Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


You are here:

Level 3 Achievement Objectives

Strand A – Personal Health and Physical Development

1. Personal Growth and Development

Students will identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes, for example, such factors as food and nutrition, puberty, illness, injury, posture, physical activity, disappointment, loss, and individual differences and skills for making friends, increasing independence, and achieving success.

2. Regular Physical Activity

Students will maintain regular, enjoyable physical activity with an increasing understanding of its role in self-care and well-being, for example, by taking daily exercise, learning how fitness and health are related, setting goals, meeting their own nutritional needs, planning for regular physical activity, relaxation, and recreation, and developing a positive body image and positive attitudes towards physical activity.

3. Safety and Risk Management

Students will identify and use safe practices and basic risk-management strategies, for example, strategies for emergencies, natural disasters, and abusive situations and practices for safety during physical activities (including aquatic activities and cycling) and first aid (including rescue breathing) and food safety practices.

4. Personal Identity and Self-worth

Students will describe how their own feelings, beliefs, and actions and those of other people contribute to their personal sense of self-worth, for example, when discussing fairness, sensitivity towards others, acceptance, bullying, abuse, equity issues (including gender issues and culture issues), leadership, success, and disappointments.

Strand B – Movement Concepts and Motor Skills

1. Movement Skills

Students will develop more complex movement sequences in a range of situations, for example, by taking part in mau rakau, modified sports, whai, athletic activities, dance, orienteering, adventure activities, and outdoor pursuits and by learning three swimming strokes.

2. Positive Attitudes and Challenge

Students will develop movement skills and demonstrate confidence in challenging situations, for example, when leading others, when learning how to enter deep water, when using basic offensive and defensive game strategies, and when taking part in co-operative activities and games, adventure activities, and outdoor pursuits.

3. Science and Technology

Students will take part in a variety of exercise programmes and describe how the body responds to regular and vigorous physical activity in a range of environments, for example, by describing the effect of aerobics, of circuit training, of extreme cold and heat, and of relaxation on the response of the heart and lungs.

4. Social and Cultural Factors

Students will participate in competitive activities and describe how competition can affect people's behaviour, for example, by describing concepts like co-operation, motivation, mana, teamwork, success, achievement, and disappointment and behaviours like opting in or out, aggressiveness, and cheating.

Strand C – Relationships with Other People

1. Relationships

Students will identify and compare ways of establishing relationships and managing changing relationships, for example, when making friends, supporting others during illness, playing games, taking on new roles in the family, changing schools, and joining or leaving groups.

2. Identity, Sensitivity, and Respect

Students will recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people, for example, in relation to bullying, gender stereotyping, students with specific needs, messages about body image, cultural differences, fair play, and inclusiveness during work, play, and games.

3. Interpersonal Skills

Students will identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these, for example, in relation to pressure from peers, a student's own feelings or physical limits, other people's attitudes and behaviours, whanau, the media, fellow team members, a cultural group, a gender group, or a group of people with specific needs.

Strand D – Healthy Communities and Environments

1. Societal Attitudes and Beliefs

Students will identify how health care and physical activity practices are influenced by community and environmental factors, for example, in relation to classroom, school, whanau, and culture and by identifying factors such as consumer interests, media messages, uses of music, recreational needs, and sporting opportunities and facilities.

2. Community Resources

Students will participate in communal events and describe how such events enhance the well-being of the community, for example, in relation to events such as cultural festivals, church services, family celebrations, sporting events, and school productions.

3. Rights, Responsibilities, and Laws

Students will research and describe current health and safety guidelines and practices in their school and take action to enhance their effectiveness, for example, in relation to food, evacuation, harassment, appropriate clothing, smoke-free environments, first-aid procedures, and sports safety procedures.

4. People and the Environment

Students will plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment, for example, a programme for recycling, creating shade and shelter, providing recreational or sporting opportunities, peer mediation, reducing bullying, or making activities inclusive.


Footer: