Albany Senior High School/Curriculum plans/Physical Education
Curriculum Plan for ...
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.
- 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
- 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
Promoting safe learning environments
- Learning together and making decisions together through:
student designed learning programmes and assessment tasks (see appendix 1)
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 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:
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.
3. What does an effective 100-minute lesson look like?
| <<An annotated 100-minute lesson template >>
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.
What do we want our students to learn and/or develop?
• Relating to others:
• Participating and contributing:
How will we ensure that standards are transparent, clear, reliable, valid and fair?
| <<See NZQA Teachers’ Handbook>>
What data will we collect and how will we use it?
| << See data plan >>