What is Physical Education about?
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 essential 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 affects and is affected by who we are. It shapes how we experience and interact with others, and our relationship to, and place in society.
Physical Education develops the cultural, social, emotional, and intellectual capabilities of ākonga. These capabilities inform the ways in which ākonga understand tikanga, provide diverse ways of participating in physical activities, and contribute to the positive effects that movement has on 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.
Big Ideas and Significant Learning
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, including its whakataukī, inform this subject’s Significant Learning — learning that is critical for students 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 students should encounter in their Level 7 learning. 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 Level 7 and indicative learning for Level 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 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.
Movement is essential to hauora
This Big Idea captures the essence of why we study Physical Education: that movement is fundamental to our lives, and contributes to our development, both as individuals and as members of our communities. It also contributes to our ability to help others to develop and be members of our communities.
Learning in, through, and about movement 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, as well as what has an influence on movement settings and trends.
In Physical Education, ākonga will have the opportunity to explore what movement means to them through different models of, and approaches to, hauora. They will engage in te ao 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, including whenua, maunga, moana, awa, roto, whetū, maramataka, and ngahere. Ākonga may choose to reflect on their connections to place and space through, for example, mana atua and mana tangata.
Participation in 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 learning to move and taking part in movement can open us up to experience enjoyment and enrichment, and to create meaning for ourselves through movement. We can use movement to enrich others’ lives as well. This will positively impact hauora and can also contribute to an improvement in performance.
In Physical Education, ākonga learn that their bodies are made up of different parts. Each part holds its own unique significance and tapu, and together these parts form the tapu of the body as a whole. Tapu and noa are important in protecting the mauri and mana of the person or object and respect for the tikanga around tapu and noa should be taught and adhered to.
Participating in movement is essential to understanding how movement develops. 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 skills, and deepens our understanding of how movement can enrich our lives.
Through movement, we develop diverse capabilities
This Big Idea focuses on the capabilities and interpersonal skills which we gain ‘through’ movement. It recognises that movements are 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 building unity, fostering strong relationships, and 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 enable them to participate more effectively in movement contexts, offering opportunities to explore different roles within a group, to collaborate towards achieving shared goals, and to manage challenging situations.
There are diverse ways of understanding movement contexts and the moving body
This Big Idea focuses on exploring understandings ‘about’ how the body works, and of 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 reflect their needs better.
Key Competencies in Physical Education
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 complex
- 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 the skills, hauora, and knowledge of themselves and others
- communicate in a range of ways so 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 about kotahitanga and an individual's role within a group
- adapt to diverse environments and develop self-awareness through challenging situations.
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 on the hauora of others.
This section of 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.
Connections
At Level 1 Physical Education is connected to Health Studies. At Levels 2 and 3 Physical Education is connected with Health Studies, Food and Nutrition, and Outdoor Education. All of these subjects stem from the Health and Physical Education Learning Area within the New Zealand Curriculum. They all share a Learning Area whakataukī and a focus on wellbeing.
Physical Education also has close links with a number of subjects outside of its Learning Area:
- Social Science Learning Area
- Physical Education and Psychology share an interest in human wellbeing, especially in reference to holistic models of wellbeing such as Te Whare Tapa Wha, Te Wheke, and Fonofale, where physical health and mental health are inextricably linked.
- Physical Education, Social Studies, and Psychology all seek to understand people. All subjects examine people at a wider, societal level, and cover some of the factors that influence the way we live and the decisions we make.
- Science Learning Area
- Physical Education and Biology share an interest in understanding how the human body works and behaves. This includes human body systems and energy sources.
- Physical Education and Physics — both draw from the way in which scientific principles govern how we move through space. Physical Education also investigates the intersection between performance, science, and advancements in technology through investigation of aerodynamics, biomechanics, and applied physics.
- The Arts Learning Area
- Physical Education, Dance, and Te Ao Haka are connected through their focus on movement and the way in which we express ourselves and our identity through movement.
Learning Pathway
The knowledge and experiences that ākonga gain through their engagement with Physical Education support a wide range of pathways. Ākonga will develop transferable skills such as leadership, teamwork, collaboration, effective communication, and negotiation.
There are many pathways for furthering study of Physical Education at a tertiary level, including:
- diplomas and certificates in hauora
- physiotherapy and health policy
- degree programmes in social and health sciences through universities
- degrees and advanced qualifications in kinesiology, biomechanics, and rehabilitation
- certifications in coaching and in athlete and resource management
- degrees in sport psychology
- recreation and tourism programmes through polytechnics.
Introduction to Sample Course Outlines
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.
More detailed sample Teaching and Learning Programmes will be developed during piloting.
Assessment Matrix
Conditions of Assessment for internally assessed standards
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts. Care needs to be taken to offer students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example: an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
Collection of evidence should be achieved as follows.
- Ākonga should have the opportunity to be assessed for this Standard across a variety of movement contexts. The movement contexts in which they achieve their best two performances should then be used for this assessment.
- Ākonga will demonstrate a range of movement skills and strategies in at least two movement contexts in applied settings. This demonstration can take place in class or outside school in an outdoor education setting.
- Teacher evidence of ākonga demonstrating movement skills and strategies in context in applied settings will be gathered over a period of time. For example, marked rubrics and/or checklists with additional teacher commentary or observation notes, or a video where appropriate with a completed checklist of skills and strategies.
- Where relevant, digital and hard-copy templates of the rubrics should be provided.
Ensuring authenticity of evidence should be achieved as follows.
- 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 the demonstration of movement skills and strategies by observing these throughout the assessment process to confirm the level of demonstration.
- Ākonga will need to sign an authenticity of work statement.
Collection of evidence should be achieved as follows.
- Ākonga first need to demonstrate planned strategies to be able to reflect and make appropriate adaptations with an intention to promote kotahitanga in movement.
- Teacher verification of ākonga demonstrating strategies to promote kotahitanga in movement will be gathered in class or outside school in an outdoor education setting. 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 will gather evidence of their learning throughout the teaching and learning programme, and may evaluate their strategies either as they go or at the end of the programme.
- Ākonga may work on assessment responses in and out of class time, over a period of time specified by the teacher.
- Ākonga can present their evidence via any medium that allows them to demonstrate clearly that they have met the requirements of the Standard.
- Ākonga may present their evidence in a combination of ways which may include blogs, vlogs, interviews, podcasts, oral presentation, written report, reflective journal, multimedia presentation, video etc. There is a word count of 750-800 words for written text, 3-4 mins for oral presentations.
Ensuring authenticity of evidence should be achieved as follows.
- 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.
Conditions of Assessment
Ākonga will gather evidence of their learning throughout the teaching and learning programme, and may evaluate how the application of principles and concepts improves performance either 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.
Conditions of Assessment
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.