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Level 7 health education

Achievement objectives

Achievement objectives from different strands can be woven together to set directions for teaching and learning programmes that lead to national qualifications.

In order to satisfy the socio-ecological perspective, health education must derive learning contexts from strands A, C, and D.

Teachers will design programmes guided by The New Zealand Curriculum, that meet the unique learning needs, interests and strengths of their students and make sense of the many connections within and across these strands, and with learning in other areas.


Indicators are examples of the behaviours and capabilities that a teacher might expect to observe in a student who is achieving at the appropriate level. Teachers may wish to add further examples of their own.

The following indicators have links to level 7 achievement objectives for the appropriate strand (for example, A1, B1, C1, etc) and achievement standards (for example, AS1.1).

These indicators show what learning at level 7 could look like for students, and may include curriculum learning beyond what the achievement standards assess.

  • Analyse personal, interpersonal, and societal factors that influence well-being and make relevant connections between these factors and the concept of the determinants of health (all AOs on strands A, C, and D; AS91235 2.1, AS91236 2.2, AS91238 2.4, AS91239 2.5).
  • Analyse the factors, including personal choices, that affect well-being, within a variety of contexts (all AOs on strands A, C, and D; AS91235 2.1, AS91236 2.2, AS91238 2.4, AS91239 2.5).
  • Evaluate the relationship between risk factors and protective factors in a range of contexts involving significant life changes (A3, supported strands A, C, and D; AS91236 2.2).
  • Evaluate opinions, beliefs, and values that help or harm different groups in society (A4, C3, supported by strands A, C, and D; AS91235 2.1, AS91236 2.2, AS91238 2.4, AS91239 2.5).
  • Recommend and evaluate health-enhancing strategies that respond to personal, interpersonal, and societal factors influencing well-being in a range of contexts (A1, A3, C3, D1, D2, D3; AS91235 2.1, AS91236 2.2, AS91237 2.3, AS91238 2.4, AS91239 2.5).
  • Take action in their own community to enhance well-being (D2, supported by strands A, C, and D; AS91237 2.3).

Possible context elaborations

Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement objectives.

The listed context elaborations are examples only. Teachers can select and use entirely different contexts in response to local situation, community relevance, and students’ interests and needs.

  • Societal attitudes and values: How do the values that underpin cultural norms of behaviour (such as gender roles and expectations) impact on the well-being of individuals and groups in society?
  • Interpersonal skills: What personal and interpersonal skills do teenagers need to keep themselves and their friends safe at parties?
  • Community resources: How do school activities and expected practices promote well-being in our school (for example, singing waiata, performing a haka at significant school events, using the school motto or whakatauaki)?
  • Relationships: What knowledge and skills do teenagers need to able support the well-being of their peers in ethical and appropriate ways?
  • Identity, sensitivity, and respect: What co- or extra-curricular activities could our school introduce that would support well-being and address the needs and interests of a diverse range of students? Take action to implement your recommendations.
  • Societal attitudes and values: Why do some individuals in society misuse their power in relationships in a way that results in others being abused, bullied, harassed, or discriminated against? What actions can be taken to address this problem at school and in the wider community?
  • Interpersonal skills: What are the possible consequences or benefits of confirming an invitation to your Facebook page from a ‘friend’ who has previously bullied you at school?
  • Rights, responsibilities, and laws: Use the action competence cycle to take action on an issue of inequitable allocation of resources or power imbalances in your community (for example, provision of resources or mana to privileged sports such as rugby or netball, rather than arts group).

Learn more: Health and physical education - Teaching and learning approaches

  • Relationships: How does online social networking promote or hinder healthy relationships?
  • Identity, sensitivity, and respect: How does some advertising influence a distorted body image for males and females?
  • Societal attitudes and values: What strategies are used by socially responsible organisations and respectful individuals to overcome stereotypes?
  • Relationships: What pressure is on teenagers to be in a romantic relationship (same-sex or opposite-sex)? What are the advantages and disadvantages for the well-being of teenagers in romantic relationships?
  • Personal identity: What does the statement that ‘gender is a social construction’ mean? What do current theories of gender identity have to say about social construction of gender? Think about these questions in relation to social perspectives on masculinity, femininity, androgyny, inter-sex, and trans-gender.
  • Personal growth and development: How do older teenagers achieve a sense of connection or a sense of belonging (related to spiritual well-being) in their lives? How do such spiritual ways of connecting and belonging contribute to a teenager’s resilience?

Assessment for qualifications

Consider how student learning could be assessed using the health achievement standards. Consider alternative linkages between the achievement objectives and achievement standards.

  • AS91235 Health education 2.1 Analyse an adolescent health issue; External, 5 credits.
  • AS91236 Health education 2.2 Evaluate factors that influence people’s ability to manage change; Internal, 5 credits.
  • AS91237 Health education 2.3 Take action to enhance an aspect of people’s well-being within the school or wider community; Internal, 5 credits.
  • AS91238 Health education 2.4 Analyse an interpersonal issue(s) that places personal safety at risk; External, 4 credits.
  • AS91239 Health education 2.5 Analyse issues related to sexuality and gender to develop strategies for addressing the issues; Internal, 5 credits.

At the time of publication, achievement standards were in development to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the NZQA website.

The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.

Learn more:

Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.

Full information on the draft standards and the alignment process can be found on TKI: Alignment of NCEA standards with The New Zealand Curriculum.

Last updated June 10, 2022