Objectives

Utilising the New Zealand Health and Physical Education curriculum, Food for Thought attempts to meet the requirements of the four learning strands and achievement objectives across levels two, three and four for each student encompassing the three interrelated subjects of Health Education, Physical Education and Home Economics.

  1. Develop the knowledge, understanding, skills and attitudes needed to maintain and enhance personal well-being and physical development (Strand A).
  2. Develop motor skills about movement, acquire knowledge and understanding about movement and develop positive attitudes towards physical activity (Strand B).
  3. Develop understandings, skills and attitudes that enhance interactions and relationships with other people (Strand C).
  4. Participate in creating healthy communities and environments by taking responsible and critical action (Strand D).

Food for Thought aims to achieve the following learning objectives across three levels:

  • Identifying and describing stages of growth and development and factors that affect growth with the ability to manage changes effectively for good health (A1);
  • Experience and maintain a regular, enjoyable range of physical activities and demonstrate increased responsibility for incorporation into personal lifestyle with recognition of benefits to wellbeing (A2);
  • Identifying and managing challenges and risks in positive, health-enhancing ways (A3);
  • Identifying personal qualities and recognising how feelings, beliefs and actions by self, others and media can contribute to feelings of self-worth (A4);
  • Practice movement skills and demonstrate the ability to improve control and consistency of movement in increasingly advanced sequences and situations (B1);
  • Participate in and create a variety of games and activities and discuss the enjoyment and impact these can bring to self and others (B2);
  • Participate in and describe how the body responds to regular and vigorous activity in a range of environments (B3);
  • Recognise and demonstrate ways to establish, maintain and enhance relationships with individuals and groups, and understand and manage the effects change of circumstances can have (C1);
  • Recognise individuals and groups similar and unique characteristics, instances of discrimination and identify ways to act responsibly to support self rights and those of others (C2);
  • Explore how our own and society’s attitudes, values and actions contribute to the health and well being of New Zealand (D1);
  • Identify and participate in a range of community events and investigate how these contribute to and enhance the well being of the community (D2);
  • Recognise and use policies or plans that promote the physical and social wellbeing of the school and wider community environment and take responsible action to enhance effectiveness of these (D3/4).

Random Quotes

“Hi Rebecca. All kids loved making their lunches. We even got 2 children who refuse to eat fruit and veg at home and whose mother drops fried food into them every lunch time eating the healthy foods with no complaints! 1 of them even had 2 helpings! The children got a lot out of it so well worth your time.”

Lauren Cross, St Joseph’s School Balclutha.

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