Junior and senior secondary classes can get active and get focused on safe cycling with new Health and Physical Education curriculum resources.
New Health and Physical Education curriculum resources published by the NZ Transport Agency support secondary students to take social action around cycling.
A junior secondary resource Where have all the bikes gone? (external link)aligns to NZ Curriculum Levels 4-5 achievement objectives.
A senior resource Taking action to get more people riding bikes(external link) is set at NCEA Level 1. It includes a resource to support assessment for Achievement Standard 90969: Take purposeful action to assist others to participate in physical activity.
Both resources are written by Hayden Shaw, a senior leader at the new Rolleston College in Canterbury. His teaching background is in Physical Education and curriculum innovation, including the use of design thinking.
“The junior resource is firstly about getting kids on bikes and being confident on bikes. They progress towards gaining actual knowledge of being on the roads and how to share the roads safely,” says Hayden.
Lessons progress from cycle courses on the school campus to planned group rides on local streets. Students also critically examine the benefits of cycling and look at the history of cycling as a mode of transport to and from school.
They then work collaboratively through a design thinking process to create prototype games, physical activities or social actions.
“You’ve taken part and learned a lot about how it benefits myself, others and society from a hauora or wellbeing perspective. What happens next is the teacher asks the students what can we do to enhance cycling in the future? Are we able to create a game or a social action that could encourage change in how people use cycling as a transport mode?”
In the NCEA unit, students examine the benefits of cycling and how to manage potential hazards. They learn how to run a lesson before working with younger students from their own school or a nearby primary school. Students put together an action plan to enhance younger students’ cycling abilities by creating and applying a three-session cycling development programme.
“It’s about students working with others, such as primary students, to enhance their skill levels on bikes. The students will be role modelling and coaching,” says Hayden.
A lesson overview is accompanied by an assessment resource which includes an assessment schedule for achievement, merit and excellence.