EDPROFST 203

Teaching Health and PE 1

Lecture 2 Making curriculum
Making Curriculum in Health and PE
What is Health and Physical Education?
Assumes there is an essence to the area
Seeks the correct version

What stands for Health and Physical Education?
Assumes subjects are flexible and constantly re-made
Seeks to understand how and why it changes
Making Curriculum in Health and PE
All possible
knowledge

School
Curriculum

Selection
Categorisation
Ordering

Health and PE
Making Curriculum in Health and PE
Over the years physical education has been used in
schooling to produce healthy, disciplined, docile, fit,
nationalistic, courageous, active citizens
Tinning, Macdonald, Wright & Hickey, 2001, p.159

Curriculum is made by
certain people for certain
purposes

Our vision is for young people who will seize the
opportunities offered by new knowledge and technologies
and secure a sustainable social, cultural, economic, and
environmental future for our country
NZ Curriculum, 2007, p.8
In the last twenty five years there has been a significant
shift in the dominant concept of health, from a notable
"absence of disease" to a more holistic concept of
"wellness".
Tasker, 2005, p. 1
Significant themes for the
21st Century
Making Curriculum in Health and PE
The teacher Parliament School
Individual Society

Curriculum is made by
certain people for certain
purposes

Making Curriculum in Health and PE
Teachers responsibility
Schools responsibility
The NZ
Curriculum
Governments responsibility
Policy and curriculum
statements National
Education
Goals
National
Administration
Guidelines
(NAGS)
National Education Guidelines (NEGS)
The Education Act 1989
The School Charter
Department Scheme of work
Lesson
plan
Lesson
plan
Lesson
plan
Lesson
plan
Unit of work
Unit of work
Unit of work
Partnership
The School Curriculum:
Design and Review
Purpose and Scope
Vision
Vision
Confident
Positive in their own identity
Motivated and reliable
Resourceful
Enterprising and entrepreneurial
Resilient
Connected
Able to relate well to others
Effective users of communication tools
Connected to the land and environment
Members of communities
International citizens
Actively involved
Participates in a range of life contexts
Contributors to the well-being of New Zealand-
social, cultural, economic and environmental
Life long learners
Literate and numerate
Critical and creative thinkers
Active seekers , users and creators of knowledge
Informed decision makers
Discussion - reflection
Does Health and Physical Education contribute to
this vision? If so, how?
Key Competencies
Key Competencies
Thinking
Creative, critical,
metacognitive
To seek, use and create
knowledge
Problem solving.
Questioning
Relating to others
Listen actively
Negotiate
Share ideas
Managing Self
Resourceful, reliable,
resilient
Goals, plans, high
standards
Leading following
Participating and Contributing
Actively involved
Sense of belonging
Understand rights, roles,
responsibilities
Language, symbols and texts
Making meaning of codes in
which knowledge is expressed
(words, numbers, images,
movement, metaphor)
Discussion - reflection
How would Health and Physical Education develop
these key competencies?