CONTENTSOn this page
This page is based on the draft Year 10 content for Health and Physical Education, which is currently open for feedback. Schools are not required to implement changes until the consultation process is confirmed.
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In Year 10, your child will learn strategies to build resilience for managing change and stress. They develop strategies to foster positive relationships and safe, inclusive communities. They also learn to identify and resist coercion, stereotypes, and harmful media images. They learn how to protect themselves from unplanned pregnancies, sexually transmitted infections and unsafe or non-consensual situations.
In physical education, your child will develop advanced skills and tactics for sports and other physical activities, with increasing precision and accuracy. They will use data to monitor and improve performance and create personal training plans. They will learn to lead others in outdoor activities, manage risk, and promote tiakitanga | environmental stewardship.
Health education#
Bodies | Minds#
With your child, you could:
- visit the Health New Zealand Te Whatu Ora Lowdown website, select a topic your child is interested in, and discuss what interests or concerns them about this topic
- discuss how you can help your child set goals to manage their time and find ways to fit in their school work, sport and cultural commitments, family and social life, and rest and recreation
- ask your child to show you what they are viewing on social media that contains images and messages about food, including pop-up advertising, and ask open-ended questions, such as:
- “Tell me about a time you have been tempted to follow advice or eat certain food that you’ve seen on social media? What happened?”
- “Tell me about any images or messages that cause you concern? Why is this?”
- watch a film that features teenage wellbeing issues, and discuss the problem-solving strategies that were used, or could have been used, to manage the teenager’s situation in the film
- investigate the laws around adults supplying teens with alcohol and discuss how your child can keep themselves safe in situations where alcohol is being used, and what you can do to help them stay safe, for information, visit the New Zealand Police website on alcohol laws and penalties.
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:
- understand and respond to situations that teenagers experience growing up (such as stress, social norms, and pressure to conform) and learn a range of strategies that help build resilience to manage life changes (for example, problem solving, goal setting)
- recognise that knowing about healthy food does not always lead to healthy choices, and analyse the impact of factors like stress, social norms, and access to food
- understand the impact of alcohol and other drugs on brain development, decision-making, and long-term health
- think critically about situations where there are mixed messages about health and how to make decisions that support wellbeing; for example, related to food choices, alcohol and other drugs.
Relationships#
With your child, you could:
- discuss who your child’s friends are and how their friendship groups have stayed the same or changed since starting high school, and ask what they think the reasons are for this and how they have managed any changes
- discuss what they think it means to be “coerced” and the signs someone might be being pressured into doing something they don’t want to do, and talk about what your child would do if this were happening to them and how you can help
- talk about how each of you can put boundaries around recreational and social screentime, and discuss your child’s privacy settings and how they have set up their social media accounts to protect their personal information
- view a film or television programme that features situations of stereotyping and discuss how this affects wellbeing and what can be done to prevent harm.
Visit Netsafe for more information for parents and caregivers.
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:
- recognise and know how to use a variety of skills that support positive relationships and contribute to safe, inclusive communities, for example, taking part in activities designed to help people feel they belong, listening to and encouraging diverse voices
- recognise and respond to situations where coercion and pressure may interfere with giving consent
- analyse a range of ways that being online can affect health and wellbeing, and learn strategies for staying safe online, for example, managing screen time, emotional responses, and online relationships
- recognise ways various forms of stereotyping are unfair and limit people’s experiences and opportunities.
Sex education#
With your child, you could:
- ask how much unintended sexual content they’ve seen online (such as things that appear on social media or on the internet)
- ask whether they find this disturbing and harmful
- discuss ways to minimise exposure and what to do if they see anything that upsets them.
What the teacher will focus on
The teacher will focus on consent, sexual development, representations of sexual activity, and where to find advice. For example, by the end of the year, your child may be able to:
- identify ways of preventing unplanned pregnancy and sexually transmissible infections, including abstaining from sex
- recognise ways media portrayals of sexual activity can include unhelpful messages about relationships, which should be consensual and respectful
- identify strategies for managing unsafe or non-consensual situations.
Physical education#
Movement skills#
With your child, you could:
- design a fitness plan with activities for the differing needs of the whole family, review it as it progresses, vary the type of exercise and intensity each day, and encourage your child to consider:
- how the training plan might be affected by the time of day the activity happens
- the progress people are making
- people’s energy levels and sense of fatigue
- trying different healthy snacks (such as a banana, smoothie, toast and peanut butter) before exercise, and noting how each affects energy and recovery
- record your child performing a skill (like a hockey dribble, badminton serve, or running stride), watch it with them in slow motion, decide on an area to improve, and encourage them to teach the skill to a sibling or friend and analyse their performance.
What the teacher will focus on
The teacher will focus on what your child needs to understand and do to develop a personal exercise programme, take part in invasion games (like hockey), net and wall games (like badminton), and other sports and physical activities (like kī o rahi). For example, by the end of the year, your child may be able to:
- follow the correct protocols for conducting fitness tests that are suited to a chosen sport or activity
- collect and interpret a variety of data to assess progress, set goals, and adjust training methods
- create a training programme using methods and principles that are targeted to the activity and goals
- apply and adapt rules, strategies, and tactics in competitive situations, demonstrating leadership and fair play
- design a full warm-up for a chosen activity
- plan the use of nutrition and psychological strategies before, during, and after an activity to improve performance and recovery
- evaluate the movement patterns, poses, or skills used in a selected activity, using this to make improvements.
Outdoor education#
With your child, you could:
- encourage them to join a local tramping club or try outdoor activities, such as kayaking or climbing, these experiences help your child learn from others, build confidence, and develop leadership skills
- support them to get involved with local environmental groups that help restore and protect waterways and native bush, such as pest control or regeneration projects
- prompt them to think about where their equipment and clothing come from, and whether they are made from sustainable materials and sourced ethically
- read the stories and explore the resources on the New Zealand Mountain Safety Council website.
What the teacher will focus on
The teacher will focus on what your child needs to understand and do to enjoy outdoor activities safely. For example, by the end of the year, your child may be able to:
- take part in outdoor activities that support personal growth, promote tiakitanga | environmental stewardship, and build meaningful connections with others in the community
- take a lead in outdoor settings, making informed decisions, managing group safety, and sharing responsibility and decision-making.
