Proposed Key Competencies and Health and Physical Education in the New Zealand Curriculum (original) (raw)

Health and physical education and The New Zealand curriculum 2007: Ongoing challenges

Teachers and Curriculum, 2007

Teachers and Curriculum provides an avenue for the publication of papers that: raise important issues to do with the curriculum report on research in the area of curriculum provide examples of informed curriculum practice review books that have a curriculum focus. This peer reviewed journal welcomes papers on any of these from tertiary staff and students, teachers and other educators who have a special interest in curriculum matters. Papers on research may be full papers, or if time or space is at a premium, research notes, that is a 2,000 word summary. Submitting articles for publication The editorial committee encourages contributors to ask colleagues to comment on their manuscripts, from an editorial point of view, before submission for publication.

Australian curriculum reform II: Health and Physical Education (HPE). doi: 10.1177/1356336X14535166

European Physical Education Review, 2014

It is implied by governing organizations that Australia is presently experiencing its first national curriculum reform, when as the title suggests it is the second. However, until now Australian states and territories have been responsible for the education curriculum delivered within schools. The present national curriculum reform promises one curriculum framework for health and physical education (HPE), currently under review. This paper explores the history of Australian curriculum reform in the HPE key learning area, revealing that the present review offers an opportunity to focus on the vital ‘implementation’ stage which seems to be continually overlooked.

Australian curriculum reform II: Health and Physical Education (HPE)

European Physical Education Review, 2014

It is implied by governing organizations that Australia is presently experiencing its first national curriculum reform, when as the title suggests it is the second. However, until now Australian states and territories have been responsible for the education curriculum delivered within schools. The present national curriculum reform promises one curriculum framework for health and physical education (HPE), currently under review. This paper explores the history of Australian curriculum reform in the HPE key learning area, revealing that the present review offers an opportunity to focus on the vital 'implementation' stage which seems to be continually overlooked.

On the front foot: An Australian Health and Physical Education (HPE) perspective

When considering the theme 'Towards building a new sport system', it is important that as for any structure, there are strong foundations. Sport is a logical extension of a school's physical education (PE) program (Commonwealth of Australia, 1992). Furthermore, research suggests that the optimum time for children to learn and refine their motor skills and to be introduced to positive PE experiences is during preschool and early primary school years. It is therefore argued that to build an ideal sport system, as suggested by the title, we need to 'begin on the front foot' through quality Health and Physical Education (HPE) implementation for children. More so, an ideal sport system requires an inclusive, developmentally appropriate and progressive infrastructure within schools that enhance success and opportunity, and ultimately health and wellbeing for all. This concept is supported by the inaugural ICHPER-SD world congress theme, 'Child Health and the School...

Complementing the Australian primary school Health and Physical Education HPE curriculum

This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children’s HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives.