IOA Health Survey data 2023 3.pdf

IOA - Health Survey data 2023
Health Curriculum Consultation 2023 - Plimmerton School
In July, we consulted with whanau regarding the delivery of the Health Curriculum at Plimmerton
School. The purpose of this consultation was to:
1. Ascertain the wishes of the school community regarding how the Health Curriculum
should be implemented, given the views, beliefs, and customs of the members of that
community; and
2. Determine, in broad terms, the health education needs of the students at the school.
We received 84 responses. Of those 84 responses, 118 students were included in the data.
● 22% from Motuhara Syndicate (Years 1-2),
● 25% from Mana Syndicate (Years 3-4),
● 28% from Hongoeka Syndicate (Years 5-6) and,
● 25% from Taupo (Years 7-8).
●
4 responses did not state their children's year.
The consultation results concluded the school community strongly values the importance of
teaching Mental Health, with 87.2% of respondents ticking 4 or 5, indicating that it is very
important. Plimmerton School’s Strategic Aims from 2021-2024 Goal 3 included support for
Mental Health and wel -being initiatives and Neurodiversity.
Within the comments section, there were polarising opinions on how Mental Health should be
addressed, taught, model ed and the term used. Therefore we wil seek guidance about how we
define and use the term, what ways we can support our learners and also how we can make
this a col aborative partnership between home and school.

When the topic of bul ying was raised in the survey 90.5% indicated this as very important. This
also had contrasting comments about what is or should happen in a school setting. Highlighted
in the comments was the fact that bul ying often goes unseen by the majority, so it is hard to
address, or parents don’t know it is being addressed.
There was strong encouragement in the comments that children need to be taught the skil s to
speak and intervene when they see examples of negative behaviour. Parents also identified
wanting additional support around how to use the skil s taught at school to support them at
home.
Within our systems of identification, we have noted there is a culture of not saying anything to
teachers or staff. Instead, students have tried to either resolve it themselves or al ow the issue
to continue. This has meant we have not been able to act promptly, and the issue has been able
to continue.
Currently, we are looking at bul ying identification and developing systems of reporting where
students know what to do, how to do it, and who to talk with. We have also identified some gaps
in our reporting within the school, as, at times, escalation of bul ying isn’t known to Syndicate
Leaders, Deputy Principals, the Principal and, in some cases, parents.

The next step is also looking at how we communicate with the community about how Positive
Behaviour for Learning (PB4L) is used to redirect negative behaviour and the systems and
processes we have in place.
Question 3 related to how important food and nutrition teaching is under the Health Curriculum.
88% of responses indicated it was very important or important. Only 2/84 (2.3%) indicated that it
wasn’t important.
In question 4, Sexuality Education was broken down into three sub-sections.
1. How the body grows and changes: 80% viewed this as either very important or
important. 18% viewed it as somewhat important.
2. Pubertal Change (in Years 5 and 6): 86% viewed this as either very important or
important. 8% viewed it as somewhat important.
3. Gender stereotyping: 64% viewed this as either very important or important. 23%
viewed it as somewhat important and 13% not important.
Question 5 asked about Body Care and Physical Safety. (This question listed 10 areas)
1. Personal hygiene - keeping clean: 72% viewed this as either very important or
important.
2. Oral hygiene - caring for teeth: 74% viewed this as either very important or important.
3. Prevention of the spread of germs, head lice etc. 68% viewed this as either very
important or important.
4. How the body works: 81% viewed this as either very important or important.
5. Sun safety: 82% viewed this as either very important or important.
6. Road safety: 74% viewed this as either very important or important.
7. Fire safety: 85% viewed this as either very important or important.
8. Safety during natural disasters: 83% viewed this as either very important or important.

9. First Aid: 83% viewed this as either very important or important.
10. Recognising and reporting hazards: 76% viewed this as either very important or
important.
Question 6 asked about the importance of Physical Activity (using 3 subheadings)
1. Regular fitness activities: 89% viewed this as either very important or important
2. Co-ordination and motor skills: 82% viewed this as either very important or important
3. Safety in physical activities: 74% viewed this as either very important or important
Question 7 asked about the importance of Sports studies (using 3 subheadings)
1. Skills associated with a range of sports: 71% viewed this as either very important or
important
2. Leadership, cooperation and teamwork: 93% viewed this as either very important or
important
3. Fair play: 96% viewed this as either very important or important
Question 8 asked about the importance of three aspects of EOTC (using 3 subheadings)
1. Adventure activities and outdoor pursuits: 79% viewed this as either very important
or important
2. Trying new and different activities: 90% viewed this as either very important or
important
3. School Camp: 76% viewed this as either very important or important
The last section of the survey asked for suggestions to enrich our Health and PE Programmes.
As it was a wide pool of participants, the suggestions often varied from personal preference
about subjects, the potential of a school uniform and how different sports events should be run
across the school.
There were a few comments about what concepts should be taught at home versus what should
be taught at school. This included the teaching/education of gender diversity. Further education
with our whanau to outline what we teach each year and why is important to clarify these points.
Fundamentally some key concepts came through in this section:
● Physical movement
● Digital safety
● Resources that support parents and teachers to deal with a range of topics such as
anger management and anxiety
Summary of responses
After reviewing the responses it was clear that the community values teaching and education
about students Mental Health and Wel -being. This includes developing better school-wide

systems for identifying bul ying and empowering students to speak up to mean, rude or bul ying
behaviour.
Also important to the community is the role physical activity plays in the mental health of their
children. 93% of respondents highly valued leadership, cooperation and teamwork, wanting this
to be regularly taught with learning contexts and programmes. Teamwork, cooperation and
leadership were valued higher (93%) than the skil s associated with varying sporting activities
(71% viewed this as very important or important).
Gender diversity was a topic that appeared to have polarizing opinions, as some people
believed this should be taught at home or not at al . This area scored the lowest in the survey as
important to teach. (Gender stereotyping: 64% viewed this as either very important or
important)
The three most common areas for our kura to develop, refine or work on (outside of Mental
Health) are:
1. Fair play: 96% viewed this as either very important or important
2. Leadership, cooperation and teamwork: 93% viewed this as either very important or
important
3. Trying new and different activities: 90% viewed this as either very important or
important
On the whole, the survey was positive regarding what we are teaching at Plimmerton School.
Most results sat in the 80-90% very important or important. This would be considered a normal
range set compared with the three results in the 90’s and one in the 60’s.
As a result of the survey, from data col ected in 2023 and linked to Strategic Aims (Goal 3),
meetings are already underway with Health Professionals to support the staff and programmes
in these areas for 2024 and beyond. Careful consideration wil be given to which programme,
resources or provider we use, as it is important what we learn and in turn deliver across the kura
is sustainable and becomes embedded. This statement is also inclusive of meeting the needs of
al Neurodivergent learners.
One topic that didn’t come up through the survey was ‘trauma’. This wil become an additional
feature of teacher development in 2024, supporting the understanding of Mental Health and
Neurodivergence.
In 2023 we employed an outside provider to deliver a Mental Health/Wel -being Programme
across al four syndicates (EduKate). This programme ran for 10 weeks, targeting the needs of

40 students who were in need of extra support. We continue to look for ways to develop this
programme and deliver it across the Kura. In 2023 we also paid for the Life Education trust to
run sessions for years 1-4 students. The focus was on healthy relationships and a positive
mindset. (Years 5-8 are due to undergo their sessions in 2024).
In conclusion, we have received key pieces of information from our community that we can use
to support learning in our Kura. As not everything is We need to continue to evolve what we do,
grow staff knowledge, receive professional development and embed this across the Kura.
Importantly it is how we communicate what we do and how we do it so whanau are informed
and understanding of the educator's role and also their role in raising the Te Kura O Taupo
learner.
IOA - Health Survey data 2023
Health Curriculum Consultation 2023 - Plimmerton Schol
84 responses between the dates 21/7/23 - 28/7/23
Number of responses from parents with 1 child: 47
Number of responses from parents with 2 children: 28
Number of responses from parents with 3 children: 5
Number of responses from parents with 4 children: 0
Number of responses from parents/others who did not indicate a number of children: 4
Percentage of response pertaining to years 1 & 2: 22%
Percentage of responses pertaining to years 3 & 4: 24%
Percentage of responses pertaining to years 5 & 6: 27%
Percentage of responses pertaining to years 7 & 8: 25%
Question:
In your opinion, how important is it that MENTAL HEALTH (as part of the Health
curriculum) is given focus in our school's programme? (scale of 1-5)
55/84 responses (66%) = 5
18/84 responses (21%) = 4
6/84 responses (7%) = 3
2/84 responses (2%) = 2

3/84 responses (4%) = 1
Comments:
-
It is important but should also be coming from us at home too - duel responsibility
-
It’s a fine balance between talking about it and not making it a big deal so that
they over think everything.
-
As long as the difference between normal feelings and mental health is
explained, as sometimes that term is too loosely used.
-
I feel strongly how important classes schools should have. If you don't learn
about mental health and have it looked after, learn about resilience etc then
everything else will fail for them. I worry as an ex pat is NZ the right country for
my boys to be raised here with such high teen and make suicides, please please
teach our kids about mental health and resilence etc as much as you can and as
important as any subject they are learning as without this in their life they will fail
-
Understanding mental health is normal, knowing signs, asking for help,
supporting friends
-
Mental health and invisible conditions and disabilities are important to teach - it’s
easy to see and understand a broken arm, it’s a lot harder to see and understand
autism or OCD or anxiety disorders if people don’t learn and talk about them.
And support each other.
-
Basics about talking to people, treating others with respect no matter their
background, big feelings etc
-
Love to work on filling each other's buckets, being kind etc, more important than
anything else they learn at school.
-
Mental and physical health are both important, but mental health has more
stigmas attached to it. Speaking as someone who lives with PTSD, open, honest
communication is how to promote understanding, tolerance and acceptance.
-
There is currently a complete lack of regard for mental health concerns at the
school.(R_
-
It is not essential to bring this into the actual curriculum
-
This is a vitally important topic however there needs to be open communication
on what is included who is delivering and how. It need to be from a trained
person who has had training. A holistic view around the teaching is also needed
as there is a growing concern around mental health issues at the school which
are being ignored and not dealt with or in an inappropriate manner.
-
I feel in this new and fast paced version of the world we live in, mental health
needs to be of top priority and it still often gets left behind and dismissed.
-
Mental health is a massive problem in nz and I believe it should be recognised
and how to get help

-
Mental health is at the heart of learning however it is important that the teachers
and other staff lead by example by supporting everyone and not adding to any
issues. The mineral health of the teachers is also important and needs to be
respected ®
-
As a mental health professional myself I am passionate about this becoming a
larger part of the school curriculum and open to discussion around how this could
look
-
Shdn't be mental health issues at this age like smartphone use for social
media,text bullying, getting too competive
-
We only have 2 children year 2&5 at Plimmerton school Question 1 requires all
rows to be completed
-
Mental WELLBEING i think more than ‘health’ ie positive framing
-
It is the key to their well being.. if they are not in a good space- they aren’t able to
learn or be motivated to socialise and remember what to do and why.
-
Basic parenting
Question:
In your opinion, how important is it that BULLYING PREVENTION (as part of the
Health curriculum) is given focus in our school's programme? (scale of 1-5)
75/84 responses (90%)= 5
6/84 responses (8%) = 4
2/84 responses (2%) = 3
0/84 responses (0%) = 2
0/84 responses (0%) = 1
Comments:
-
As long as the difference between normal human behavior and bullying is
explained so our kids don’t become too precious.
-
I think every mum worries about bullying, my six year got punched in the face this
week at Kelly Club, he had never seen the child before and it was nothing my
child did, he was talking to another child and the child punched him. He was
pretty upset and I didn't really know how to respond, I talked to ®and we all
confronted the child and asked him did he do it, why and to apologise. I still don't
know was that the best approach or what to teach my son if it happens or sees it
happen. Every other day I see mums on social media scared becuase their child
is so bullied and I am scared of it as my child grows up. I haven't seen it in
Plimmerton school bar this week and what happened at Kelly Club. I love the
songs that the schools teach about kindeness and grateful and hope everyone is

thought this and educate everyone on stopping bullies and helping those that
bully also to be aware of the effects of this. Thank you
-
Empowering children to speak up when personally impacted, or when seeing
others impacted, intervening
-
It’s very important. No matter how wonderful we think our school is, bullying can
happen and we may not even notice. Very important to keep teaching and
educating and supporting.
-
Bullying has increased around the school since ®left. Bullying incidents being
reported are dismissed and arent dealt with early and appropriately.
-
My child has had a few bullying incidents at Plimmerton school and the teachers
were oblivious of all incidents. I understand teachers can't watch the kids every
second, but there's definitely a worrying bullying culture at Plimmerton school.
-
My child has been/ is bullied, and is only year 2. Clearly it requires addressing,
and perhaps human-kind will always need education regarding this aspect of life.
The impacts of bullying are scars that are emotional and mental. They are harder
to face without guidance and a well resourced mental/emotional toolkit.
-
Again this needs to be shown (not just spoken about) ®Do better!
-
Some of it is still currently not always addressed
-
There is a growing amount of bullying at the school ®
-
This is probably the number one thing I believe needs to be sorted in our schools
to save permanent trauma.
-
With suicide a big problem bullying needs to be addressed and taught the types
of ways bullying.
-
Bullying at the school is going to become worse ®
-
Antibullying should be taught weekly
-
Key focus online bullying
-
Feeling safe, physically and mentally is what I absolutely expect schools to
prioritise… and children who are impacting others safety should be have parents
at school to aid teachers. It’s serious, but it doesn’t feel like it’s being taken
seriously by the parents of the child.
-
Everyone deserves to feel included and to be treated with respect - from students
to teacher's and school staff, vice versa
-
Basic parenting
In your opinion, how important is it that the following aspects of FOOD AND
NUTRITION (as part of the Health curriculum) are given focus in our school's
programme? [What the body needs to be healthy and grow)
2 responses = not important (2%)
8 responses = somewhat important (9%)
41 responses = important (49%)

33 responses = very important (40%)
In your opinion, how important is it that the following aspects of FOOD AND
NUTRITION (as part of the Health curriculum) are given focus in our school's
programme? [How to make healthy food choices]
2 responses = not important (2%)
14 responses = somewhat important (17%)
39 responses = important (46%)
29 response = very important (35%)
In your opinion, how important is it that the following aspects of FOOD AND
NUTRITION (as part of the Health curriculum) are given focus in our school's
programme? [The impact of healthy and unhealthy food choices on the body]
3 responses = not important (3%)
20 responses = somewhat important (24%)
31 responses = important (37%)
30 responses = very important (36%)
In your opinion, how important is it that the following aspects of SEXUALITY
EDUCATION (as part of the Health curriculum) are given focus in our school's
programme? [How the body grows and changes]
3 responses = not important (3%)
11 responses = somewhat important (14%)
37 responses = important (44%)
33 responses = very important (39%)
In your opinion, how important is it that the following aspects of SEXUALITY
EDUCATION (as part of the Health curriculum) are given focus in our school's
programme? [Pubertal Change (in Year 5 and 6)]
5 responses = not important (6%)
7 responses = somewhat important (8%)
35 responses = important (42%)
37 responses = very important (44%)
In your opinion, how important is it that the following aspects of SEXUALITY
EDUCATION (as part of the Health curriculum) are given focus in our school's
programme? [Gender stereotyping]
11 responses = not important (14%)
19 responses = somewhat important (22%)

35 responses = important (42%)
19 responses = very important (22%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [Personal hygiene - keeping clean]
5 responses = not important (6%)
18 responses = somewhat important (21%)
32 responses = important (38%)
29 responses = very important (35%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [Oral hygiene - caring for teeth]
5 responses = not important(6%)
17 responses = somewhat important (20%)
29 responses = important (35%)
33 responses = very important (39%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [Prevention of the spread of germs, head lice etc.]
6 responses = not important(7%)
21 responses = somewhat important (25%)
31 responses = important (37%)
26 responses = very important (31%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [How the body works]
5 responses = not important(6%)
11 responses = somewhat important (14%)
36 responses = important (42%)
32 responses = very important (38%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [Sun safety]
1 responses = not important(1%)
14 responses = somewhat important (17%)

32 responses = important (38%)
37 responses = very important (44%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [Road safety]
1 responses = not important (1%)
11 responses = somewhat important (14%)
34 responses = important (40%)
38 responses = very important (45%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [Fire safety]
1 response = not important (1%)
12 responses = somewhat important (15%)
33 responses = important (39%)
38 responses = very important (45%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [Safety during natural disasters]
0 responses = not important (0%)
14 responses = somewhat important (17%)
34 responses = important (40%)
36 responses = very important (42%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [First Aid]
3 responses = not important (3%)
11 responses = somewhat important (14%)
37 responses = important (44%)
33 responses = very important (39%)
In your opinion, how important is it that each of the following aspects of BODY
CARE AND PHYSICAL SAFETY (as part of the Health curriculum) are given focus
in our school's programme? [Recognising and reporting hazards]
4 responses = not important (5%)
16 responses = somewhat important (19%)

42 responses = important (50%)
22 responses = very important (26%)
In your opinion, how important is it that each of the following aspects of
PHYSICAL ACTIVITY (as part of the Health curriculum) are given focus in our
school's programme? [Regular fitness activities]
1 responses = not important (1%)
8 responses = somewhat important (10%)
36 responses = important (43%)
39 responses = very important (46%)
In your opinion, how important is it that each of the following aspects of
PHYSICAL ACTIVITY (as part of the Health curriculum) are given focus in our
school's programme? [Co-ordination and motor skills]
1 responses = not important (1%)
14 responses = somewhat important (17%)
38 responses = important (45%)
31 responses = very important (37%)
In your opinion, how important is it that each of the following aspects of
PHYSICAL ACTIVITY (as part of the Health curriculum) are given focus in our
school's programme? [Safety in physical activities]
2 responses = not important (2%)
20 responses = somewhat important (24%)
34 responses = important (40%)
28 responses = very important (34%)
In your opinion, how important is it that each of the following aspects of SPORTS
STUDIES (as part of the PE and Health curriculum) are given focus in our school's
programme? [Skills associated with a range of sports]
5 responses = not important (6%)
19 responses = somewhat important (23%)
38 responses = important (45%)
22 responses = very important (26%)
In your opinion, how important is it that each of the following aspects of SPORTS
STUDIES (as part of the PE and Health curriculum) are given focus in our school's
programme? [Leadership, co-operation and teamwork]
2 responses = not important (2%)
4 responses = somewhat important (5%)

38 responses = important (45%)
40 responses = very important (48%)
In your opinion, how important is it that each of the following aspects of SPORTS
STUDIES (as part of the PE and Health curriculum) are given focus in our school's
programme? [Fair play]
0 responses = not important (0%)
3 responses = somewhat important (4%)
39 responses = important (46%)
42 responses = very important (50%)
In your opinion, how important is it that each of the following aspects of the PE
and Health curriculum are given focus in our school's programme? [Adventure
activities and outdoor pursuits]
3 responses = not important (4%)
14 responses = somewhat important (17%)
32 responses = important (38%)
35 responses = very important (41%)
In your opinion, how important is it that each of the following aspects of the PE
and Health curriculum are given focus in our school's programme? [Trying new
and different activities]
1 response = not important (1%)
7 responses = somewhat important (8%)
42 responses = important (50%)
34 responses = very important (41%)
In your opinion, how important is it that each of the following aspects of the PE
and Health curriculum are given focus in our school's programme?[School Camp]
5 responses = not important (6%)
15 responses = somewhat important (18%)
32 responses = important (38%)
32 responses = very important (38%)
Keeping Ourselves Safe is a programme designed by the NZ Police to help
children and young people to learn about and apply a range of safety skills that
they can use when interacting with others. How often would do you think
students at Plimmerton should participate in the Keeping Ourselves Safe
programme? (currently every second year)

(https://www.police.govt.nz/advice-services/personal-community-safety/school-portal/res
ources/successful-relationships/kos)
61 responses for “every year” (73%)
10 responses for “every 2 years” (12%)
13 responses for “I don’t know enough about the programme to comment” (15%)
Do you have any suggestions around enriching or adapting the Health and
Physical Education programmes at Plimmerton?
-
As there isn’t comment fields around the topics I’d like to make comment on.
-
Stop letting children opt out of things like cross country it’s a cop out and it’s
weak.
-
The areas I gave as 'not important', are important but I think these should be
taught at home and supported at school.
-
Go Zen is an excellent resources for schools including helpful advice for parents
and courses to do with students on a range of topics such as anger management
and anxiety.
-
Have something that parents are given before and after the curriculum so they
are part of the learning and support for the children.
-
A lot if the above is mainly parent’s responsibilities- but if parents aren’t doing
their jobs or know that is there jobs then schools have to pick this up. Everything
you provide to the children should be given to parents so they know what their
child is learning and why it is important. Is I don’t have 4 kids but couldn’t submit
form unless I ticked each row. 🥴
-
I’m happy with what is being taught and my only suggestion is to ensure
consistency across the years.
-
I would be very keen for Y7/8 to have an overnight noho at Hongoeka
-
Schools have a huge amount to support children with which is far beyond just the
academia but not all the responsibility falls to the school. It’s about schools and
parents working together and if schools can help parents to support some of
these topics at home a collaborative approach for children can be taken to
support them more effectively.
-
Teaching the fundamental movement patterns through games. Explain why it is
important to move well.
-
Make cross country mandatory, even if student walks-put slow ones together. If
kids opt out of swimming they should still be physically active meanwhile
-
Be good for the school not just to teach these things to tick a box, but for the
school to live what is taught, and UPHOLD it! Support those dis-advantaged and
to not be afraid to consult with the parents
-
Bring health professionals that know how to do it

-
I think the health curriculum could also incorporate a wider range of emotion
regulation skill development that could prevent a number of issues that will arise
throughout their schooling years.
-
Please can we focus on more academic learning and the issues ® at the school
-
The form made me choose a child in each year but I only have 1 child in year 2
-
Bring in specialists trained in the areas specified.(R)There needs to be parent
consultation on what will be covered and how by who.
-
It would be good to know how these answers are going to be used and
implemented. What is going to happen after this consultation? It would be good
to have some reassurance the responses will be taken on board and respected
-
I'm unaware of what currently goes on, so no. But good luck with it! :)
-
I don’t believe children need to be taught about sexuality until they are at least 12
-
I would also like to see less technology time at school to compliment the
positives in all of these health curriculum topics.
-
Parents should take some responsibility for each of these, esp sex education.
Happy to work with school, come in when certain things are being covered as
appropriate to the age group
-
Make Crosscountry compulsory,maybe split into competitive & noncompetitive
Swimming year5-8 should be in a deeper pool. If you're not swimming,you should
still be exercising outside
-
Sexuality should NOT be a topic of discussion until children are about 11-12.
Prior to that, children should be taught acceptance of anyone regardless of
beliefs but not focusing on this crazy world of “gender identification”. It’s utter
non-sense.
-
Increasingly our tamariki need support with digital safety and wellbeing,
particularly with digital devices being used in schools and the potential for access
to harmful content. It is inevitable that children will come across problematic
content and they need tools/support to manage this. They need to know that they
shouldn't accept behaviours online that they wouldn't accept in real life, for
example.
-
Thank you for thinking of all these, what you have implemented already and all
the above. My child is in year 2 but I think the googles form for that section you
needed to select a class from each line
-
It would be so awesome if the kids could learn more about growing their own
food - horticulture knowledge - and knowledge of medicinal plants/herbs so they
can learn that they can heal themselves naturally
-
I think physical education is key to mental well-being. Ideally it would be part of
each and every day at school. Opportunities for outdoor education, camps, ski
camps, hikes, all fabulous for our tamariki.

-
Physical movement is really important. I appreciate the range of topics covered
during the year. I have seen individual personal growth in all my children during
the football tournament run by ®. Physical, encouraging, turns, pride and
celebration. I now have a child interested in the chess tournament and believe
that this is a sign of increasing confidence to take risks and make individual
choices regardless of peers. P.s Can we please get a school polo shirt/uniform :)
-
My kids are y5 and 78 the form wouldn’t let me complete unless I loaded an
answer in all 4 columns
-
Training for staff on dealing with mental health issues, gender diversity, and
bullying
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It seems that more emphasis is coming to light from the Ministry of Education in
teaching certain subjects under the Health Curriculum which are not appropriate
for our children. Leave the transgenderism out of schools and sexuality subjects
out as well. Our kids minds are to be nurtured, and not influenced at such a
young age. Focusing on doing a great job at learning English, Maths, Science,
and how to be a socially adept human is already a great achievement.
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The way the Ministry of Edu is forcing "gender diversity" is an issue and I have
heard kids of age 10 claiming to be bisexual. They are too young to even
understand this at that age and this is stemming from the bizarre curriculum. As
for "healthy food", there are many ways of eating depending on what suits each
individual. Low fat, low carb, keto, etc...they can contradict each other and there's
no one way of healthy eating that suits all. I have a child who won't eat meat, fish
and eggs. It's a mental block he has and his father has the same issue as him.
When my son gets told to "eat anything" his eating habits get worse, and I have
my way of dealing with this food topic and avoiding unnecessary pressure from
people around us, so personally, I am not comfortable with this "healthy food"
education because of our unique situation.