UNIT TITLE: Athletics TERM: 4

CURRICULUM FOCUS AREA/S: PE YEAR LEVELS: 6-8

STRAND LINK: Science and Technology
DURATION: 4 weeks
CONTEXTUAL OBJECTIVES:
• Students develop knowledge,
understandings, skills and attitudes
needed to keep food safe
LEARNING INTENTION:
(What do I intend the students to
learn?)
• Links athletic movement skills in order
to perform athletic movement skills
• To develop more complex athletic
movement sequences
• Demonstrates consistency and control
of athletic movement.
SUCCESS CRITERIA:
(How will they know they have learned
this? How will I find out?)
• Able to link their skills to activities
• Move in specific sequences
• Movement is sequential
CURRICULUM LEVEL/S: 3/4
TEACHER: Moni
FOCUS: LEARNING ACTIVITIES:
• Students will demonstrate knowledge (What will I do to help them learn this?)
and use of safe athletic practices Warm ups
Sprints:
Arms 90 degrees. Hands swing to touch midpoint in front of nose and back fast and
rhythmically. High knees; land on balls of feet not heels.
RELEVANCE:
(Why are they learning this?)
Shot put:
• For the athletic competition at
Position shot in line with ear near back of jaw. Resting on bottom of fingers and top
Pongaroa/Bush
of palm with wrist bent back. Push it out using legs and body then arm last (don’t
throw). Start down low with weight forward. Leave through the back of the circle.
RESOURCE/S: Measure from the front of the circle to the back of the print where it first lands.
(What resources do I need to provide Practise stationary throws before allowing to hop.
the learning opportunities?)
• PE resource High Jump:
• Shots First jump on the spot from one leg. The leg that you naturally jump off is probably
• Measuring tape the strongest. Start approach run from the opposite side. Lift the non-jumping leg.
• Elastic Do a few practise runs and jumps to get high knee action of leg closest to bar. Flop
• Discus on back instead of landing on feet as it gets higher. Arch bottom out of the way
• Batons and fling legs up to avoid the bar. Only raise height slowly. After initial heights,
• Markers make participation optional so that those who want extension can get it.
ASSESSING SUCCESS Relay:
CRITERIA: Practise relay changes and have a mini relay. Look and start jogging before partner
• Teacher arrives. Don’t look at change over time; just feel when the baton arrives then sprint
• Peer off.
• Self
Discus:
Hold flat in palm with fingers tips curled and practise straight arm swings up to
other hand to get the feel. Without the discus practise the swing and point high to
TE MARAU MAORI:
imagine the high trajectory of the discus. Leave through the back of the circle.
Measure from the front of the circle to the back of the print where it first lands.
Practise stationary throws before allowing a spin.
 HEALTH AND PHYSICAL EDUCATION
Personal Health and Physical Development Movement Concepts and Motor Skills Relationships with Other People Healthy Communities and Environments

Personal growth and development
• Identify factors that affect personal, physical,
social, and emotional growth and develop skills
to manage changes.
• Describe the characteristics of pubertal change
and discuss positive adjustment strategies.
Regular physical activity
• Maintain regular participation/demonstrate an
in increasing sense of responsibility for
incorporating regular and enjoyable physical
activities in a range of environments and
describe how these assist in the promotion of
well-being.
Safety management
• Identify risks and their causes and describe
safe practices to manage these.
• Access and use information to make and action
safe choices in a range of contexts.
Personal Identity
• Describe how their own feelings, beliefs, and
actions, and those of other people, contribute to
their personal sense of self-worth
• Describe how social messages and stereotypes
including those in the media, can affect the
feelings of self-worth.
Movement skills
• Develop more complex movement
sequences/demonstrate consistency and strategies/
control of movement in a range of situations.
Positive attitudes
• Develop movement skills in challenging situations and
describe how these challenges impact on themselves
and others.
• Demonstrate willingness to accept challenges, learn
new skills and strategies, and extend their abilities in
movement-related activities.
Science and Technology
• Participate and describe how their body responds to
regular and vigorous physical activity in a range of
environments.
• Experience and demonstrate how science, technology,
and the environment influence the selection and use
of equipment in a variety of settings.
Challenges and social and cultural factors
• Participate in co-operative and competitive activities
and describe how co-operation and competition can
affect peoples’ behaviour and the quality of the
experience.
• Participate in and demonstrate an understanding of
how social and cultural practices are expressed
through movement.
Relationships
• Identify and compare ways of
establishing relationships and managing
changing relationships.
• Identify the effects of changing
situations, roles, and responsibilities on
relationships and describe appropriate
responses.
Identity, sensitivity, and respect
• Identify ways in which people
discriminate and ways to act
responsibly to support themselves and
other people.
• Recognise instances of discrimination
and act responsibly to support their
own rights and feelings and those of
other people.
Interpersonal skills
• Identify the pressures that can
influence interactions with other people
and demonstrate basic assertiveness
strategies to manage these.
• Describe and demonstrate a range of
assertive communication skills and
processes that enable them to interact
appropriately with other people.
Societal attitudes and values
• Identify how health care and physical activity
practices are influenced by community and
environmental factors.
• Investigate and describe lifestyle factors and
media influences that contribute to the well-
being of people in New Zealand.
Community resources
• Participate in communal events and describe how
such events enhance the well-being of the
community.
• Investigate and/or access a range of community
resources that support well-being and evaluate
the contribution made by each to the well-being
of community members.
Rights, responsibilities, and laws
• Research and describe current health and safety
guidelines and practices in their school and take
action to enhance their effectiveness.
• Specify individual responsibilities and take
collective action for the care and safety of other
people in their school and in the wider community.
People and the environment
• Plan and implement a programme to enhance an
identified social or physical aspect of their
classroom or school environment.

CURRICULUM KEY COMPETENCY FOCUS

INTEGRATION Thinking Using Language, Symbols Participating and Managing Self Relating to Others
and Text Contributing
English
Mathematics Challenging Communicating through visual Belonging Being reliable Communicating
Evaluating Membership Being confident Interacting
The Arts language
Planning Body language Having a sense of purpose in the Having life skills Recognising virtues
Science Analysing community Being independent Following social etiquette
NZ signs
Social Sciences Discussing Intensive interaction Respecting community values Enterprising Developing relationships
Health Creating Te Reo Being flexible Respecting
Making connections Self managing Cooperating
P.E. PECS
Questioning Literacy Being adaptable Being empathetic
Technology Choice making Being a capable learner Sharing
Numeracy
Languages Exploring ICT Being resourceful Competing
Maori Accessing information Being resilient Being sympathetic