Community Consultation

Health and Physical Education Curriculum Review Report 2018

Reporting to the Board of Trustees and Community of Tokoroa Central School

Health and Physical Education Programme Consultation

 

Purpose:

Section 60B of the Education Act 1989, as amended by the Education Standards Act 2001, requires Board of Trustees to produce a written statement, following consultation with the school’s community, about how the school will implement health education at least once every two years. To consult with parents, caregivers and teachers about the health learning needs of the students at Tokoroa Central School School and to design programmes that will make a difference to their well-being.

The Key Areas of Learning in the National Curriculum Document:

The Key areas of learning reflect and address the current health and physical education needs of New Zealand students:

The four relating to Health are:

Mental Health

This key area is about providing children with opportunities to develop knowledge, understanding and skills to strengthen personal identi ty, enhance a sense of self worth and to develop effective relationships with others.

Sexuality Education

Sexuality Education provides students with the knowledge, understanding and skills to develop positive attitudes towards sexuality, to take care of t heir sexual health and to enhance their interpersonal relationships now and in the future.

Food and Nutrition

Food and Nutrition education enables students to make informed decisions about food and the choices that will contribute to their own well-being and that of other people.

Body Care and Physical Safety

Learning about body care provides students with opportunities to make informed decisions about body care, to recognize hazards in the environment and to adopt safe practices in relation to these

The Consultation Process

The purpose of the consultation was to outline the programmes being delivered, how they were being delivered and to identify some of the health education needs of the students.

The consultation process ran over the first 3 weeks of weeks of term 2.

The school community was informed of the review through the school’s weekly newsletter, a letter from the board and on our school app.

The community was asked the following questions:

Please rate each of the following classroom teaching topics 1 = very important (must include) 2= Important (could include) 3=not important (Could omit)

Eating or Good Health

Water Safety

Road Safety

Building Relationships

Body Image

Building Resilience

Physical Activity – swimming, athletics, fair play, fitness

Kiwi Can – Values based programme

Keeping Safe

Exercising for good health

Body Care and Physical Safety

Fire Safety

Fire Safety

Outdoor Education – camps, education outside of the classroom

PMP – developing fine motor skills in the junior school

Positive social skills

 

What are areas of health and physical well-being do you think we do well? Are you concerned about any areas of Health and Physical education currently taught in this school?

Are there other issues you think we should address?

 

Summary of Feedback from the Consultation Process

 

The school received 17 responses.

 

Data from the responses:

 

  Very Important Important Not important
Eating and good health 11 4  
Water Safety 12 5  
Road Safety 17    
Building

Relationships

10 6  
Body Image 7 6 2
Building Resilience 8 7 1
Physical activity 12 3  
Kiwi Can 13 3  
Keeping safe 15 2  
Exercising for good health 12 4  
Body care and 12 3 1
physical safety      
Fire Safety 15 1  
Outdoor Education 9 6 1
PMP 11 5 1
Positive social skills 10 5  

 

Question 2 – What areas of health and physical well-being do you think we we do well?

 

Kiwi can programmes are excellent, oral health care – brushing teeth has stuck with my kids so that is excellent as well
Kiwi can
Kiwi can values based, road safety, eating – good health
I don’t really know as my child has just started at Central
Kiwi can, activities with Taki, athletics, swimming, cross country, road safety, fruit and breakfast
Kiwi can, water and road safety
Not at school long enough to develop an informed opinion
Eating and Hygiene
Cycling bike track, new sports turf area, soccer and netball
Physical activity is great, kiwican is a positive
Physical activity and kiwi can
Making kids aware of what they are eating, cleanliness and safety around others
Nothing is wrong with what is being done at the school
Everything so far has been good

 

 

 

Question 3 – Are you concerned about any areas of Health and Physical Education currently taught in this school?

 

No everything is fine
No
No
Nothing that I know of at the moment
Not al all
n/a
n/a
Doing a great job
No
No
Nil
No
Nope everything is great

 

Are here any other issues you think we should address?

 

Bullying & safe hands
No
No
Not at the moment
Head lice
Maybe incorporate triathlon solo and team events, different choices for electives
n/a
n/a
Look at uniforms in the future
Encourage more kids to play sport
Managing behaviour
Social behaviours amongst their peers
No
No not that I know of

 

The data was discussed and analysed by Senior Management, which included the Health Curriculum Leader and the Physical Education Leaders.

Discussed: Our Parents and Whanau considered the following as very important (Must Include): The top 10 were Road Safety, Fire Safety, Kiwi Can, Keeping Safe, Water Safety, Physical Safety, Body Care and physical safety, Eating and good health, Building Relationships  and Positive Social Skills.

Our junior parents thought PMP was important.

Our community has no concerns about what we were currently teaching.

Of the comments around things we should address there were 3 comments around behaviour/ social relationships that we should investigate further

In the comments on what we do well, Kiwi Can was prominent. Well done to the Junior Team on how well they taught “brushing teeth”.

Next Steps Identified

  1. Get student voice around behaviour, friendships etc to help identify programmes that may help students (perhaps use inclusive practise or wellbeing survey to help dig deeper and give more information so that we can tailor specific programmes for our students around positive Social Behaviours
  2. Break our Values focus down each year to focus per term on one value. Develop classroom resources for teachers to use. Ensure that this is done each week
  3. Use outside agencies to help find a programme that teaches positive Social Behaviours e.g. Bounce Back, Smiling Minds
  4. Look into the practicalities of a Triathlon for our students in 2019
  5. Board to consult with our community on whether they would like uniforms in 2019

 

This document has been prepared for the Board of Trustees by Debbie Follas