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Level 5 Achievement Objectives

Strand A – Personal Health and Physical Development

1. Personal Growth and Development

Students will describe physical, social, emotional, and intellectual processes of growth and relate these to features of adolescent development and effective self-management strategies, for example, when learning about sexual maturation and attractions, muscular co-ordination, mood swings, depression, increasing independence, pregnancy, the need for a balanced lifestyle, and the importance of skin care, good posture, a healthy diet, and regular exercise.

2. Regular Physical Activity

Students will participate in regular physical activity and describe how this contributes to a balanced lifestyle, for example, in relation to individual physical and emotional needs, daily exercise, the benefits of an active lifestyle, health-related and skill-related fitness concepts, and recreational and sporting opportunities.

3. Safety and Risk Management

Students will investigate and practise safety procedures and strategies to minimise risk and to manage risk situations, for example, procedures for food preparation, treating sports injuries, outdoor activities, beach safety, first aid, and CPR (cardiopulmonary resuscitation), strategies for managing the risks of sexual decisions, drug use, and participation in sport, and strategies to use when responding to peer pressure or at risk of physical threat, rape, or harassment.

4. Personal Identity and Self-worth

Students will investigate and describe the ways in which people define their own identity and sense of self-worth and the ways they describe other people, for example, in relation to mana, people's impact on other people, body image, sexual attractiveness and orientation, culture, gender, abilities, changing health states, whanau, friends, and choices of physical activities.

Strand B – Movement Concepts and Motor Skills

1. Movement Skills

Students will acquire and apply complex motor skills by using basic principles of motor learning, for example, when taking part in dance routines, te reo kori activities, cricket, basketball, gymnastics, juggling, and adventure activities.

2. Positive Attitudes and Challenge

Students will develop skills, and responsible attitudes about safety, in challenging physical situations, for example, when involved in gymnastics, diving, outdoor pursuits, sporting programmes, personal recreation, and planning for the unexpected.

3. Science and Technology

Students will investigate and experience ways in which scientific, technological, and environmental knowledge and resources assist in and influence people's participation in regular physical activity, for example, in relation to exercise sciences, performances on video, fitness centres, footwear, training programmes, weather interpretation, hypothermia, and mountain bikes.

4. Social and Cultural Factors

Students will investigate and experience ways in which people's physical competence and participation are influenced by social and cultural factors, for example, in relation to special abilities, clothing and equipment, selection of activities, gender, competition, and cultural practice.

Strand C – Relationships with Other People

1. Relationships

Students will identify issues associated with relationships and describe options to achieve positive outcomes, for example, in relation to making and losing friends, sexual attractions, conflict, power, and trust, their own perceptions and actions and those of other people, the separation of family members, rights and responsibilities, choices about smoking, food choices, teamwork, and competition.

2. Identity, Sensitivity, and Respect

Students will demonstrate an understanding of how attitudes and values relating to difference influence their own safety and that of other people, for example, through considering bullying, harassment, racism, sexism, homophobia, and rape and in relation to physical activity and sports choices.

3. Interpersonal Skills

Students will demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and other people in a variety of settings, for example, when solving problems, negotiating, and showing assertiveness in physical activity, sports, and outdoor education activities, and in promoting sexual health, supporting other people, and making decisions about drug use or nutrition.

Strand D – Healthy Communities and Environments

1. Societal Attitudes and Beliefs

Students will investigate societal influences on the well-being of student communities, for example, in relation to music, cultural preferences, the media, economic forces, consumer choices, eating patterns, drinking and driving, prejudice, tolerance, hobbies, recreation, sports teams, and rules.

2. Community Resources

Students will investigate community services that support and promote people's well-being and take action to promote personal and group involvement, for example, in relation to recreational opportunities, mental health services, health clinics, civil defence organisations, and helping agencies.

3. Rights, Responsibilities, and Laws

Students will identify the rights and responsibilities of consumers and use this information to evaluate health and recreational services and products in the community, for example, when investigating sports equipment, fitness centres, diet foods, or food services and products.

4. People and the Environment

Students will investigate and evaluate features of the school environment that affect people's well-being and take action to enhance these, for example, such features as classroom climate, canteen policy, student support services, recreational facilities, support for students with specific needs, and cultural practices.