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Level 4 Achievement Objectives

Strand A – Personal Health and Physical Development

1. Personal Growth and Development

Students will describe the characteristics of pubertal change and discuss positive adjustment strategies, for example, in relation to fluctuating moods, acceptance of themselves and other people, exercise patterns, sleep, posture, relaxation, goal setting, hygiene, meeting nutritional needs, coping with illness, family support, cultural differences, tapu situations, and differences in gender and in sexual orientation.

2. Regular Physical Activity

Students will demonstrate an increased sense of responsibility for participating in regular, enjoyable physical activity to maintain well-being, for example, in relation to daily exercise, health-related and skill-related fitness, the development of specific skills, relaxation, stress management, and goal setting.

3. Safety and Risk Management

Students will access and use information to make and action safe choices in a range of contexts, for example, when dealing with harassment or abuse or when making choices about food and nutrition, smoking, alcohol, outdoor activities, sports practices, hui, first aid, civil defence, caring for siblings, or safety in the sun, on the road, and near water.

4. Personal Identity and Self-worth

Students will describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth, for example, in relation to body image, gender roles, sexuality, ageing, cultural differences, ways of coping with prejudice, different abilities, mental illness, choice of physical activity, and sports choices and opportunities.

Strand B – Movement Concepts and Motor Skills

1. Movement Skills

Students will demonstrate consistency and control of movement in a range of situations, for example, when participating in modified and specific sports, long poi, water safety activities, gymnastics, creative and ethnic dance, outdoor pursuits, and co-operative activities.

2. Positive Attitudes and Challenge

Students will demonstrate willingness to accept challenges, learn new skills, and extend their abilities in movement-related activities, for example, creative dance, adventure activities, team games, and outdoor pursuits.

3. Science and Technology

Students will experience and demonstrate how science, technology, and the environment influence the selection and use of equipment in a variety of settings, for example, in relation to appropriate clothing, protective devices, the use of a mannikin, appropriate sports equipment, flotation aids, specialised equipment, and care of equipment.

4. Social and Cultural Factors

Students will experience ways in which cultural and social practices are expressed through the ritual of movement, demonstrate understanding of this, and learn skills associated with a range of cultural activities, for example, creative and ethnic dance, haka, individual pursuits, gymnastics, and games.

Strand C – Relationships with Other People

1. Relationships

Students will identify the effects of changing situations, roles, and responsibilities on relationships and describe appropriate responses, for example, when discussing pubertal change, a period of illness, friendship, caring for siblings, leadership roles, changing family structures, sporting interests, or cultural expectations.

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 cases of harassment, gender stereotyping, violence in sport, non-inclusiveness, a lack of fair play, or discrimination on the basis of chronic illness, mental illness, or cultural difference.

3. Interpersonal Skills

Students will describe and demonstrate a range of assertive communication skills and processes that enable them to interact appropriately with other people, for example, through assertiveness, negotiation, mediation, conflict resolution, constructive anger management, making positive decisions, and finding support for other people.

Strand D – Healthy Communities and Environments

1. Societal Attitudes and Beliefs

Students will investigate and describe lifestyle factors and media influences that contribute to common health problems across the lifespan of people in New Zealand, for example, in relation to smoking, alcohol, exposure to sun, body image, gender roles and stereotyping, depression, attitudes to physical and recreational activities, food choices, and financial resources.

2. Community Resources

Students will access a range of health care agencies, recreational resources, and sporting resources and evaluate the contribution made by each to the well-being of community members, for example, by comparing similar facilities, discussing health and safety considerations, and considering the opportunities provided for people to take part in physical activity.

3. and 4. Rights, Responsibilities, and Laws –People and the Environment

Students will specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community, for example, by removing a local environmental hazard, writing a health-related school policy or crisis plan, reducing vandalism, introducing a recreational facility, meeting people's specific needs, developing inclusive sports programmes, or implementing a peer mediation programme.


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