CONTENTSOn this page
Draft curriculum content
This page is based on the draft Year 8 content for Health and Physical Education. For more information, see the draft curriculum.
In Year 8, your child will learn about the changes that come with puberty and how to manage them with self-care skills like self-regulation, good hygiene and nutrition and avoiding harmful substances. They will build communication and critical thinking skills to support healthy, safe relationships and will be introduced to the topics of sex education and sexual health.
In physical education, they will learn the rules, techniques, and tactics of various games, sports, and athletic events. They will learn basic survival and orienteering skills.
Health education#
Bodies | Minds#
With your child, you could:
- select an online education source about pubertal changes, talk about how your child’s body and their friends' bodies are changing or are yet to change, and explain that young people go through puberty at different times and that this is normal, discuss how your child feels about these changes and any concerns they have, especially around hygiene practices, and how you could help
- choose 3 different food products with labels, read the information about sugar, fat and/or salt content, energy and the recommended serving size, and use it to decide if the product should be eaten more often or less often; if anyone in the household has special food needs, decide which information shows the food is suitable or unsafe for them.
- discuss what causes the most stress at home, at school, and in other places, and help your child identify signs that they may feel stressed (like getting angry, not being able to concentrate, feeling tired, or having aches and pains), work together to identify the main cause of stress and make a plan to manage this, use online resources for parents to help children manage stress if needed.
Visit the Ministry of Primary Industries website to learn more about how to read food labels.
How to read food labels – Ministry for Primary Industries
Visit Te Whatu Ora website to learn more about vaping and look at the sections designed specifically for parents and young people.
What the teacher will focus on
The teacher will focus on pubertal change, nutrition, self-care, and substance use.
For example, by the end of the year, your child may be able to:
- recognise the physical, emotional and social changes associated with puberty and how these impact thoughts, feelings, and self-image
- read food advertising and labels, and analyse how they encourage people to buy products and whether the food is nutritious
- recognise what causes stress, the effects of stress, and ways to manage stress
- recognise the harms associated with substances like alcohol, nicotine (in vapes), and other drugs.
Relationships#
With your child, you could:
- rehearse (or roleplay) a situation with your child to show how they can use assertiveness and communication skills to resist peer pressure and manage the situation
- discuss how your child would know someone was giving them consent to do something to them or to use a possession, and ask what they would hear the person say, see in their facial expression, and notice in their body language when consent is given or not given
- ask to see some images of people they look at online, particularly where others have commented on how the person looks, and ask your child:
- whether the comments are positive or negative
- how it makes them feel when others are commenting about their own or others’ appearance, and how they manage those feelings
- whether they make comments about other people’s bodies and, if so, what they say
- discuss some different positive comments your child could use that do not involve commenting on people’s appearance, look at the information about cyberbullying on Netsafe
- watch a film or TV programme where someone is being stereotyped, called names, or treated unfairly, and talk about examples of people in the film standing up for others or ‘calling out’ people for their unfair behaviour, why it can be hard for people to stand up for others, and ask what your child could safely say or do in a similar situation.
What the teacher will focus on
The teacher will focus on what your child needs to understand and do to maintain healthy relationships and stay safe.
For example, by the end of the year, your child may be able to:
- use roleplays and scenarios to practise strategies that help manage high-pressure situations and maintain relationships through difficult times, for example, using assertive language, setting clear boundaries, and standing up for others
- explore situations where consent is required but there are other pressures to manage, for example, peer pressure or a power imbalance
- analyse the way being online contributes to people having unrealistic ideas about the appearance of bodies
- recognise that online content often presents human bodies, sex, and relationships in distorted and unrealistic ways
- understand that challenging stereotypes can mean questioning group norms or calling out unfair behaviour
- take part in group activities that help them see situations from different viewpoints.
Sex education#
With your child, you could:
- help build their confidence so they feel safe to ask questions, seek advice, and speak out if something is concerning them; respond to your child’s questions simply and honestly, and if it’s not the right time or you’re not sure of the answer, tell them you’ll get back to them later, and make sure you do
- visit the Netsafe webpage 'What is Sexting?' or the website 'Bare Facts' with your child and discuss what they could do if they are sent or are asked to send a nude picture of themselves, use the parent information on this website if needed.
What Is Sexting? What Are The Risks? – Netsafe
The Bare Facts: The reality of sharing online intimate images
What the teacher will focus on
The teacher will focus on harmful sexual behaviour and pornography. For example, by the end of the year, your child may be able to:
- understand that the legal age of consent for sexual activity is 16 years
- understand that there are many ways in which people can engage in sexual activity and that this can be for pleasure and for reproduction
- understand the importance of communication and respect within intimate relationships
- understand how a baby is conceived
- recognise that some sexual behaviours can be harmful, for example, sharing sexual images of themselves or others.
Physical education#
Movement skills#
With your child, you could:
- if your child is in a sports team, talk to them about how they warm up and cool down and the types of instructions the coach gives them, and ask why they think those things are important
- play board games and card games, and discuss the rules and strategies that you use
- if your child is not sporty, discuss how:
- repetition and practice are valid for any physical skill they want to learn; for example, dance, kapa haka, archery, or playing an instrument
- they can use data to identify their strengths and set goals to improve.
What the teacher will focus on
The teacher will focus on what your child needs to understand and take part in net and ball games (such as volleyball), invasion games (such as touch or rugby), athletics, and other sports.
For example, by the end of the year, your child may be able to:
- understand and discuss the movement patterns, rules, strategies, and tactics required to participate in or act as an official for a chosen sport or athletic event
- practise and improve their technique in a chosen activity
- explain why it is important to warm up and how to go about this in ways that are appropriate for their chosen activity
- explain the importance of good nutrition and how to achieve it
- explain how to use data to identify strengths and limitations, set goals, and analyse and respond to physiological changes (like heart rate, muscle use) while performing an activity
- explain how specific training methods and principles can support people to achieve their goals.
Outdoor education#
With your child, you could:
- build shelters in the rohe and have a sleep-out, and help your child draw up a risk-assessment management plan
- read the School Journal article 'Diary of a Wild Boy' and talk about all the things Brando did and what preparations he did and didn’t make; then discuss how your child might plan for an outdoor adventure using what they know about survival techniques, choosing the right clothing, and planning a route.
What the teacher will focus on
The teacher will focus on what your child needs to enjoy outdoor activities safely. For example, by the end of the year, your child may be able to:
- describe basic outdoor survival techniques, for example, building a shelter, and performing first aid
- take on leadership roles and share responsibility for tasks
- explain how to use safety equipment and make appropriate clothing choices
- read maps, use a compass, and plan a safe route.
