Kura Tuarua Marautanga
Upper School Curriculum
Physical Education
The teaching of physical education involves educating students in physical fitness, sports, and overall health through structured activities and exercises. It aims to promote physical well-being, teamwork, and lifelong habits of physical activity among students.
Physical Education Class 8
In Class 8, the impulse of identity is nurtured through a physical education program that offers students a wide range of experiences, enabling them to explore their strengths and discover roles that contribute to individual and group success. Through activities that allow them to try different roles and responsibilities, students begin to understand their own capacities and how they can support others in shared goals. The variety of activities encourages students to push past fears and personal boundaries, building resilience and self-confidence. This process not only develops self-sufficiency but also fosters a growing awareness of how individual contributions strengthen the group—a crucial aspect of identity formation at this stage.
Adventure-based learning and conditioning activities align with the students' developing bodies and deepening sense of self, offering structured physical challenges that mirror their need for emotional and intellectual boundaries. Low-level conditioning activities support their growing muscle and bone structure, providing a strong foundation for future physical pursuits and helping students feel secure and capable in their own bodies. By actively engaging in these physical experiences, students are encouraged to confront and understand their strengths, limits, and unique contributions. This experiential approach allows students to articulate and reflect on their achievements and challenges, reinforcing their emerging sense of identity in a meaningful and tangible way.
Physical Education Class 9
In Class 9, the impulse of polarity is woven into the physical education curriculum by offering activities that allow students to experience a full spectrum of physical and emotional responses, fostering resilience and helping them understand that challenges are not simply "good" or "bad." For example, a challenging tramp may feel exhausting or overwhelming at the outset, yet brings a sense of accomplishment and elation upon completion. These physical experiences mirror the emotional highs and lows common in adolescence, teaching students that perseverance through difficulty can yield a deeper appreciation for their own strength and capacity. Through repetitive practice, students witness their own progress—from novice to experienced—and gain the insight that skill and mastery are not instant, but require time and effort.
Moreover, by exposing students to diverse cultural expressions of movement and physical activities, the curriculum broadens their perspective, encouraging them to think beyond black-and-white perceptions of what physical prowess looks like. This exploration not only celebrates cultural diversity but also emphasises the importance of adaptability and open-mindedness in understanding different ways of engaging with the physical world. Survival-based activities and resilience training push students to confront and expand their physical and emotional limits, cultivating courage and a balanced approach to the peaks and valleys of their experience. This active, tactile engagement supports the Class 9 impulse of polarity, helping students appreciate the complexities of both body and mind as they navigate a time of great personal transformation.