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What I Know From My Own Body — Health and PE Years 1–4

Subject adaptation  ·  Years 1–4  ·  Health and Physical Education  ·  Field-Based STEM  ·  Tony Jones

Wellbeing knowledge that has not been personally arrived at is not wellbeing knowledge. In Health and PE at Years 1 to 4, Friction Framing grounds the inquiry in what the student genuinely knows from their own experience before any external source is consulted.

Phase 1
Write What You Know
Phase 2
Name What You're Unsure Of
Phase 3
Make a Commitment
Phase 4
Begin the Task

The Strategy

Before any health or PE investigation or discussion begins, students name what they already know from personal, physical, or lived experience, then identify the part they are least certain of.

  1. Before any source, tool, or discussion opens, students draw or write one thing they know from their own body or experience about the health or movement topic.
  2. Students name one part of that knowledge they are not fully sure about: "I think this is true but I'm not certain because..."
  3. Students make a commitment: they will either look for something that confirms or challenges that uncertain part, or they will explain why they are confident it is correct.
  4. The three-part record is collected alongside the finished task and shows what the student personally contributed to the inquiry before any external input arrived.

Grounded in hauora: taha tinana (physical wellbeing) and taha hinengaro (mental and emotional wellbeing) are known from the inside, not only from information sources.

In Practice

Years 1–2 — Movement and energy

Before any discussion about what makes the body feel energised, students draw one thing they notice in their own body when they are active. The uncertain part might be: "I think this happens but I'm not sure why." The commitment step names what they will pay attention to next.

Years 3–4 — Feelings and relationships

Before a class discussion about how we respond to strong emotions, students write one thing they already know from experience about what helps them feel calm. The friction step names one situation where that strategy does not work. The commitment states what they want to find out.

Implementation Notes

Decision checkpoint

At Years 1 to 2, drawing is a valid record of knowing. Accept sketches, diagrams, and annotated pictures as legitimate first-phase artefacts alongside written responses.

Teacher judgement note

Where a student's personal knowledge connects to home, whanau practice, or cultural experience, receive it as knowledge, not as an anecdote. The inquiry deepens from there; it does not correct from there.

Related frameworks

Position First Protocol  ·  Boundary Card (Health and PE Years 1–4)  ·  What AI Won't Tell You You're Wrong

Tony Jones  ·  Founder, Field-Based STEM Tomorrow Ready Resources  ·  Free to use and share