Our Learning
Sports @MNS
At Miramar North School we value sport in all forms.
In a time when rates of participation in teenage sport is declining, it’s crucial we encourage our tamariki to take up ways to keep them physically active. Getting them involved in sport at the primary school level is the perfect way to begin to channel that love all tamariki have for physical activity into something they can continue on into their adult years. We encourage both competitive and non-competitive sports, because all ways we can be physically healthy, such as things like active recreation and non-competitive physical activity for the purpose of wellbeing and enjoyment can be just as rewarding as playing for one of our many MNS teams.
At MNS we weave sport into our classroom programs at all levels of the school and also in numerous other ways. That might be through external providers visiting the school to provide varied sports that our tamariki may not have tried. Or it could be through extra curricular sports teams representing MNS like Basketball, Floorball, Touch, Netball, Athletics and Cross Country.
Of course it gives us the opportunity to align with the Aotearoa New Zealand Curriculum guidelines:
Through learning and by accepting challenges in health-related and movement contexts, students reflect on the nature of well-being and how to promote it. As they develop resilience and a sense of personal and social responsibility, they are increasingly able to take responsibility for themselves and contribute to the well-being of those around them, of their communities, of their environments (including natural environments), and of the wider society. This learning area makes a significant contribution to the well-being of students beyond the classroom.
Four underlying and interdependent concepts are at the heart of Sport at MNS:
Hauora
A Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.
Attitudes & Values
A positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
The Socio-ecological Perspective
A way of viewing and understanding the interrelationships that exist between the individual, others, and society.
Health promotion
A process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.
