Abstract
In 2007, The New Zealand Curriculum (NZC) was launched, followed closely by Te Marautanga o Aotearoa (TMoA). The NZC includes health and physical education (HPE) and TMoA includes Hauora as one of the eight learning areas. In the HPE curriculum, Physical Education (PE) was positioned alongside health education and aspects of home economics, with each of these three subjects conceived as separate disciplines underpinned by a shared philosophy and shared underlying concepts. Curriculum programmes are generally seasonally oriented and reflect a multi-activity model of physical education curriculum and historical patterns of provision. Initial Teacher Education (ITE) programmes for primary school teaching are offered through a range of pathways. The ITE pathways are an undergraduate degree that is gained in teaching or a graduate pathway after a person has completed an undergraduate degree. Given the desire to have differentiated and contextually relevant school PE programmes, the model of teacher/school-framed assessment allows teachers to design assessments that will best 'measure' student progress.
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