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Kia orakoutou

I hope this finds you well rested after the recent downtime and you have had a chance to re-charge your batteries.

Of interest to all teachers who teach Health and Physical Education is the release of the National Monitoring Study of Student Achievement (NMSSA) in Health and Physical Education 2013, this used to be known as NEMP. You can find all this rich data, 167 pages of data, graphs, tasks interviews and findings, on the Education Counts website.

The study included a nationally representative sample of approximately 800 students at year 4 and year 8 from 100 schools at each level. The study was made up of a one to one interview and performance activities across the 4 strands and the 7 Key Areas of Learning and a critical thinking scale that was developed to probe the student’s ability to think critically across a range of contexts.

Three teachers at each year level from each of the schools were invited to respond to a questionnaire about their confidence in teaching health and physical education, learning opportunities provided for students and professional support they receive for teaching.

Principals were also invited to respond to a questionnaire about the priority learning areas within the school and the arrangements for teaching the focus learning areas.

SOME OF THE KEY FINDINGS

Seek out the 29th June New Zealand Education Gazette.Lift out for a more detailed summary of results and some examples of the tasks, for example the interview task Fair Play and the example of performance and interview task: RuaTapawhā.

SO WHAT DOES THIS MEAN FOR US?

  • A major concern is that only 50% of year 8 are achieving at Level 4 of the NZC. We need to develop a greater understanding of what the NZC is asking of us as teachers for our teaching and learning programmes, particularly at level 3 and 4.
  • The decile variation with high decile schools being strongly associated with performance needs a closer look at, when you consider the amount of outside support that has been on offer.
  • Over 2/3rds of the teachers have received professional development in Health and Physical Education in the last two years, citing external providers as a source of support for classroom teaching. We need to thoroughly critique this support in terms of whether it is really aiding us to provide quality teaching and learning programmes that meet the needs of our students and the intentions of the New Zealand Curriculum at the appropriate levels.
  • This is a good opportunity to look closely at our teaching and learning programmes.

Enjoy using the data to ascertain and identify where your students are really at and what both your next steps and your students are.

WATCH OUT FOR THE UPCOMING PENZ PLD OPPORTUNITY

References:

VOLUME 94 Issue11. 29 JUNE 2015

Till next time – have a great term three.

Ngāmihi

Libby

Libby Paterson

Subject Adviser

Physical Education New Zealand

Email: |Direct Line: 063069563 | Cellphone: 0274463 058