HEALTH EDUCATION PROGRAMME CONSULTATION
We run a wide and varied Health and Physical Education curriculum at Rutherford Primary School. At least once every two years the Board of Trustees is required to consult with the parent community about the school's health and physical education programmes.
The purpose of this consultation is to outline:
Through this notice, we outline RPS’ Health and Physical Education programmes and provide you an opportunity to comment on our provision and programmes in these areas.
We welcome your feedback as this allows us to develop policies and practices that reflect the needs of students at our school.
ESSENCE STATEMENT
Health and Physical Education has a strong focus on the wellbeing of individual students and those around them in the school, their family, their wider community and the wider world. Students can learn to take responsibility and take action in order to contribute to the well-being of themselves and others around them, including the wider community, natural environment and society as a whole.
HEALTH AND PHYSICAL EDUCATION AT RUTHERFORD PRIMARY SCHOOL
The study of Health and Physical Education at Rutherford Primary School gives students opportunities to critically look at choices they make and how these can affect health and wellbeing. The students will develop personal awareness and social responsibility and understand how decisions they make influence how they are perceived. Physical Education develops motor skills through regular physical activity. Students learn to work with others as well as improve their personal physical fitness and movement skills.
PROGRAMMES AND PROGRAMME IMPLEMENTATION
At Rutherford Primary School, the health learning will largely be integrated into our school conceptual/inquiry curriculum. Specific key areas of learning will be covered through integration with other learning areas such as literacy (themes in novels), maths concepts (statistics and data collection), the arts (through painting, dance and drama) and through school processes - such as Circle Time and Restorative Conversations. However, from time-to-time, specific needs might be identified and these may be addressed separately, via a one-off programme of learning.
The learning activities in health and physical education arise from the following four Big Ideas
BIG IDEAS
• People maintain and enhance personal wellbeing and physical development through knowledge, understanding, skills and attitudes. (Personal Health and Physical Development)
• Positive attitudes towards physical activity are developed through motor skills, knowledge and understandings about movement. (Movement Concepts and Motor Skills)
• Relationships and interactions with others are enhanced through developing understanding, skills and attitudes. (Relationships with Other People)
• Responsible and critical actions contribute to healthy environments and communities. (Healthy Communities and Environments)
The seven key areas of learning are:
KEY AREAS OF LEARNING
What’s the opportunities for learning...current Rutherford programmes which support this learning
MENTAL HEALTH
Opportunities to develop skills and understanding about:
Supporting RPS Programmes
In Development
Opportunities to Develop Skills and Understanding About:
Year 5 and 6
At these levels, students will have opportunities to develop skills and understanding about:
They will reflect on friendships and plan strategies for positive and supportive relationships. They will identify risks and issues in online and social media environments and question messages related to gender, sexuality, and diversity. They will identify how to access health care.
The exploration of these themes will be on-going and addressed through stories, discussion, current events, investigations in science, classroom circle times and through the following programmes.
Supporting RPS Programmes
*These lessons for YEAR ⅚ students will address:
Before these lessons are presented to students, our families with year ⅚ students will have the opportunity to attend an afternoon and/or evening session which outline what will be taught and how it will be taught.
FOOD AND NUTRITION
Opportunities to develop skills and understanding about:
Supporting RPS Programmes
BODY CARE AND PHYSICAL SAFETY
Opportunities to develop skills and understanding about:
Supporting RPS Programmes
PHYSICAL ACTIVITIES
Opportunities to develop:
RPS Programmes Includes
SPORT STUDIES
Opportunities to develop:
RPS Programmes Includes:
Year Level Sports:
Year 5 - 6 Cluster Sports
Netball, basketball, rugby, hockey, cricket, soccer. Softball, Ki o rahi
Term Physical Education Units:
Student Led Games at Lunch
OUTDOOR EDUCATION
Termly activities which complement the learning program
Senior Student Camp every second year
Outdoor Education intensive every second year (Y1-4)
Learning Through Play Curriculum
*These lessons for YEAR ⅚ students will address:
Before these lessons are presented to students, our families with year ⅚ students will have the opportunity to attend an afternoon and/or evening session which outline what will be taught and how it will be taught.
The purpose of this consultation is to outline:
- the programmes that we are delivering
- how we are delivering health education
- what we see as the health education needs of our students
- seek feedback from our community on what we offer
Through this notice, we outline RPS’ Health and Physical Education programmes and provide you an opportunity to comment on our provision and programmes in these areas.
We welcome your feedback as this allows us to develop policies and practices that reflect the needs of students at our school.
ESSENCE STATEMENT
Health and Physical Education has a strong focus on the wellbeing of individual students and those around them in the school, their family, their wider community and the wider world. Students can learn to take responsibility and take action in order to contribute to the well-being of themselves and others around them, including the wider community, natural environment and society as a whole.
HEALTH AND PHYSICAL EDUCATION AT RUTHERFORD PRIMARY SCHOOL
The study of Health and Physical Education at Rutherford Primary School gives students opportunities to critically look at choices they make and how these can affect health and wellbeing. The students will develop personal awareness and social responsibility and understand how decisions they make influence how they are perceived. Physical Education develops motor skills through regular physical activity. Students learn to work with others as well as improve their personal physical fitness and movement skills.
PROGRAMMES AND PROGRAMME IMPLEMENTATION
At Rutherford Primary School, the health learning will largely be integrated into our school conceptual/inquiry curriculum. Specific key areas of learning will be covered through integration with other learning areas such as literacy (themes in novels), maths concepts (statistics and data collection), the arts (through painting, dance and drama) and through school processes - such as Circle Time and Restorative Conversations. However, from time-to-time, specific needs might be identified and these may be addressed separately, via a one-off programme of learning.
The learning activities in health and physical education arise from the following four Big Ideas
BIG IDEAS
• People maintain and enhance personal wellbeing and physical development through knowledge, understanding, skills and attitudes. (Personal Health and Physical Development)
• Positive attitudes towards physical activity are developed through motor skills, knowledge and understandings about movement. (Movement Concepts and Motor Skills)
• Relationships and interactions with others are enhanced through developing understanding, skills and attitudes. (Relationships with Other People)
• Responsible and critical actions contribute to healthy environments and communities. (Healthy Communities and Environments)
The seven key areas of learning are:
KEY AREAS OF LEARNING
What’s the opportunities for learning...current Rutherford programmes which support this learning
MENTAL HEALTH
Opportunities to develop skills and understanding about:
- Personal identity and self worth
- Stereotyping and discrimination
- Effective interpersonal relationships e.g. respecting others
- Drug and alcohol use and misuse (Years 5-6)*
- Keeping ourselves safe
Supporting RPS Programmes
- Life Education (Annually)
- RPS Values Programme (weekly)
- Keeping Ourselves Safe (Bi-annually)
- Small Workshops run by School Counsellor
In Development
- Circle times (learning circles, healing circles, problem solving circle).
- Sexuality education
Opportunities to Develop Skills and Understanding About:
- All students
- Growth and development of the human body,
- Gender stereotypes and their effect on identity and wellbeing
- Expressing feelings
- Friendships and family relationships.
Year 5 and 6
At these levels, students will have opportunities to develop skills and understanding about:
- Pubertal change and body growth and development.
- Human reproduction.
- How to support themselves and others during change and develop a positive body image.
They will reflect on friendships and plan strategies for positive and supportive relationships. They will identify risks and issues in online and social media environments and question messages related to gender, sexuality, and diversity. They will identify how to access health care.
The exploration of these themes will be on-going and addressed through stories, discussion, current events, investigations in science, classroom circle times and through the following programmes.
Supporting RPS Programmes
- Life Education (Parents will be invited to review the curriculum before it is taught)
- RPS Values Programme (weekly)
- Restorative Processes - identifying when you’ve harmed someone and actively taking responsibility to repair the harm Keeping Ourselves Safe (Bi-annually)
- Year 5 and 6 body changes (Parents will be invited to review the curriculum before it is taught)*
*These lessons for YEAR ⅚ students will address:
- How sexist language jokes and attitudes are harmful
- How to recognise a healthy relationship and care for others
- The basics about menstruation (periods) and nocturnal emissions
- The physical and emotional changes at puberty and why they happen
- Puberty and personal hygiene
- The different ways families are formed (adoption, whangai, blended families)
- That all families have different values and beliefs towards sexual development
Before these lessons are presented to students, our families with year ⅚ students will have the opportunity to attend an afternoon and/or evening session which outline what will be taught and how it will be taught.
FOOD AND NUTRITION
Opportunities to develop skills and understanding about:
- How the body digests and uses different foods
- How to make food choices that promote wellness
- Nutritional value of foods
- How food is produced
Supporting RPS Programmes
- Life Education
- Garden Programmes
- Science Kits
BODY CARE AND PHYSICAL SAFETY
Opportunities to develop skills and understanding about:
- Personal body care
- Prevention of illness, injury, infection, disease, common lifestyle disorders
- Identifying environmental hazards
- Self-responsibility
Supporting RPS Programmes
- Keeping Ourselves Safe
- Road Safety
- Cycle Safety
- Fire Safety
- Sun Safety
- First Aide
PHYSICAL ACTIVITIES
Opportunities to develop:
- Movement skills in a range of areas
- Cultural practices in physical activity
- Their own attitudes and behaviours in physical activity settings
RPS Programmes Includes
- Kapa Haka
- Pasifika
- Dancing
- Student Led Games
- Tree Climbing
- Structure Climbing
- Fort Building
- Walking and Running
SPORT STUDIES
Opportunities to develop:
- Skills for participating in diverse sporting roles
- Skills to manage competitive and cooperative environments
RPS Programmes Includes:
Year Level Sports:
- Cross Country (Y1 - 6)
- Athletics (Y1-6)
- Swimming (Y1 -6) - Competitive Yr 4 - 6
- Gymnastics
- Soccer
- Basketball
- Softball - T-Ball
- Netball
- Cricket
- Ki o Rahi (Y5/6)
Year 5 - 6 Cluster Sports
Netball, basketball, rugby, hockey, cricket, soccer. Softball, Ki o rahi
Term Physical Education Units:
- Movement - Locomotion, Balance, and Rotation
- Striking and Fielding (small balls and large balls)
- Invasion Games (large balls and small balls)
- Run, Jump and Throw
- Invasion Games
Student Led Games at Lunch
OUTDOOR EDUCATION
Termly activities which complement the learning program
Senior Student Camp every second year
Outdoor Education intensive every second year (Y1-4)
Learning Through Play Curriculum
*These lessons for YEAR ⅚ students will address:
- How sexist language jokes and attitudes are harmful
- How to recognise a healthy relationship and care for others
- The basics about menstruation (periods) and nocturnal emissions
- The physical and emotional changes at puberty and why they happen
- Puberty and personal hygiene
- The different ways families are formed (adoption, whangai, blended families)
- That all families have different values and beliefs towards sexual development
Before these lessons are presented to students, our families with year ⅚ students will have the opportunity to attend an afternoon and/or evening session which outline what will be taught and how it will be taught.
