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Juniors to be added at the end of Term 4

This course has a strong emphasis on practical participation. This feedback indicates that an area to improve on is looking at ways to make sure that students get an opportunity to practice the written assessment tasks prior to the assessment. This in something I need to address in the course planning to ensure time is allocated for this, without compromising the quality of practical experiences in the course.

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A different way of collecting feedback, using this style of questionnaire. It was pleasing to see the students were able to offer constructive, positive and fair feedback. Feel like we are on the right track with this course and this is supported by the number of overall students selecting this course and the number of students who have completed this course every year for the last 5 years.

Students posed some good suggestions for activities to incorporate in 2026.

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To work on in 2026

Getting to know the students personal interests more

Addressing how often I give mor formal feedback to students on their work (instead of self marking). I need to "mark" and comment on both hard copy and digital student work

Recheck that students are understanding the feedback they are given

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Student Voice Survey - Numeracy Through Sport 2025

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PE Pouārahi Presentations Midyear Review 2025 

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Attendance and participation in Wednesday PLD sessions

Report writing

Using SchoolBridge and SchoolPoint

Developing Literacy skills

IDP and Careers information

NCEA/NZQA changes and updates

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Participation of the Science of Learning PLD, facilitated by HTA

Learning:

Think carefully about the sequence of learning - what order makes sense so that students have the prior knowledge they need (Sequencing of content)

What do the students already know - use brainstorming or Google Forms to collect and collate students prior knowledge (Elicit prior knowledge)

Thinking about what is a manageable amount of information to teach in each lesson (Chunking)

Using review tasks at the start of each lesson to test/review previous learning (Retrieval practice) Implemented in Social Studies unit( Regular review tasks)

(Presentation of materials) Use better curation of materials to meet the learners level of reading and comprehension. (Using AI to edit text to meet learner levels e.g. Diffit)

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Attendance at Pouārahi and Te Ao Kori Hub meetings

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- Develop a Year 9 and 10 Sexuality Education resource for 2025, based on Sexual Wellbeing Aotearoa guidelines

- Develop a unit of work to support the assessment of Achievement Standard 91920 Science 1.1 ‘Demonstrate understanding of a Science-informed response to a local issue’

Achievement Standard tagged for 5 Level 1 Literacy credits

- Develop a unit of work to support the assessment of Achievement Standard 92048 Social Studies 1.1 'Demonstrate understanding of finding of a social inquiry'

Achievement Standard tagged for 5 Level 1 Literacy credits

- Implement a sports high performance programme (Learning Programme 1) for students in Year 9 - 13

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Lesson Planning - developing the following competencies

understanding Social Studies big ideas

using a social inquiry framework

using the RAURU WHAKARARE EVALUATION FRAMEWORK

developing competency with using AI tools to plan lessons (ChatGPT and Kuraplan)

understanding the impacts of social media use on teenagers

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Preparation for trip

Learning group waiata

Practicing school pepeha and self introduction in Japanese

Language learning

Trip Highlights

Homestay in Hiroshima

Visit to Hiroshima Peace Park and Museum, hanging of 1000 paper cranes on behalf of Spotswood College

Visiting Itsukushima Shrine on Miyajima Island. This UNESCO World Heritage Site is one of Japan's most famous landmarks.

Presenting waiata at Hatsukaichi School and being welcomed by a full brass band, taking part in a calligraphy lesson

Experiencing Hanami - blossom festival

Travelling on the Japan Rail system

Seeing the sight of Kyoto

Visiting Himeji Castle

Fantastic homestay in Mishima

Participating in 2 lessons at an intermediate school in Mishima (Waiata and introductions)

Participating in a screen printing activity

What I have learned from this trip - a small amount of language can go a long way to creating positive relationships. Valuing the good and bad parts of each cultures shared experiences and appreciating the rich cultures and histories that we can all learn from.

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Sexuality Education - Year 9/10 Programme (2025)

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Sexuality Education - Year 9/10 Programme (2025)

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March - May 2025

Development of 10 lesson Sexuality programme for Year 9/10 students.

Lessons delivered to 10TLRmi and 10AJOmi. Lessons reviewed with AJO and feedback from students (verbal review following each lesson activity)

Final lessons shared with Hauora teachers for implementation in Term 4, 2025

PLD session for teachers 15 September (Spotswood College Teacher Only Day)

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Taonga Takaro Rawa Māori Tikanga workshop

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Taonga Takaro Rawa Māori Tikanga workshop

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Presenters: Jay Wilkinson (Sport Taranaki Māori Lead) and Tane Houston (Pouatawhai/Lead Ranger for Haumanuhia te Hononga Taiao).

Date: Thursday 13th February 2025

Time: 9:30am – 2:00pm

Location: Te Rere o Kapuni (Dawson Falls)

Description: While walking the Wilkies Pools Loop Track, we learnt about the tikanga of collecting local plants to turn into taonga tākaro resources, which can be used in classroom Health & PE lessons. We heard from local experts and also put some games into action, ready using in the classroom.

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Professional Learning Activity

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2024 Experiences

NZ Secondary Schools Beach Volleyball Championship (February)

New Level 3 Health course (2 students): students completed the year gaining all Excellence grades. One entry into Level 3 Health external exam

Teaching new senior subjects - Literacy and Numeracy

Teaching and assessment Mathematics and Statistics achievement standards 1.1 and 1.2

Teaching new Physical Education standard 1.3 and preparing students for external assessment task

NZ Secondary Schools Indoor Volleyball Championship (March)

Planning and implementing a range of activities for the Taranaki Active class in semester 1, including Lake Mangamahoe, Puakai Hut, Pitone Road Beach to Oakura

TOPEC week (June) - PE classes and Junior KORU group

Coordinating the Sexwise Theatre in Education programme sessions for Year 12 students (June)

Coordinating the Life Education Trust presentations to all students (July)

NISS Indoor Volleyball Championship (November)

Joining the group for a trip to Japan in April 2025. Learning Japanese for three months on Duolingo

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Modified resource used with Numeracy class for the 1.1 Mathematics standard

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Level 1 Data collection & exploration Workbook 2024.docx

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Course Description - Literacy Through Sport

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Class description example for 2024

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Example planning on Google Classroom

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Day to day planning for lessons is via the STREAM section of Google Classroom

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Draft: Sexuality Unit for implementation in 2025.

Practice presentation of unit with 9TLRmi and 9AJOmi in Term 4

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Attendance at Pouārahi and Te Ao Kori Hub meetings

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How can we develop leadership amongst our students as well as promoting wellbeing and inclusiveness at our Kura?

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This article encourages me to think about the wellbeing of students - are they going to be ready, willing and able to learn? What do I need to do differently in my classes to support neurodiverse learners, learners with health issues, including mental health concerns?

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If the NZ government wants to improve student outcomes, it needs to invest more in school-based healthcare

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Improving student health will improve student achievement, argues Sarah Williams from AUT and Leon Benade from Edith Cowan University.

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Understanding the harm of social media, how can I limit phone use in my classes in line with the Ministry rules.

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What can you do if you think your teen already has unhealthy social media habits?

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Is your teen or young person exhibiting problematic social media use? Researchers from Australia explain when social media use is a problem, and what to do about it.

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Understanding the role of AI in Education 

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Understanding the role of AI in Education 

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This article challenges me to think about what role AI might take in teaching and learning in my classroom and what applications might be suitable for me and the students. Have investigated apps such as Diffit for Literacy activities.

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Revolutionising education through AI: a thoughtful approach

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How can we use AI to transform education while being mindful of its limitations, pitfalls and inequities? Researchers at AUT investigate.

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Science of Learning Slides

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Science of Learning

https://newzealandcurriculum.tahurangi.education.govt.nz/teacher-only-day-resources/5637206197.p

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January 24/01/2024

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Life Care Consultants Training Certificate

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Subject Learning Outcomes – a tool to support teaching, learning, and assessment in Physical Education

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Subject Learning Outcomes – a tool to support teaching, learning, and assessment in Physical Education

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View on Google Calendar

When Wed 14 Feb 2024 3:15pm – 4:15pm (NZDT)

Who education.govt.nz*

Participated in this online learning session with emphasis on assessment strategies for internals and externals

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Vape-Free Kids appalled about smoking u-turn

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Tomorrow’s Schools Today or TSTNZ publishes international, national and regional weekly news for New Zealand principals, school managers and teachers.

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Educators have spoken out about the coalition agreement to remove gender and relationship education from the curriculum.

In the coalition agreement, National and New Zealand First said they would focus "the curriculum on academic achievement and not ideology, including the removal and replacement of the gender, sexuality and relationship-based education guidelines."

Education Professor at the University of Auckland, Katie Fitzpatrick, said it would be our rangatahi themselves who are missing out.

Read the Term 4 edition of School News HERE

Speaking to Breakfast, Fitzpatrick said "it's young people that have been asking for meaningful consent, sexuality and relationship education in successive petitions to our Parliament since 2017."

Fitzpatrick was the lead writer on 2015 documents meant to guide principals, BoTs, teachers and parents on sexuality education. The documents were introduced in 2020 by Tracey Martin, then associate education minister and NZ First MP. There is one document for Years 1 - 8 and another for Years 9 - 13. She said most parents and teachers supported a mix of at-home and school-based learning about relationships and sexuality.

Fitzpatrick said the documents reflected changing social norms and a focus on consent and inclusion. The documents also encouraged critical thinking about social media, pornography and online sexual content.

"There's a lot of information and messages about relationships, sexuality, body, gender and I think schools can really help young people engage with that."

Fitzpatrick also warned against "regressive [sic] schooling which looks to repress knowledge about health and sexuality for young people."

PPTA Acting President Chris Abercrombie said schools needed more information about the proposed plan.

He noted that in 2018, the Education Review Office made an inquiry into schools that found although most met minimum standards for relationship and sexuality education, there were gaps.

"By removing these guidelines, those gaps are going to get wider."

In 2022, a report titled 'New Zealand secondary school teachers' perspectives on teaching Relationships and Sexuality Education' found many students weren't receiving the recommended 12-15 hours of relationship and sexuality education recommended by the Ministry of Education and the Education Review Office.

Recently, advocacy group Let's Talk Consent NZ published a report detailing over 300 young people's experiences of sexual violence, and called for improved consent education. The report found that even under current guidelines, 72 percent of respondents believed consent education was inadequate in New Zealand.

Abercrombie said the current guidelines were intended to support schools to deliver a safe, inclusive and effective health curriculum.

"It's about maximising them to their full potential as human beings and as members of a society. So, [removing the guide] seems like this incredibly narrow view of education that doesn't fit the modern world."

Fitzgerald added that she believes the current discussion around gender education comes from fear and a lack of knowledge.

"Children learn about gender in all kinds of environments, from which colours belong to whom. And the gender binary is very well established. I think people questioning that - which is not a new thing - [can make] others get nervous about that. We want to open up that conversation rather than shut it down."

Research conducted by Tracy Clelland from the University of Cantebury has also shown that many parents in New Zealand want to work with the education system on RSE.

Speaking to media after a recent visit to Manurewa Intermediate School, Prime Minister Christopher Luxon clarified that sex education "will continue," in schools.

"We want a well-defined curriculum agreed to by experts that actually makes sure that the content is age-appropriate, that parents have been consulted, and importantly that parents have an ability to withdraw from the education as well.

"They actually need a clear curriculum definition, expert opinion, age appropriateness, parents consulted and actually having an option to participate or not participate."

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Concern rises over proposal to remove gender and relationship education

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Educators are warning that removing gender and relationship education from the curriculum will detriment young people.

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2023 Sport in Education Literacy and Numeracy - Semester 2 Student Profiles (Responses)

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https://dontgetsuckedin.co.nz/wp-content/uploads/2023/11/Te-Ha-Ora-Asthma-and-Respiratory-Foundation-New-Zealand-A-Guide-to-Support-Rangatahi-to-Quit-Vaping-1.pdf

https://dontgetsuckedin.co.nz/

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The first New Zealand guidelines to support youth to quit vaping have been released at the New Zealand Respiratory Conference in Wellington.
"A reference guide: To support rangatahi to quit vaping" - written and published by the Asthma and Respiratory Foundation NZ - is aimed at helping health professionals who work with adolescents and young adults (AYA) to tackle vaping and e-cigarette addiction.

Chief Executive Letitia Harding says the decision to develop these guidelines stemmed from the lack of support currently available for younger generations.

"We have been advocating for a long time for dedicated support services to help our young people quit vaping."

It is widely documented that around 1 in 5 (20%) of high school students are now regular vapers.

Yet, currently, smoking cessation services in New Zealand are funded only to support those over 16 years old wanting to stop or reduce their cigarette smoking.

"It's our hope that these guidelines will assist health professionals to support AYA, who are now dependent on vapes, to become nicotine-free." Harding says.

The guidelines are a 'living document', which can be added to as new information becomes available, she says.

Foundation Āpiha Takawaenga Māori (Māori Community Liaison) Sharon Pihema says the lack of support services has been a major obstacle for rangatahi wanting to quit vaping.

"Our rangatahi and their whānau have been trying to get help from Quitline and their GPs, but with no funding allocated, they get no support. It's almost as if they need to start smoking so they can get help to quit vaping."

Pihema hopes these guidelines will remove those barriers.

"They need one-on-one support, a plan, and ongoing follow-up to make sure they can successfully quit vaping and lead healthier lives."

Professor in Public Health Interventions, University of New South Wales, Hayden McRobbie, who is a health behaviour change expert with experience in managing tobacco dependence, says these guidelines are a positive step in assisting youth to quit vaping.

"There is currently a dearth of evidence for vaping cessation, however these guidelines provide some practical tips that health professionals will find helpful," Professor McRobbie says.

The guidelines are available to download from the Foundation's dedicated vaping website Don't Get Sucked In.

ENDS.

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First quit vaping guidelines for NZ youth released

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The first New Zealand guidelines to support youth to quit vaping have been released at the New Zealand Respiratory Conference in Wellington. "A reference

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Sport in Education 2023 Review (Student Voice)

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Sport in Education 2023 Review (Student Voice)

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2023 Sport Education Literacy/Numeracy Semester 2 Review - Student Voice

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Summary - This class had an emphasis on practical activities with 1 practical and 1 theory based assessment. Review shows that students weren't well supported to develop their literacy skills and the course lacked the inclusion of Te Reo and culturally based activities. There was a positive response to teacher/student relationships, students confidence to seek help and receiving support.

Build on for 2024 - more literacy support and more focus on Matauranga Māori.

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PE Club 2023 Te Ao Kori Semester 2 Review - Student Voice

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[ Video Resource ]

Title: Physical Education

Description: Physical Education Subject Expert Group members discuss their experiences in the Review of Achievement Standards

Video Duration: 6 minutes

Video URL: https://player.vimeo.com/video/571923263

Transcript: In conversation with &nbsp; Kylie Thompson Phil Washbourn Michelle Ogilvie Transcript below: Straight off the bat they'll notice much fewer standards. Down to four standards. That's going to encourage schools to get a snapshot of learning

In conversation with

Kylie Thompson
Phil Washbourn
Michelle Ogilvie

Transcript below:

Straight off the bat they'll notice much fewer standards. Down to four standards. That's going to encourage schools to get a snapshot of learning, rather than plan their programmes around the assessments.

A big change has been definitely the introduction of the four standards. Two of which are internal and two external. I think going into this there was a lot of fear almost around what that would look like.

It's been great unpacking that there won't be exams and looking at the methods that we can assess those through. I think that really gives students an opportunity to be centred in the assessment and the learning. They can choose what they wish to be assessed on and put their best foot forward, I guess.

The first one, looking at equal status for mātauranga Māori, is a massive change for our learning area, I think. Teachers will notice that straight off the bat. That opening up of accessibility across all of the standards has been something at the top of our minds as we've been developing these standards too.

It's been good looking at the universal design for learning through that. Looking at how we make things more equitable for the whole of New Zealand. How we can look at the different perspectives.

I think basing it from the Significant Learning, and that being a starting point, has definitely made it be able to be meaningful as well for the different schools. And a little bit flexible so that we can meet our students needs through the different ways that we might assess later on.

We've based a lot of our thinking around the framework of learning in, through, and about movement. That's being front and centre, that connection between movement being integral to hauora.

While acknowledging that we're not in one standard looking at the in, or the other one the through. They're all interlinking. We have tried to highlight those dimensions of movement back to Hauora.

The SEG's been a great experience to be really coming to grips with what our Learning Area is, and what the core ideas are.

Those Big Ideas took a lot of working, a lot of debate. There's a lot of passion in the room. People are committed to the Learning Area. It's not easy to come to a complete common ground. But I think we did that.

It's been a really challenging but positive process. I've loved working with the range of people. From university, to NZQA, Ministry people, also teachers. It's been great having that diversity of knowledge as we've come together to look at those Big Ideas.

Significant Learning, what that could mean and look like for assessment as well. I think similarly that the discussion was always robust.

At times it's been a really challenging process. But it's important work. It's always going to be messy and challenging.

I think we've taken our roles pretty seriously in trying to continually consult with people around us. I know you have been back to your schools and talked to lots of teachers, and teachers in different regions and things. So that opportunity, we haven't taken it lightly. We've always been aware of the importance of the work.

I've also loved how we have looked at what has been working. We haven't gone in to think we need to change everything. We've looked at what was working. Then we've worked on then what could change.

There are challenges here that people are going to have to grapple with. I think the sector though has got it. There's a lot of capable people out there who can do this. It's not asking too much. I think embrace the changes. See them as opportunities for development. Sometimes we want to play safe and do what we have always done. Education is always changing, and our sector has done it before.

In terms of advice, I would say, to remain positive. To remember what level one is about. That it's a broad framework of assessment standards. We're not trying to assess absolutely everything in a teaching and learning programme.

Engaging in a way that celebrates your strengths within your own teaching and learning. Make the most of it. Make the most of the change, it's a great opportunity.

Subject-specific terms can be found in the glossary.
Movement is integral to the human experience. It facilitates a lifelong understanding of our bodies, contributes to our hauora, and allows us to live physically active lives. Movement is affected by and affects who we are, how we experience and interact with others, and our relationship to and place in society.

Physical Education develops the social, emotional, intellectual, and cultural capabilities of ākonga. These capabilities inform the ways in which ākonga understand tikanga in movement contexts, provide diverse ways of participating in physical activities, and contribute to movement's wider benefits to hauora.

At each Curriculum level, ākonga learn to move and experience movement by participating fully in physical activities. As a result of this learning taking place in diverse settings, ākonga come to understand and experience diverse perspectives on movement.

Physical Education invites ākonga to engage with how movement affects them, those around them, and their wider communities. Ākonga recognise and understand the challenges which affect participation in movement, and respond to any movement barriers with full and active participation. Through their learning journey in Physical Education, ākonga will develop and refine their understanding of what it means to be physically educated and promote physical education throughout their lives.

Subject-specific terms can be found in the glossary.
Movement is integral to the human experience. It facilitates a lifelong understanding of our bodies, contributes to our hauora, and allows us to live physically active lives. Movement is affected by and affects who we are, how we experience and interact with others, and our relationship to and place in society.

Physical Education develops the social, emotional, intellectual, and cultural capabilities of ākonga. These capabilities inform the ways in which ākonga understand tikanga in movement contexts, provide diverse ways of participating in physical activities, and contribute to movement's wider benefits to hauora.

At each Curriculum level, ākonga learn to move and experience movement by participating fully in physical activities. As a result of this learning taking place in diverse settings, ākonga come to understand and experience diverse perspectives on movement.

Physical Education invites ākonga to engage with how movement affects them, those around them, and their wider communities. Ākonga recognise and understand the challenges which affect participation in movement, and respond to any movement barriers with full and active participation. Through their learning journey in Physical Education, ākonga will develop and refine their understanding of what it means to be physically educated and promote physical education throughout their lives.

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Physical Education Big Idea.

The Health and Physical Education Learning Area curriculum, including its whakataukī, inform this subject's Significant Learning - learning that is critical for ākonga to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes Level-appropriate contexts ākonga should encounter in their education. The Learning Area's whakataukī is:

He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Levels 6, and indicative for levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.

There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.

There are four Big Ideas in Physical Education. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa. The Big Ideas for Physical Education are:

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Physical Education Big Idea.

The Health and Physical Education Learning Area curriculum, including its whakataukī, inform this subject's Significant Learning - learning that is critical for ākonga to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes Level-appropriate contexts ākonga should encounter in their education. The Learning Area's whakataukī is:

He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Levels 6, and indicative for levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.

There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.

There are four Big Ideas in Physical Education. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa. The Big Ideas for Physical Education are:

Title: Movement is essential to hauora

Big Idea Body:

This Big Idea captures the essence of why we study Physical Education: movement is fundamental to our lives. It contributes to our development as individuals and as members of our communities. It also contributes to our ability to help others to develop and to be members of our communities.

Movement education makes a significant contribution to hauora. We learn in movement by developing physical skills and experiencing enjoyment. By looking at different perspectives through our participation in movement, we are able to develop a range of capabilities. By learning about how and why people move, we come to understand what influences our own and others' movement.

In Physical Education, ākonga will have the opportunity to explore what movement means to them through different approaches to hauora. They will engage in Māori, Pacific, individual, team, and sports activities.

Hauora offers a holistic understanding of wellbeing. Learning about hauora may be enriched by exploring cultural models such as Te Whare Tapa Whā, Te Wheke, Fonofale, etc. Many of these models encompass whakapapa, mauri, mana, and connection to whenua and te taiao. The ways in which we move, and approach movement, can influence all aspects of hauora. Aotearoa New Zealand's diverse movement contexts also provide ākonga with rich opportunities through which to explore the relationship between movement and te taiao. These include whenua, maunga, moana, awa, roto, whetū, maramataka, and ngahere. For example, ākonga may choose to reflect on their connections to place and space through mana atua and mana tangata.

This Big Idea captures the essence of why we study Physical Education: movement is fundamental to our lives. It contributes to our development as individuals and as members of our communities. It also contributes to our ability to help others to develop and to be members of our communities.

Movement education makes a significant contribution to hauora. We learn in movement by developing physical skills and experiencing enjoyment. By looking at different perspectives through our participation in movement, we are able to develop a range of capabilities. By learning about how and why people move, we come to understand what influences our own and others' movement.

In Physical Education, ākonga will have the opportunity to explore what movement means to them through different approaches to hauora. They will engage in Māori, Pacific, individual, team, and sports activities.

Hauora offers a holistic understanding of wellbeing. Learning about hauora may be enriched by exploring cultural models such as Te Whare Tapa Whā, Te Wheke, Fonofale, etc. Many of these models encompass whakapapa, mauri, mana, and connection to whenua and te taiao. The ways in which we move, and approach movement, can influence all aspects of hauora. Aotearoa New Zealand's diverse movement contexts also provide ākonga with rich opportunities through which to explore the relationship between movement and te taiao. These include whenua, maunga, moana, awa, roto, whetū, maramataka, and ngahere. For example, ākonga may choose to reflect on their connections to place and space through mana atua and mana tangata.

Title: Participation in movement enriches our lives

Big Idea Body:

This Big Idea focuses on the importance of taking part in movement and the joy movement can bring to people's lives. It recognises that taking part in movement enriches us by creating meaning and enjoyment. We can use movement to enrich the lives of others as well. This will positively impact hauora and can also contribute to an improvement in performance.

In Physical Education, ākonga explore how their bodies are made up of different parts. Each part holds its own unique significance and tapu, and together they form the tapu of the body as a whole. Tapu and noa are important in protecting the mauri and mana of the person and respect for the tikanga around tapu and noa should be taught and adhered to.

Participating in movement is essential to understanding its development. In Physical Education we work with others in movement contexts, reflect critically on movement, and develop personal and shared understandings of movement. Through these we can think about how physical activity contributes to our identities and deepens our understanding of how movement enriches our lives.

This Big Idea focuses on the importance of taking part in movement and the joy movement can bring to people's lives. It recognises that taking part in movement enriches us by creating meaning and enjoyment. We can use movement to enrich the lives of others as well. This will positively impact hauora and can also contribute to an improvement in performance.

In Physical Education, ākonga explore how their bodies are made up of different parts. Each part holds its own unique significance and tapu, and together they form the tapu of the body as a whole. Tapu and noa are important in protecting the mauri and mana of the person and respect for the tikanga around tapu and noa should be taught and adhered to.

Participating in movement is essential to understanding its development. In Physical Education we work with others in movement contexts, reflect critically on movement, and develop personal and shared understandings of movement. Through these we can think about how physical activity contributes to our identities and deepens our understanding of how movement enriches our lives.

Title: Through movement we develop diverse capabilities

Big Idea Body:

This Big Idea focuses on the capabilities and interpersonal skills we gain through movement. It recognises that movement is a vehicle for learning spiritual, social, emotional, political, intellectual, and cultural capabilities. These capabilities include effective listening, assertiveness, showing empathy, problem solving, negotiation and compromise, mediation, and giving and receiving feedback. Developing these capabilities also helps ākonga to work more effectively with others and to respond to new or challenging situations. In working collectively to promote kotahitanga, ākonga will gain new skills and grow their understanding of tikanga. They will refine and reflect on the ways in which they relate to others and develop an understanding of the implications of these interactions. This will let them explore different roles within a group, collaborate towards achieving shared goals, and manage challenging situations.

This Big Idea focuses on the capabilities and interpersonal skills we gain through movement. It recognises that movement is a vehicle for learning spiritual, social, emotional, political, intellectual, and cultural capabilities. These capabilities include effective listening, assertiveness, showing empathy, problem solving, negotiation and compromise, mediation, and giving and receiving feedback. Developing these capabilities also helps ākonga to work more effectively with others and to respond to new or challenging situations. In working collectively to promote kotahitanga, ākonga will gain new skills and grow their understanding of tikanga. They will refine and reflect on the ways in which they relate to others and develop an understanding of the implications of these interactions. This will let them explore different roles within a group, collaborate towards achieving shared goals, and manage challenging situations.

Title: There are diverse ways of understanding movement contexts and the moving body

Big Idea Body:

This Big Idea focuses on exploring understandings about how the body works, and on ways to maintain and enhance physical experiences. It also encourages us to look at the sociocultural factors which influence movement itself and movement contexts.

Understandings of the body and movement are contested and should be examined critically from multiple and diverse worldviews. Through this engagement, ākonga will grow their knowledge of te ao Māori me ōna tikanga. This knowledge is informed by their own movement experiences and understandings, and the concerns of their wider communities. Ākonga will engage with a range of biophysical, sociocultural, kinaesthetic, and embodied ways of knowing. They will do this through te ao Māori and Pacific contexts, as well as a range of cultural perspectives.

Each of our ākonga will have their own values, many of which are rich and have a deep cultural history. It is important that we recognise the diverse cultural values of our ākonga and consult with our own communities to better reflect their needs.

This Big Idea focuses on exploring understandings about how the body works, and on ways to maintain and enhance physical experiences. It also encourages us to look at the sociocultural factors which influence movement itself and movement contexts.

Understandings of the body and movement are contested and should be examined critically from multiple and diverse worldviews. Through this engagement, ākonga will grow their knowledge of te ao Māori me ōna tikanga. This knowledge is informed by their own movement experiences and understandings, and the concerns of their wider communities. Ākonga will engage with a range of biophysical, sociocultural, kinaesthetic, and embodied ways of knowing. They will do this through te ao Māori and Pacific contexts, as well as a range of cultural perspectives.

Each of our ākonga will have their own values, many of which are rich and have a deep cultural history. It is important that we recognise the diverse cultural values of our ākonga and consult with our own communities to better reflect their needs.

Developing Key Competencies through Physical Education

Ākonga who study Physical Education develop a wide range of skills which enable them to understand what it is to be physically educated and to promote physical education throughout their lives.

Thinking

Students of Physical Education will:

understand that participation in movement is complicated and may be individualised

look at health and wellbeing through a variety of lenses and perspectives

consider appropriate ways of knowing

reflect upon the impact of their actions

devise ways of working together which encourage everybody to participate in movement to the fullest extent

understand that the body can be used to express thoughts, feelings, and identity, and that learning to move in creative and useful ways contributes to who we are.

Using language, symbols, and text

Students of Physical Education will:

devise and implement strategies to improve their own, and others', skills, hauora, and knowledge

communicate in a range of ways, so that they can manage and thrive in the diverse environments with which they engage.

Relating to others

Students of Physical Education will:

understand that people have different attitudes and approaches to movement and physical activity

relate to these differences through direct experiences in movement contexts

understand the unique challenges and barriers to movement which people may face

formulate shared approaches to encouraging more active participation in movement.

Managing self

Students of Physical Education will:

share, reflect on, and understand that the self is located within an intricate web of interpersonal, environmental, institutional, and community contexts, and that these create complexity and uniqueness when interpreting the self

learn to manage themselves in challenging situations through kotahitanga and the roles they can play in kotahitanga

adapt to diverse environments and understand that participating in new environments may clarify their own role in Physical Education and their approaches to it.

Participating and contributing

Students of Physical Education will:

construct environments that encourage people to participate actively

contribute to setting and challenging narratives about health and wellbeing in their communities and wider society

promote and advocate for ecologically sustainable, safe, and positive relationships with physical activity

understand that their leadership can have a positive influence the hauora of others.

This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Developing Key Competencies through Physical Education

Ākonga who study Physical Education develop a wide range of skills which enable them to understand what it is to be physically educated and to promote physical education throughout their lives.

Thinking

Students of Physical Education will:

understand that participation in movement is complicated and may be individualised

look at health and wellbeing through a variety of lenses and perspectives

consider appropriate ways of knowing

reflect upon the impact of their actions

devise ways of working together which encourage everybody to participate in movement to the fullest extent

understand that the body can be used to express thoughts, feelings, and identity, and that learning to move in creative and useful ways contributes to who we are.

Using language, symbols, and text

Students of Physical Education will:

devise and implement strategies to improve their own, and others', skills, hauora, and knowledge

communicate in a range of ways, so that they can manage and thrive in the diverse environments with which they engage.

Relating to others

Students of Physical Education will:

understand that people have different attitudes and approaches to movement and physical activity

relate to these differences through direct experiences in movement contexts

understand the unique challenges and barriers to movement which people may face

formulate shared approaches to encouraging more active participation in movement.

Managing self

Students of Physical Education will:

share, reflect on, and understand that the self is located within an intricate web of interpersonal, environmental, institutional, and community contexts, and that these create complexity and uniqueness when interpreting the self

learn to manage themselves in challenging situations through kotahitanga and the roles they can play in kotahitanga

adapt to diverse environments and understand that participating in new environments may clarify their own role in Physical Education and their approaches to it.

Participating and contributing

Students of Physical Education will:

construct environments that encourage people to participate actively

contribute to setting and challenging narratives about health and wellbeing in their communities and wider society

promote and advocate for ecologically sustainable, safe, and positive relationships with physical activity

understand that their leadership can have a positive influence the hauora of others.

This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Physical Education is connected with the subject Health Studies. They both stem from the Health and Physical Education Learning Area within The New Zealand Curriculum, with a shared whakataukī, and focus on wellbeing.

Physical Education is connected with the subject Health Studies. They both stem from the Health and Physical Education Learning Area within The New Zealand Curriculum, with a shared whakataukī, and focus on wellbeing.

The knowledge and experiences that ākonga gain through their engagement with Physical Education support a wide range of pathways, including:

careers that involve working with people, such as education, health, justice, and the social services

further study that relates to movement and the body, such as diplomas and certificates in Hauora; degree programmes in social and health sciences through universities; and recreation and tourism programmes through polytechnics.

The knowledge and experiences that ākonga gain through their engagement with Physical Education support a wide range of pathways, including:

careers that involve working with people, such as education, health, justice, and the social services

further study that relates to movement and the body, such as diplomas and certificates in Hauora; degree programmes in social and health sciences through universities; and recreation and tourism programmes through polytechnics.

Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Physical Education course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.

Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Physical Education course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.

Apply movement strategies in an applied setting

Assessor involvement during the assessment event is limited to providing general feedback. For example, identifying sections of student work that would benefit from further development.

Students may work on assessment evidence in and out of class time, over a period of time specified by the assessor.

Students must be assessed in an applied setting. This means it must be an authentic situation (game, tournament, competition, festival, event, etc) where they are applying their movement strategies to unpredictable external cues. These cues could involve environmental factors, teammates, opposition players, or fellow competitors.

Students will be assessed on the live performance of their chosen range of movement strategies. This can be evidenced through an assessor observation sheet and student-submitted evidence of their application of strategies. If student-submitted evidence does not correlate to the assessor observations, assessor annotations can provide the details and examples of how the Standard has been met.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.

Demonstrate understanding of the application of strategies in movement

Assessor involvement during the assessment event is limited to providing general feedback which suggests sections of student work that would benefit from further development.

Students may work on assessment responses in and out of class time, over a period of time specified by the assessor. They may evaluate how a purpose is promoted in movement throughout the process, or at the end.

Ensure the inclusion of discussion of kotahitanga in the context of the application of strategies as part of evidence is provided at all achievement level. The evidence that shows understanding of kotahitanga is necessary to pass the standard but does not contribute to the A, M, and E grade.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.

Explain how the application of principles and concepts improves performance in a movement context

Ākonga will gather evidence of their learning throughout the teaching and learning programme, and may evaluate how the application of principles and concepts improves performanceeither throughout the process or at the end of the programme.

Ākonga may work on the assessment in and out of class time, over a period of time specified by the kaiako.

Ākonga can present their evidence via any medium that allows them to demonstrate clearly that they have met the requirements of the Standard.

Where a collaborative approach to collecting evidence is used, kaiako must ensure that each ākonga has met the requirements of the Standard individually.

Kaiako should ensure the authenticity of assessment responses by checking for understanding throughout the assessment process. This could be through monitoring progress, or interviewing ākonga to confirm their understanding.

Ākonga will need to sign an authenticity of work statement.

Explain how the application of leadership strategies influences kotahitanga in a movement context

Ākonga will need to be put in a position of leadership of others, with a common goal or purpose being set to be achieved as a collective.

Teacher verification of ākonga demonstrating strategies to influence kotahitanga in movement will be gathered in or out of class. This evidence may take the form of observation notes, recording sheets, or a video where appropriate with a completed checklist of skills and strategies.

Ākonga may work on assessment responses in and out of class time, over a period of time specified by the teacher. They may evaluate their leadership strategies either as they go or at the end of the programme.

Ākonga can present their evidence via any medium that allows them to demonstrate clearly that they have met the requirements of the Standard.

Where a collaborative approach to collecting evidence is used, teachers must ensure that each ākonga has met the requirements of the Standard individually.

Teachers should ensure the authenticity of assessment responses by checking for understanding throughout the assessment process. This could be through monitoring progress, or interviewing ākonga to confirm their understanding.

Ākonga will need to sign an authenticity of work statement.

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Resource page for NCEA Physical Education, where you can find the new achievement standards and guidance on teaching, learning, and assessment.

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Sport Ed 2023 Semester 1 Review - Student Voice

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In New Zealand we're taught from a young age to love the outdoors, to explore our country's natural beauty and connect with the land.

The latest research by Ara Institute of Canterbury academics, funded by Education Outdoors New Zealand (EONZ) and Ministry of Education, is part of a newly-published national study, Education Outside the Classroom in Aotearoa New Zealand - A Comprehensive National Study: Final Report.

Dr. Allen Hill said, "The purpose of this study was to gather an up-to-date sense of the nature of the EOTC that's occurring in schools across Aotearoa New Zealand, the value that schools place upon it and the challenges they have in providing equitable, quality EOTC."

A survey of 523 school leaders and EOTC coordinators found that 96% of questionnaire respondents felt that EOTC was extremely or very important to their school; a finding that was reflected in students' and teachers' interview responses. The description 'EOTC brings the curriculum alive' was a familiar catchphrase used by many teachers to describe how EOTC experiences enriched their students' learning.

"The key value propositions from schools related to EOTC were that it enriches curriculum, provides authentic 'real-world' learning, increases student engagement, and provides significant opportunity for students to develop better learning relationships between each other and their teachers," Hill said.

"I really believe these value outcomes apply to tertiary education too, particularly the ITP sector. Providing students with the opportunity for 'real-world', applied, hands-on learning is crucial for not only improving student engagement but also for meeting the needs of 21st century learning and a rapidly-changing future of work, especially in a post-Covid-19 world."

Health and physical education stood out as the learning area where EOTC was most prevalent, with 92% of respondent schools indicating EOTC experiences took place in this subject at least once a term. EOTC learning experiences in social sciences, science, and the arts were also common, with over half of respondent schools indicating that students took curriculum enrichment trips once a term to places such as museums, art galleries and historical sites.

Hill said, "In the interviews students talked to us about how engaging EOTC is and how it gives them more ownership and investment in their learning. They also spoke positively about developing better relationships with each other and their teachers, and the opportunity to have new experiences."

The study found that despite schools placing a high value upon EOTC experiences, there were several challenges facing effective and equitable EOTC provision. The main obstacles were cost and resourcing shortfalls, time constraints and teacher workloads, health and safety considerations and a lack of experienced teachers and parents to lead or assist with EOTC trips. The research found that most of the challenges related to underfunding of the sector - an important finding which reveals the social, political, and economic context in which EOTC is envisioned and enacted.

An extract taken from the report reads, "Teachers value EOTC highly but also strongly felt budgetary and other pressures compromised student learning. EOTC came with considerable costs to teachers and often overloaded their working and personal lives. A lack of curriculum support signposted the fragility of the area and positive political will from the Ministry and Government was seen to be sorely needed."

What's next?

This study is the most comprehensive research ever undertaken into EOTC in Aotearoa New Zealand.

Dr. Hill said, "It has been more than a decade since previous research was done on EOTC in New Zealand and the study on which this report is based is by far the most comprehensive ever completed. There has been much anticipation and expectation from individuals and groups such as EONZ looking forward to the release of this report."

Dr. Hill and his research team plan to use the findings in the study to continue to write articles on the subject which will reach national and international outdoor and environmental learning sectors.

"We do see potential for further research with Māori educators looking at a more detailed investigation of the role of EOTC in kura kaupapa. There are also more opportunities to document examples of good EOTC practice through a series of case studies across different schools."

Click here to read the full report.

Ara Researchers:

Dr Allen Hill - Chief Investigator: Principal Lecturer in Sustainability and Outdoor Education, Department of Humanities, Ara Institute of Canterbury.

Dr. Hill joined Ara in July, 2016 from the University of Tasmania, Australia, where he was a Senior Lecturer in the Faculty of Education since 2011. He still holds an adjunct position at the University of Tasmania. Before his transition into tertiary education, Dr. Hill was a secondary school teacher in Aotearoa New Zealand for 11 years. His professional career, in both secondary and higher education, can be characterized by an enduring commitment to the development of people coupled with a strong concern for issues of justice, sustainability, transformation, and place. How education can engage people with meaningful outdoor learning experiences and contribute to a sustainable future through connecting people with each other and with the places they inhabit is at the heart of his research and teaching interests.

Dr Dave Irwin: Manager of Sustainability and Outdoor Education, Department of Humanities, Ara Institute of Canterbury. Dr. Irwin has worked at Ara (formerly Christchurch Polytechnic Institute of Technology) since 1999. He originally trained as a teacher prior to extensive experience in environmental and risk management in the tourism sector, particularly for organisations operating within the Department of Conservation estate. His research and teaching interests lie in the exploration of culture, identity and human-nature relationships, education for sustainability, and agency for change within organisations and societies.

Other members of the research team:

Dr Chris North - Associate Head of Health Sciences, University of Canterbury.

Marg Cosgriff - Senior Lecturer, Te Huataki Waiora - School of Health, University of Waikato

Dr Mike Boyes: Adjunct Associate Professor, School of Physical Education, University of Otago, Dunedin

Sophie Watson - Educational Researcher and Consultant

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Education outside the Classroom: It's in our nature

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New research shows how EOTC is built into the fabric of schools within Aotearoa New Zealand.

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New resources have been developed to support wellbeing and the teaching and learning of relationships and sexuality education (RSE) in schools and kura in ways that are effective, safe and inclusive.

The Ministry of Education says the resources are clear, easy to use, bicultural and inclusive. They contain information on consent, the use of digital technologies and healthy relationships. As well as showcasing effective practice, the resources support pedagogical knowledge development, include frequently queried topics and provide guidance on creating inclusive environments.

A module providing educators with practical skills and evidence-based information to talk about the sensitive topic of pornography is included. Resources to make it easier for teachers to notice and respond to social and emotional learning using the Key Competencies are also part of the package.

The new resources support 'Relationships and Sexuality Education: A guide for teachers, leaders and boards of trustees', released by the Ministry of Education in 2020.

The release of the guide and the resources follows a 2018 Education Review Office report noting that the curriculum would benefit from more support for the teaching and learning of relationship and sexuality issues. The Ministry says they also reflect feedback from the Kōrero Mātauranga | Education Conversation calling on schools to take more action against bullying, violence and child abuse, to be more inclusive, and to help students recognise the importance of diversity and respect in relationships.

The aim is to assist educators and boards to implement the national curriculum, take a consistent approach to wellbeing, and to meet community consultation requirements. Some of the new RSE resources are appropriate for primary and secondary schools and kura, others apply more to one or the other. The suite includes resources specifically designed for Māori-medium settings and for English-medium settings.

"We have worked with providers and stakeholders including universities, government departments, non-government organisations, teachers, and young people to develop these resources. They will be helpful to know about for anyone working in wellbeing, Health and Physical education, pastoral care, and all staff looking to support LGBTQIA+ young people," said the Ministry in its announcement.

The new resources are available online on Health & PE · TKI(external link) .

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Relationships and sexuality education resources

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The Ministry of Education says the resources are clear, easy to use, bicultural and inclusive. They contain information on consent, the use of digital technologies and healthy relationships. As well as showcasing effective practice, the resources support pedagogical knowledge development, include frequently queried topics and provide guidance on creating inclusive environments.

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Some great reminders about creating relationships.

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Think back to your own schooling and the teachers that made the biggest impression.

What was it about them that you remember all these years on? How can you be that teacher for your students?
Read the Term 1 edition of School News HERE.

Respect their pronouns and learn their name - find out if they have a preferred nickname, master difficult pronunciation.

Set standards and be consistent - nothing confuses and angers kids more than an adult that changes the rules for different people. Show you respect them by treating everyone the same. Ask the class to help write the class rules, show you care by asking their opinions.

Be mindful of family difference - when talking about challenging subjects like divorce and death, especially around Mothers' and Fathers' Day.

Greet kids - in the school grounds, in the classroom, when you see them out - even a head nod from across the shop. Kids like to be seen.

Find one thing in common with each student that you can relate to - have an ongoing conversation that's just for them. Make a connection that's not schoolwork related.

Acknowledge the strengths of each child. Depending on the kid and their age you might do this privately or publicly, you might send a note or email home, even a post-it attached to a particularly great piece of work. Share these wins in the staffroom too - enthusiasm about your students can be contagious, and if another teacher greats your student with congratulations about winning a local writing competition or saying happy birthday, they will know you are proud of them.

Set up a class playlist for times when music is appropriate, have little dance offs when everyone is looking tired or bored. Let students suggest or vote for songs.

Encourage celebrating birthdays, milestones and wins as well as out-of-school interests - an attempt at running the city to surf or making it into a junior football squad is just as special as winning a national Maths Competition or someone's cat having kittens.

Notice what's happening - you're there to teach but you can't help but observe who's estranged from their friend group, who's disengaged. Talk to them - while everything else might be falling apart, at least one person has noticed them (see rule 5).

10. Show up to school events, fundraisers and PTO activities - for kids, school is about much more than academics. You can show you care by being present outside of the classroom, cheering them on, letting them see you as a person as well as a teacher, just like they are kids as well as students.
This post was first published on the School News Australia website.

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Ten great ways to show your students you care

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What was it about them that you remember all these years on? How can you be that teacher for your students? Read the Term 1 edition of School News HERE. Respect their pronouns and learn their name - find out if they have a preferred nickname, master difficult pronunciation.

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Sport in Education Literacy and Numeracy Planner

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NCEA HPE Implementation Course - 12 September

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NCEA HPE Implementation Course - 12 September

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https://drive.google.com/drive/folders/1q2bN_O_74rbR4oY_AypfefRY2Nu7IwM5

Understanding assessment models for external and internal standards
Focus on "snapshot" style assessments rather than all of the content
What can we do to promote localised content?
Experiences of pilot schools

https://ncea.education.govt.nz/health-and-physical-education/physical-education?view=learning

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In school planning for 2024 NCEA Level 1 PE course

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27 January
Hīkoi Hītori: Local history of iwi and hapū
30 January
Staff Only Day
1 February
Hapara, EOTC/Lockdown, PGC
8 February
Student Health briefing (CLU), SAC (DDO), Self Review
22 February
Student Health briefing (CLU), Markbooks
1 March
Attendance, KAMAR, Markbooks
8 March
15 March
Reports, IDPs
26 March
Snapshot of Learning
1 May
Staff Only Day: NCEA Accord Day

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Literacy and Numeracy Tracking and Description

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Literacy and Numeracy Tracking and Description

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22 February

Using Literacy Workbooks/e-asTTle Testing

8 March

Planning  - Literacy Pre-requisites

24 May

Resources for Semester 2

Co-requisite testing and e-asTTle reading (end of Semester 1)

21 June

e-asTTle Testing and the NCEA Co-requisite assessments, The Grammar Project Resource

19 July

Using the testing results (KAMAR tools)

16 August

The co-requisite results analysis

11 October

Writing focus - requirements for writing

25 October

The corequisite process (managing logins etc)

8 November

E-asttle testing (reading and writing) process and marking

Meeting with RBA and MMP to peer mark asTTle writing for SPRTED class

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15 February

Numeracy Pre-requisites, using EP

1 March

15 March

Tracking and Monitoring

3 May

Sample tasks for Pre-requisites, setting up Project marking

17 May

Number assessments and long line lesson activities

31 May

Education Perfect - tracking and insights

26 July

Markbooks and reporting, course submissions for 2024

9 August

Co-requisite resources/Education Perfect programme changes

23 August

Co-requisite results and implications

18 October

Corequisite setup and preparation for students

25 October/30 October/1 November

Managing corequisite assessment

15 November/29 November

Review 2023, ideas for 2024

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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14 November 2023

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26 January

21 February

21 February

4 March

4 April

Term 4 - Week 1, 3, 5, 7, 9

Term 3 - Week 1, 3, 5, 7, 9

Term 4 - Week 1, 3, 5

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Holistic wellness based fitness programme in a Secondary School

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Holistic wellness based fitness programme in a Secondary School

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Using a fitness programme to develop other values within the school

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Getting ‘In2’ wellbeing with holistic fitness programme – Education Gazette

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26 January
9 February
23 February
7 March
9 March
23 March
6 April
27 April
11 May
22 June
20 July
26 July

12October

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25th and 26 January 2022

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Leading by Learning
Having challenging conversations.
Espoused theory thinking tool
STEP 1: Beliefs about the issue and/or the person
Identify and list your key beliefs held about the issue and/or person.
STEP 2: Motivations (interpersonal)
Use the learning-focused motivations to design your actions in step 3. Learning-focused My motivation is to:
• seek valid information
• be respectful of self and others
• create internal commitment
STEP 3: Actions/ inactions
List in sequence the learning focused action patterns you will use (design the conversation) with possible examples of your speech.
STEP 4: Consequences
List the intended consequences of your beliefs, motivations, and actions/inactions for the task and the relationship.

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I think they have made a huge amount of progress - Exemplar

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Zoom meeting with Nicola
Purpose: To discuss progress with "difficult" conversations
Outcome:  I haven't completed this conversation.  Not feeling confident about the process, particularly being able to predict  the other person's responses to the conversations.
Goal: Complete a practice conversation with JOS or LUP and schedule new meeting with Nicola.

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14/4  Practiced difficult conversation with LUP.  Feedback given
- need for a relational introduction to the conversation.
- avoid "you don't" statements
- be concise about the issue

Discussed what could be causing the issue, which gave me some possible insight that I hadn't considered e.g. not feeling like part of the team.

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Class Description and Achievement Data Link

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Class Description and Achievement Data Link

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Sport in Education class description
Data link - student testing, core competencies, feedback and progress

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2022 Lit/Num Te Ao Kori JUNIOR  Class Description

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LBL One on One Conference/Group Conference

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LBL One on One Conference/Group Conference

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11 May - with Nicky Sturgeon
Review of practice conversation with LUP. Suggestions for actual conversation. Reasons why I need to do this (Respect for self, other teacher and the students. Discussed possible format and starting point for this conversation.

Group Conference (Nicky/HTA/ASC/LSO/JOS)
What are the concerns for Middle Leaders?
Group discussion regarding school culture and leadership.

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1 February
16 February - Using Education Perfect
2 March
30 March - Resources for teaching
22 June - Understanding the NCEA Corequisite Numeracy practice assessment
29 June - Setup and expectations for NCEA practice assessment
3 August - Classroom numeracy activities
17 August - Classroom numeracy activities
26 October - Starter activities and programme of remainder of Term 4
8 November - Class activities - Geometry

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1 February
23 February - e-asTTLe testing  for reading and writing
9 March - e-asTTLe marking (Writing)
4 May - What do the new NCEA Literacy standards look like (Exam/Assessment paper example and marking schedule).  What will we need to consider for Junior Literacy in 2023?
18 May - Looking at NCEA Literacy changes.  What is likely to be in the external exam for literacy.  Students need to use strategies for answering multi-choice questions.  Using School Journal Reading Comprehension activities would be helpful.
15 June - Set up for Semester 2 Reading Comprehension and Writing assessment processes.
10 August - Activities for teaching about sentence structure (NCEA Literacy assessment)
13 August - Preparation for NCEA Literacy Co-requisite Writing Assessment
20 August - Preparation for NCEA Literacy Co-requisite Reading Assessment
19 October - Review of Literacy Co-requisite testing.  Requirements for e-asTTLe Writing in term 4. Junior literacy plan for 2023.
2 November - Reading and Writing Assessments for Semester 2

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Programme
- ERO Update - TTOW focus
(Presentation)
- Matauranga Māori: what could it look like for teachers and learners?
(Discussion groups)
- Update on NCEA Literacy and Numeracy Co-requisites for changes
(Presentation)
- Proposed timetable changes for 2023
- The Future of NCEA
(Presentation and discussion groups)
- Learning Hub (Mid-year review/Student Voice/Planning for Semester 2)

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Using Slidesgo templates to create learning resources for lessons.

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Free Google Slides themes and Powerpoint templates | Slidesgo

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Discover the best Google Slides themes and PowerPoint templates you can use in your presentations - 100% Free for any use.

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Junior Health

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Planning example

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Junior Numeracy Lesson

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27 January
28 January
1 February
21 February
8 March
22 March
5 April
3 May
18 May
31 May
14 June
30 June
26 July
9 August
23 August
18 October
1 November
15 November