Albany Senior High School/Curriculum plans/Physical Education

Curriculum Plan for ...

Vision

At Albany Senior High School

• we nurture each other
• we inspire each other
• we empower each other

How will we contribute to the realisation of the school’s vision?

In Physical Education, Health, and Outdoor Education, students will be empowered to enhance their own wellbeing and that of others, in both movement and health-related contexts.

Activities will nurture students' physical, social and emotional development through experiences involving co-operation, problem-solving, decision-making, critical thinking, leadership and reflection.

Throughout all of these subjects students' will be inspired to lead their own learning and work collaboratively in a challenge based programme.

Values

• Excellence in all that we do.
• Warm, mutually respectful relationships.
• Families as part of our learning community.
• Fairness, openness, honesty and trust.
• Learning together and making decisions together.
• Using evidence and reflection to make decisions.
• Curiosity and enquiry, creativity and innovation.
• Contributing to our local and global communities.
• Protecting and enhancing the environment.
• Diversity that enriches our learning community.

How will we affirm and promote the school’s values?

• ow will we affirm and promote the school’s values?We will promote excellence in all we do through:
  High expectations for our students and for ourselves.
  Keeping up with developments in movement and health related contexts
  Celebrating success
• Develop warm, mutually respectful relationships by:
  listening to and respecting the views of others
  working effectively together to achieve our goals
  operating under a 'challenge by choice' philosophy in our outdoor education programme
• Families as a part of our learning community:
  drawing on relevant family experiences in discussions
  inviting parents to attend field trips and camp briefings
  including subject updates in the school newsletter
  inform them of their child’s success and struggles through praise postcards and phonecalls
• Fairness, openness, honesty and trust through:
  Respecting the views and contributions of others
  Encouraging questioning
  Promoting safe learning environments
• Learning together and making decisions together through:
  student designed learning programmes and assessment tasks (see appendix 1)
  collaborative learning
  Sharing knowledge and ideas
• Using evidence and reflection to make decisions through:
  expecting referencing of sources
  questioning and challenging assumptions
  designing learning programmes
  Individual and peer reflection and review
• Foster curiosity and enquiry, creativity and innovation through:
  experiencing the thrill of movement
  sharing passion for the subject and for learning in general
  showcasing success and encouraging students as teachers
  connecting with students' interests to give ownership of learning
  varying teaching and learning techniques
• Contributing to our local and global communities through:
  links with experts and relevant industries in the local, national and international community. ie: A working relationship has been established with Massey University sports science department. Mentoring with researchers will occur.
  Promoting health and well-being strategies to the school community
• Protecting and enhancing our environment through:
  Awareness of our subjects role in environmental issues
  appreciating the environment through outdoor education
  minimising our impact on the environment
  participating in restoration and conservation activities for outdoor education
• Diversity that enriches our learning area through:
  Wide range of contexts and content
  student led activities ie: student choice of contexts
  Exploring societies treatment of diversity
• Partnership with families through:
  Celebrating success, e-portfolios
  Sharing course information with families online
  Drawing on relevant family experiences/expertise where possible
  Use of praise postcards
• 
  And in the life of the school we honour the unique place of Maori as tangata whenua of New Zealand
  
  

Expectations

Expectations for teaching and learning including embedding ICTs

1. How will our teaching and learning meet the school’s expectations for 21st century pedagogy based on current research?

Aligned with the ASHS teaching portrait and school curriculum and assessment policy How will we ensure students: Know what they are learning and why? Connect learning to real life situations? Have multiple opportunities to build on existing knowledge? Examine and use new knowledge? Have time to reflect on their learning? >>

2. How will our assessment promote effective learning?

In Physical Education, Outdoor Education and Health, students will work with teachers to co-construct the learning programmes. This process will enable them to know what they are learning and why. For a detailed response to the above questions please refer to Appendix One ' A co-constructed process for developing challenge based learning programmes in Physical Education, Health and Outdoor Education'.

3. What does an effective 100-minute lesson look like?

<<An annotated 100-minute lesson template >> Exemplars of 100-minute lessons How will we cater for difference? How will we identify and address students at risk of not achieving? Gifted and talented students? How will we know about our students prior knowledge?

Key competencies

How will we develop each of the key competencies in the learning area? How will we promote the split screen? These are a means and an end.

Thinking Using language symbols and texts  Managing self  Relating to others Participating and contributing

Curriculum design

What do we want our students to learn and/or develop? 

How will we develop each of the key competencies in the learning area? How will we promote the split screen? • Thinking: Being intellectually curious Making connections with other learning areas and with real life situations Critically thinking about the body and well being Challenging existing assumptions and perceptions, questioning for understanding Exploring strategies and tactics Explicitly teach critical thinking tools were appropriate eg de Bonos Hats • Using language symbols and texts: Interpreting and using the codes and conventions of our subjects Close reading for deeper meaning and understanding Understanding how the media affects our understanding of the body, well-being, health and sport etc Using ICT to effectively communicate with others . • Managing self: Provide clear check points to aid time management and ability to manage self Setting personal goals and monitoring progress on these Taking responsibility for own learning and behaviour, Effective time management and planning Regular reflection on individual learning practice and utilisiation of this self-assessment to enhance learning and skills • Relating to others: Sharing knowledge and responsibility constructively as a group member Promoting positive interpersonal skills Listening actively to others Recognising and respecting different viewpoints Being prepared to negotiate in group situations Behaving appropriately in cooperative situations • Participating and contributing: Participating in different contexts (class, groups , practicals etc) Actively and constructively contributing to group activities and goals Creating opportunities for, and support of others in their learning Awareness of self as a constructive member of different communities

Quality assurance

How will we ensure that standards are transparent, clear, reliable, valid and fair?

<<See NZQA Teachers’ Handbook>>

Self review

What data will we collect and how will we use it?

<< See data plan >>