Sport in Education is an approach which uses sport as a context for learning in secondary schools to help students to improve their academic results by putting learning into a context that has meaning for them. In addition to achieving academic outcomes, the approach also improves student engagement, social outcomes and raises the activity levels of students. Find out more about the Sport in Education project here.

In this update:

• SiE expansion
• NZQA endorses SiE approach
• NZSSSC recognises SIE with study awards
• Innovation at Kaikorai Valley College
• SiE in action at Aotea
• Queens' High School embracing leadership
• Papakura High School gets active

Sport in Education expansion

The SiE project has been recognised as a significant contributor to the health and wellbeing of students through its inclusion in the Government's new package of initiatives to address the growing challenge of childhood obesity. SiE is currently in place in eight schools and the government's recent announcement means an expansion of project to a further 15 schools next year, with an overall goal of 40 in the next three years. The school setting is a key contributor to the development of healthy, happy and achieving young people, and the SiE project has demonstrated that sport and physical activity can be used both as a concept, and a context, inside the classroom as much as out. The approach has been a powerful tool to improve outcomes for disengaged learners, including academic achievement, student attendance and retention, behaviour, and engagement. The New Zealand Council for Education Research recently completed an evaluation report on SiE -in all participating schools the results have been consistently, and in some cases, dramatically, positive. In particular the use of sport as a context to engage students in learning, and the planning and implementation of cross-curricular approaches that coordinate teaching and assessment across several subject areas, have been highlights of the approach to date. Sport NZ has made several resources and tools for schools wishing to adopt the approach - these are available on our website. For more information on Sport NZ's SiE activities, or if you wish to register interest in adopting the approach, please contact roger.wood@sportnz.org.nz.

NZQA provides endorsement for SiE approach

On the back of successful approaches to Integrated Curriculum, SiE schools, with the support of NZQA, have been pioneering Integrated Assessment. The first of these assessments to be moderated by NZQA was developed by teachers at Te Kuiti High School using the context of Spelunking - or caving to most of us.Following four weeks of prior learning at school, Year 11 students took part in a caving exercise that was used to produce a single piece of assessment covering six achievement standards in English, Maths, Science and Physical Education which provided evidence for a total of 20 credits.

• 90053 v4 - Produce formal writing
• 90853 v2 - Use information literacy skills to form conclusion(s)
• 90964 v2 - Demonstrate quality movement in the performance of a physical activity
• 91033 v3 - Apply knowledge of geometric representations in solving problems
• 91030 v3 - Apply measurement in solving problems
• 90952 v3 - Demonstrate understanding of the formation of surface features in New Zealand.

In the NZQA moderation report, all assessment judgements made by the assessors were agreed with the group of National Moderators who considered the module as:

• an effective way to offer learning experiences in a real context
• exciting with great potential for further development and opportunity
• a creative way of breaking out of the confinement of subject areas and viewing the curriculum as inter-related in a realistic way
• a success in terms of learning and assessment outcomes.

The report also stated that "Te Kuiti High School is to be commended for its innovative approach and for the work done as a team of teachers working in a cross curricular mode."The Spelunking assessment (and other assessment and teaching resources) can be downloaded from the Sport NZ website.All SIE schools have now developed integrated assessment tasks to match their curriculum delivery.For more information or assistance on developing similar approaches in your school, contact the project manager, Garry Carnachan ceo@nzsssc.org.nz.

NZSSSC recognises SIE with study awards

The principals on the board of the New Zealand Secondary Schools Sports Council (NZSSSC) have recognised the significance of the SiE approach by applying the 2015 NZSSSC Peter Sharp School Sport Study Awards to enable 12 teachers to visit SiE project schools and undertake some workshops.Successful candidates were chosen based on the qualities of both the applicant and school including a demonstrated understanding of SiE and how it may apply to their school, position in school, ability to lead SiE and influence school processes, readiness of the school for SiE - demonstrated by previous and/or intended SiE approaches, and geographic location as we know that clusters of schools working together are important to the success of SiE.The visits will be undertaken from 16 - 19 November and the following applicants are congratulated on their selection for the awards.Ian Thomas - Marlborough Girls CollegeMatt Cleaver - Stratford High SchoolJennifer Bloom - Thames High SchoolColin Vette - Morrinsville High SchoolCarle Hakaria - Tokoroa High SchoolBrenda Ronke - Taupo nui a Tia CollegeTravis Burnette - Whakatane High SchoolKath McGuinness - Wainuiomata High SchoolAlissa Morgan - Taita CollegeCarl Condliffe - Rongotai CollegeTe Iri Rangi Tawhara - Te Rangi Aniwaniwa SchoolRobyn Richards - Sport Northland

Kaikorai Valley College - another innovative teaching and learning approach

In the last week of term three all of the Year 10 students from Kaikorai Valley College visited the New Zealand Sports Hall of Fame and participated in an "Inner City Orienteering Course".

The Rugby World Cup as a learning theme was one of the main reasons for the visit to the New Zealand Sport Hall of Fame. Students worked in pairs to find the answers to a worksheet about the exhibits in the Hall. This became a competitive activity as teams raced to correctly answer the most questions in the 30 minute timeframe. While one class was in the Sports Hall the other class had to find their way around the Railway Station and surrounding area and carry out various tasks. Tasks from different curriculum areas were chosen and included recording patterns for maths, making drawings for art, finding out about local M?ori traditions, looking at steam train technology for science, investigating the history of the courthouse and jail, finding out about famous early settlers for social studies and researching the history behind the World War One Cenotaph.

This was also a competitive activity as teams keenly competed to come up with the highest total of correct answers. All of the students worked well and showed good co-operation and organisation skills and also learned lots of new information about Dunedin.

SiE in action-Aotea College

Improved academic, sporting and social outcomes have been achieved by Aotea College students in completing Level 1 and 2 Sports Studies classes.For 2015 the college introduced the Level 2 class for the first time while the Level 1 class was offered for the second time after its introduction last year.Both classes have proven successful with improved outcomes for students and engagement.In October the Level 2 class celebrated a 100% success rate for students gaining their Level 2 NCEA certificate. The co-ed class is a mix of M?ori and Pasifika learners and operates for 12 hours a week with the subjects offered a mix of physical education, media studies and English achievement standards as well as some communication skills unit standards.Students in both of the Sports Studies classes speak about the positive learning relationships that occur in these classes and the meaningful context to frame their learning."Relationships are important for learning to take place. This class gives us the opportunity to build and strengthen relationships more and this strengthens our learning. Participation is high in this class because of how much time we spend with each other and because we are comfortable around each other. We all like coming to sports studies because it has a good learning environment. This class feels like familyâ€_ We get to learn more about the diverse cultures that make up our class. We use our strengths to strengthen others. We help each other out and want each other to achieve and to strive for excellence. Everyone in our class is committed to gaining their NCEA Level 1 Certificate, and many are aiming for endorsements. We all support and encourage each other to achieve this." (Level 1 Sports Studies student)"Teachers put learning in a context that we understand (sport) and help us to develop the ideas. The whole class has a passion for sports and being in this class enhances it more. We have fun and learn at the same time. We enjoy the opportunity to be active more than in other classes. " (Level 1 Sports Studies student)"Sport studies is great for my schooling because it's something I look forward to, and the reason I get out of bed. The reasons for this is because I have created a great bond with my fellow classmates and teachers. Also I find the work easier in a sport context and easier to learn when the class is very little." (Level 2 Sports Studies student)"I like Sport Studies because it helps me improve level 2 and it helped me to go to class and do work. It is also fun and cool, I really like the teachers because they help and force me to do my work. I like because my friends are here because they will encourage me to finish my work." (Level 2 Sports Studies student)

Queen's High School embracing leadership

SiE at Queen's High is encouraging and supporting leadership development at all year levels in the school. At the annual sports prize-giving 26 students were acknowledged for their services to sport. This involved students coaching, managing and officiating sport in the school, local competitions and with contributing schools. Students participated in a variety of courses and clinics offered by sports associations and agencies, to gain further skills in their selected areas. Several students have been recognised by sporting organisations for contributions to their sports. At Queen's High School the Junior Sport Development programme, the year 11 PE programme and a Sport Otago Coaching programme are fundamental to the students gaining the confidence and knowledge to further progress in their leadership skills. The year 11 PE programme gives students the opportunity to work with pre-school children to develop their fundamental movement skills. They then work with primary school children when coaching Kiwisport. "Using good communication skills and my own knowledge and experiences to coach the pre-school children has helped me be more confident with my ability to be a leader in other areas," Leah, Year 11 student. Another programme led by Queen's High School students is the Aerobics Community Coaching Programme which trains and supports student coaches. In 2015 30 students from 11 schools across Otago took part in the programme.Many of the student coaches continue to coach in the programme when they have left school and some have also gained employment with a local gym club to coach aerobics. The programme is a fantastic template for leadership development and the programme is being adapted for other sports in the school.

Papakura High School gets active

The Health and Sport Science Academy (HASSA) at Papakura High School has been working to get the school community active through a range of initiatives aligned to their NCEA Health and Physical Education course work.The HASSA class is made up of a combination of Level 2 and 3 students who work together on units of work. The class investigated health issues in the community and the possible barriers and enablers to participation in physical activity.Through the investigative work the class identified four target groups which their ‘get active' initiatives would be based around.Get active initiatives Students with special needs -the goal of the initiative was to provide opportunities for students in the school's special needs unit to be physically active. Students in the HASSA class researched the special needs students strengths and weaknesses and prepared sessions and activities to work within their requirements. Following the research and preparation the HASSA class organised and delivered jump jam and relay/obstacle course sessions that were non competitive and based on having fun. Papakura High School staff - after recognising that many members of staff at the school were physically inactive the HASSA class prepared a plan of action for getting staff moving.The class found there were a number of barriers to activity for staff such as time, energy, priorities and motivation so the goal of the initiative was to increase the step count of staff. The goal was achieved by recording pedometer data and encouraging staff via email and progress charts for the 17 day period.Year 9 boys sex education class - the goal of this initiative was to improve the social skills of the boys only physical education class. Discussions with the class teacher found that during full class activities the sporty boys dominated the class while the boys who were less sporty suffered put downs. Through the initiative students were encouraged to play small number games with their friends and slowly build up to full class games. Through the initiative the environment for physical education was more positive with everyone participating and encouraging each other.Year 9 girls sex education class - the goal of this initiative was to encourage enjoyment of physical education and ensure students had the correct gear for every lesson. This initiative was chosen after recognising the importance of being physically active and research which showed girls were less active because of low self-esteem and self-consciousness.Through the initiative students were supported to be more physically active and the importance of physical activity was highlighted. I thought you should know that a combination of the Physical activity challenges that have been organised through the Sport in Education Project that I (once a complete couch potato who lived off wine and chocolate); run 5k every Sunday, cardiodance every Wednesday and do at least 20 minutes on my (new) rowing machine at least 4 times a week. Feeling better every day! (I do still have wine but I dumped the chocolate - none since before xmas!) So THANKS!!! - Cheryl Mitchell, Head of SciencePlease pass on my congratulations to the wonderful young women who organised the Step Challenge they demonstrated impressive organisational skills and were very encouraging and supportive. Having a morning tea to share the results, give out certificates and prizes was a lovely end to the challenge and was very appreciated. I particularly enjoyed their presentation in which they spoke of the health benefits of exercise and encouraged us to continue our personal exercise journey and to spread the word amongst our colleagues. - Avril Michaels, Guidance CounsellorIt was amazing to see the difference in the girls PE class. That was the first time I think I've seen some of those girls smile! It was so nice to see them all getting along and there was 100% participation and they were all engaged for the full lesson. The student leaders did a really good job of running the session, they were clear and supportive and participated alongside the girls. Great to see, thank you so much. - Relieving teacherI was particularly impressed with one of the students' organisation and implementation of the lessons that were planned. This student was often faced with running the lesson on their own, but did not shy away from the challenge. The lessons were engaging and the rules and expectations were well explained and explicit for the year 9's to follow.The year 9 boys warmed to the senior student quickly as she listened to what their interests were and planned lessons so that they suited them. The aim of improving the social skills of the class was evident as the sessions went on. Junior students were more respectful towards one another and more supportive - the mocking and negative talk noticeably decreased which lead to more boys taking part in lessons when before they would have sat out. The role model of the senior students in lessons helped to demonstrate how to communicate positively and encourage each other even when mistakes were made. As a result this class interacts more and has less of a hierarchy in terms of physical ability - all students are now included no matter their skill/fitness level, and students are correcting others poor behaviour/choice of words. - Annie Ryan, Physical Education teacher