In a school breaking silos, connecting and personalising learning, where is the PE?

silos

In a school breaking silos, connecting and personalising learning, where is the Physical Education? This is probably a question my Physical Education and Health colleagues may be asking, as we implement the start of our new curriculum (based on and empowered by the New Zealand Curriculum document). I have written in past posts about aspects of the curriculum here at Hobsonville Point Secondary School. See here… https://sallyhart72.wordpress.com/2013/12/04/ma-te-whakaaro-kotahi-ka-ora-ai-the-cohesion-of-perspectives-will-strengthen-the-kaupapa/

Many opponents of shifts to personalise learning in schooling would argue that learning that is personalised, connected and integrated tends to favour aspects of the social sciences curriculum. Here at Hobsonville we have developed a curriculum that has none of this type of hierarchy, where all Key areas of learning hold value. One where the knowledge does not drive the curriculum, but the key concepts, skills, fluencies which are transferable across curriculum areas are the focus. These are not only transferable, but allow easily for a variety of contexts to situate and drive the learning. If one were to only see the specialised learning that is a part of our curriculum, you would not see the true coverage of learning here at Hobsonville Point Secondary School. The learning is integrated across three areas.

Hubs, projects SLM

Therefore if one was to place a Physical Education and Health lens on, you would be able to see learning derived from all three areas and beyond the four walls of the Modern Learning Environment. See here…

1622874_280787022071775_613154204_n

1656328_280786992071778_279404005_n

1900010_280786978738446_354287711_n

1896776_280786962071781_1534365945_n

In hub time, across the whole school, we have one coach for a small group of learners. A coach that allows for cohesive pathways, the guide on the side, the warm and demanding mentor for learners. Coaching and supporting them to co-construct their learning, profiling, goal setting, conferencing and more. Building relationships and whanaungatanga along the way, with learners, staff and whānau along the way. Currently these coaches have been delivering aspects of the New Zealand Curriculum in a slightly different but more meaningful way.
Those who know the Health and Physical Education aspects of the curriculum document would recognise aspects such as (in bold)…

What is health and physical education about?

In health and physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.

Four underlying and interdependent concepts are at the heart of this learning area:

Hauora: – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others. (Explicit in our HPSS learner profile) see here… https://sallyhart72.wordpress.com/2013/11/11/hauora-habits-and-hobsonville/

Learning hub model

The “my being” aspect of the model includes Hauora and quadrants of preferences of thinking and metacognition.

Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice. (Exemplified in our values and our Habits -our dispositional curriculum). These habits are not token, rather they are a strong part of our curriculum, our learners and our own, critical reflection. These habits draw on attitudes and values and have been developed to support the schools vision. They bring the “personal” to Personal and Academic Excellence.

Hobsonville habits

The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.

Explicit in the “our communities” aspect of our model. This aspect will also be an on-going part of the learners critical reflection on their learning.

mycommunities

Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.

Taking action and making a difference is also being embedded across the school and is none the more obvious as in our schools big projects, that occur in an ongoing manner and consider a model that aligns to the Action competence process applied in our curriculum area. The model has been personalised for our school and our learners.
The Health and Physical Education Curriculum asks “Why study in this learning area?”
Through learning and by accepting challenges in health-related and movement contexts, students reflect on the nature of well-being and how to promote it. As they develop resilience and a sense of personal and social responsibility, they are increasingly able to take responsibility for themselves and contribute to the well-being of those around them, of their communities, of their environments (including natural environments), and of the wider society.
This learning area makes a significant contribution to the well-being of students beyond the classroom, particularly when it is supported by school policies and procedures and by the actions of all people in the school community.
This aligns to all aspects of our school, vision and values and is being strongly enacted through the three components of the curriculum (Hubs, Big Projects and Specialised Learning Modules). In addition students can bring evidence beyond the four walls of the school, through learning in their own interests and passions.

How is the learning area structured?
The learning activities in health and physical education arise from the integration of the four concepts above, the following four strands and their achievement objectives, and seven key areas of learning.
The four strands are:

Personal health and physical development, in which students develop the knowledge, understandings, skills, and attitudes that they need in order to maintain and enhance their personal well-being and physical development.

Movement concepts and motor skills, in which students develop motor skills, knowledge and understandings about movement, and positive attitudes towards physical activity.

Relationships with other people, in which students develop understandings, skills, and attitudes that enhance their interactions and relationships with others.

Healthy communities and environments, in which students contribute to healthy communities and environments by taking responsible and critical action.

All four strands are being applied in a meaningful way across our school, see my last post on the sense of community that places (up front) all four strands of the Physical Education and Health Curriculum… https://sallyhart72.wordpress.com/2014/02/07/ma-pango-ma-whero-ka-oti-te-mahi-with-black-and-with-red-the-work-is-completed/ The strands are in action alongside many other Key Learning Areas on an awesome day at school. In addition to these aspects being built, with learning coaches, in projects there is also the SLM, (Specialised Learning Modules).
Steve does an in-depth breakdown of this learning here… http://stevemouldey.wordpress.com/2014/02/10/personalised-learning-at-hpss/
The Big Concept for term one is identity, from here I am teaching in the following Modules alongside deep involvement in hubs and big projects mentioned previously.

Museum of Mihi
In this module we will explore your identity through the artefacts and interests that represent you. We will look at how different people choose to represent themselves with different objects. You will then decide how to share your museum of yourself.
There will be multiple contexts and pathways in this module and an exploration of the physical will occur.

Physical Activity Sport and Society
You will take part in a variety of sports and physical activities. Through participating in these you will explore influences on identity for you, others and society.
Aspects included…

http://www.haikudeck.com/p/s3e4ZSInrN/exploring-passions-in-physical-education

http://www.haikudeck.com/p/FxV0kHZJtP/critical-thinking-in-pe

Games and Sports (AR)
Exploration of minor and major games and sports, where being active is explored in a fun way.
(AR stands for active recreation- AR’s are SPIN’s being run across the school and across the staff (see more details in Steve’s post above). In “My time another part of our learners week, students also opt into areas of interest or support, so far there has been a definite interest in the student cohort, for aspects of the “physical”.
There is also other modules with Physical Education type contexts, however the contexts all arise from perspectives on the Big Concept Each term, this term this is “identity”. Watch this space for where we go with “Space and Place” next term…..

This has not been written as a justification of where Physical Education is within our school curriculum, more as an example of carefully considered, cohesive, personalised learning, where learners are able to see the connections across the school, across contexts, learning areas and beyond… I believe as a school that we are enacting the NZC in all aspects (including Physical Education) as it should be… with the learner truly at the centre.

Advertisements

Ma pango ma whero, ka oti te mahi….. With black and with red the work is completed.

450px-Kowhaiwhai

I would like to start this post with the whakatauki…

Ma pango ma whero, ka oti te mahi
With black and with red the work is completed.

This whakatauki is representative of the red and black patterns that are used in traditional Maori design. The spiral, or koru, is a prominent feature in kowhaiwhai patterns. It represents the new unfurling frond of the Silver Fern, and symbolises birth or new life. This is one of the reasons I felt this is an appropriate whakatauki when looking at, not just the new life of our school community, but also the partnerships we have seen developing with Hobsonville Point Primary, Hobsonville Point Secondary, our local community and Whānau.

With powerful partnerships as a strong part of our school vision, it was an amazing feeling to feel this in full swing at our Waitangi event held on Wednesday last week. Our chiefs
BfqTfUECEAAITde
(Daniel and Maurie) are the protectors of this vision and have nutured a team/Whānau around them that are also holding strong to the vision. Leading at the helm of the waka for this special event, that combined relevant and authentic learning around the Treaty of Waitangi with the development of whanaungatanga in both our schools, with our whanau and the wider community was the amazing Sarah Wakeford http://hpssbigprojects.blogspot.co.nz/ and Sharon Afu from the primary school. These two awesome leaders helped to organise an unforgettable event that will stick fast in the mind of all that attended. The learning on the day was relevant and real and the vibe on the night, was something I have never experienced at a school before. I feel lucky to be a part of this community and cannot wait until my own kids become a part of this Whānau in the future.

Words cannot do justice to the day. However, maybe some visuals will allow for this…

The primary waiata at the start of the day.
The primary waiata at the start of the day.
Hipitoitoi Hand games
Hipitoitoi Hand games
Heritage of fishing from Erin
Heritage of fishing from Erin
Learning the art of weaving
Learning the art of weaving
"Wai" on the way from Karma
“Wai” on the way from Karma
"Manu" in action
“Manu” in action
Drama and the treaty with Megan
Drama and the treaty with Megan
Baristas
Baristas
Head chef Pete in prep mode...and Lea!
Head chef Pete in prep mode…and Lea!
Te rakau
Te rakau
Weaving
Weaving
Connectedness
Connectedness
Hei Tama Tu Tama
Hei Tama Tu Tama
More prep
More prep
Touch
Touch
The Solar powered clean up system
The Solar powered clean up system
Netball against Te Raki Pae Whenua (Nth Harbour Maori)
Netball against Te Raki Pae Whenua (Nth Harbour Maori)
Ki O Rahi
Ki O Rahi
Pete's spit
Pete’s spit
The amazing panels representing our three communities
The amazing panels representing our three communities
Kai time
Kai time
The dishes crew in action
The dishes crew in action
Guerrilla Treaty action with @GeoMouldey
Guerrilla Treaty action with @GeoMouldey
Kiddies having fun at the Whānau event
Kiddies having fun at the Whānau event
Music and more...
Music and more…

I really loved this tweet from Ros at the end of the day and feel this shows the buzz in the staff from the event…it is important to note, that Ros has been teaching in the Bay of Islands for the last nine years and was concerned about missing being a part of celebrations at Waitangi as she has been in the past…

Screen shot 2014-02-08 at 11.54.21 AM

As a part of our learner profile we have the aspect of my community…

community

I feel we made a great start to developing all three aspects of this on this very special day. See more about these three aspects:
Manaakitanga
Whanaungatanga
Whenua
on this post here… https://sallyhart72.wordpress.com/2013/12/04/ma-te-whakaaro-kotahi-ka-ora-ai-the-cohesion-of-perspectives-will-strengthen-the-kaupapa/
This seemed real, not token, and I believe will have a huge impact on the kaupapa of our school and the cohesion between both our schools, our learners, their Whānau and the community. It is also pertinent to mention, that it is not just this one off event that is nuturing this. With our hubs in full flight this week, it has been really empowering for learners to have that one learning coach and small group that they are developing strong relationships with already. With family already giving feedback on the strength of this aspect of our curriculum and that one point of contact for learners and their Whānau. I foresee exciting times ahead in the on-going development of these relationships with our hubs and their Whānau.

Here is a haiuku deck of my hub “Tahaki” a part of the Waiarohia community, exploring the heritage of Hobsonville Point in an Amazing race around the area.

http://www.haikudeck.com/p/Ux7avZs51a/waiarohia-tahaki-hub-sally

Nowhere in the country do I feel there is a school developing …”Young people who will be confident, connected, actively involved, lifelong learners” to the level I felt this week. We are well on the way to realising the school vision…“To create a stimulating, inclusive learning environment which empowers learners to contribute confidently and responsibly in our changing world.” Long may this kaupapa, learning and relationship building last and build in an on going manner and long may the black and red work together to “awhi” and nuture our learners and our community. See more about our school here http://www.hobsonvillepoint.school.nz/