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Progression in health education

As students progress from level 6 to level 8, they deepen their conceptual understandings by applying the ‘big ideas’ (key concepts) of health education in a range of relevant contexts.

The underlying concepts of hauora, the socio-ecological perspective, health promotion, and attitudes and values, in combination, underpin all learning.

Level 6 | Level 7 | Level 8

Level 6

Students focus on the dimensions of hauora and the application of the concept to a range of contexts. They also consider how the dimensions of hauora interrelate.

They develop a basic understanding of a socio-ecological perspective through considerling personal, interpersonal, community, and societal influences on well-being and strategies for enhancing well-being.

At level 6

Students can:

  • apply understanding of the concept of hauora and explain connections between the four dimensions
  • identify personal, interpersonal, and societal factors that could contribute to positive or negative outcomes for well-being for individuals
  • select and use a range of personal and interpersonal strategies that enhance well-being and recommend societal actions that support well-being
  • identify a need and develop goals and action plans to take action to promote personal well-being in their community.

Level 7

Students focus more closely on personal, interpersonal, and societal perspectives when considering health-related issues, and begin to develop evidenced–based approaches to their inquiries.

Students explore issues by considering the influences on the issue, the effects of these influences on well-being, and strategies for enhancing well-being that address the influences.

They plan strategies and take action to address them.

At level 7

Students can:

  • explain personal, interpersonal, and societal influences on health and relate these ideas to the relevant determinants of health
  • describe the relationship between the factors influencing well-being and the short- and long-term outcomes for individuals, groups, and society
  • discuss discrimination within communities and suggest health-enhancing action(s) that will promote social justice for self, others, and society
  • use relevant research as evidence to support claims made about health-related issues, express opinions, and justify points of view
  • take collective action to enhance an aspect of well-being within the school or wider community and evaluate the effect of this action.

Level 8

Students’ learning is more strongly evidence-based and is focused on wider societal issues.

Students identify the critical aspects of issues that determine well-being, as indicated by evidence, and analyse their implications for individuals, communities, and society.

Students use the determinants of health in their analyses, and (where appropriate) plan and implement health-promoting strategies.

The strategies for societal change demonstrate understanding of the values of social justice.

At level 8

Students can:

  • explain why some health-related situations are of concern for communities or the whole population of a country or region
  • analyse critically how the determinants of health impact on well-being in relation to an identified health issue
  • use evidence from published research and their own investigations to explore societal and global health issues
  • use health promotion models to explore the effectiveness of health-promotion strategies likely to achieve sustainable health outcomes
  • identify and justify strategies (in local and global contexts) that reflect the values of social justice and achieve equitable health outcomes.

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Last updated November 28, 2011