activities, and social games and when they experience taking turns, success, and achievement.

3. Science and Technology

Students will use equipment to develop movement skills in a range of different play environments and will care for the equipment, for example, when they use balls, bats, modified equipment, water-confidence equipment, tikanga that apply with poi and rakau, improvised equipment, ropes, climbing frames, and adventure playgrounds.

4. Social and Cultural Factors

Students will participate in games and activities and identify environments where children can play safely, for example, through using playground facilities and swimming pools and discussing ways of avoiding physical harm and maintaining personal safety.

Strand C - Relationships With Other People

1. Relationships

Students will explore and share ideas about relationships with other people, for example, with friends, classmates, people from different cultures, younger and older children, grandparents, whanau, and students with specific needs and when discussing the comfortable and uncomfortable feelings they experience when interacting with other people.

2. Identity, Sensitivity, and Respect

Students will demonstrate sharing and co-operative skills in groups, for example, during physical activities, on outings, at home, in the classroom, and in the playground.

3. Interpersonal Skills

Students will express their own ideas, needs, and feelings effectively and listen to those of other people, for example, by learning to speak confidently, respond positively, use "I" statements, use movement to express ideas, and describe situations where they feel safe and unsafe.

Strand D - Healthy Communities and Environments

1. and 3. Societal Attitudes and Beliefs –Rights, Responsibilities, and Laws

Students will take individual and collective action to contribute to safe environments that can be enjoyed by all, for example, by addressing teasing and bullying, meeting specific needs, setting classroom rules, picking teams, taking turns, and accommodating culturally different behaviours.

2. Community Resources

Students will identify people who can help with health care, for example, family, school or medical personnel, kaumatua, coaches, and community or religious leaders.

4. People and the Environment

Students will identify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices, for example, in relation to fires, heaters, water, passive smoking, household chemicals, pools, drains, rivers, and the need to wear protective clothing in certain situations.


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