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Intended outcomes: Health education

What do your students need to learn in health education in order to make a difference?

Gather and analyse information on what your students need to learn about the socio-ecological perspective and the concept of health promotion. This will help you to identify the knowledge and understandings, skills and strategies, and attitudes and values that they need to develop in senior school health education programmes.

Listed below are the intended learning outcomes that relate to the learning experiences/activities in the 'Learning experiences: Health education' chapter. You could draw on these outcomes and on the relevant NCEA achievement standards (links are given in each learning experience) to establish goals and criteria with your students and to provide them with feedback about their progress.

Teachers' note: Identifying students' needs

For information about how to identify students' needs, see the 'Identifying student needs' page in Action for Well-being.

Health education learning outcomes

Students will:

Level 

Strand

AO

demonstrate their understanding of the wider social factors (determinants) that affect people's well-being (see 'Determinants of health') 6 A 4
  6 C 2
  6 D 1
establish priorities for policies to raise standards of health across the population (see 'Determinants of health') 7 D 2
  7 D 3
identify and examine ways in which determinants of health are interrelated (see 'Determinants of health') 7 A 4
  7 C 2
  7 D 1
demonstrate understanding of the needs of young people during times of change by examining the possible impact of change on each dimension of hauora (see 'Determinants of health and changing states of health') 6 A 1
  6 A 4
analyse ways in which interpersonal, school-community, and societal factors may together impact positively and/or negatively on an individual's well-being during times of change (see 'Determinants of health') 6 C 1
  6 D 1
evaluate school policies and processes that promote the well-being of students during times of change (see 'Determinants of health') 6 D 2
  6 D 3
develop a plan to initiate or support actions that enhance student well-being during times of change (see 'Determinants of health') 6 C 2
  6 D 2
analyse the protective factors that enable young people to build their resilience (see 'Understanding resilience') 7 C 1
  7 D 1
explore ways in which the concept of resilience can be applied to families and whole communities (see 'Understanding resilience') 7 D 1
research information about key determinants relating to the misuse of alcohol by an identified group (see 'Patterns of alcohol use') 6 A 1
critically analyse the relationship between key determinants of health and the drinking patterns of an identified high-risk group in New Zealand society (see 'Understanding resilience') 7 A 1
  7 A 4
advocate for changed patterns of alcohol use that are likely to enhance the health of the selected group (see 'Understanding resilience') 7 D 2
  7 D 3
analyse the underlying values and beliefs of people in a scenario involving harassment (see 'Understanding resilience') 7 C 2
plan and implement appropriate critical action to address an issue in a way that reflects their sense of social justice (see 'Sexual diversity and harrassment') 7 D 3
  7 D 2
analyse beliefs, attitudes, and practices that reinforce stereotypes of how people should look and identify ways that these influence people's body image at individual, group, and societal levels (see 'Sexual diversity and harrassment') 7 C 2
demonstrate the use of health promotion strategies by implementing a plan of action to promote healthy body images among students in the school community (see 'Sexual diversity and harrassment') 6 D 3
critically examine the interrelationships between socio-economic status and other determinants of health in given contexts (see 'Applying knowledge of determinants of health') 8 A 1
  8 A 4
evaluate the contribution of policies and practices at local and national levels to achieving equitable health outcomes for population groups (see 'Sexual diversity and harrassment') 7 D 3
  8 D 1
establish and justify priorities for action to enhance the well-being of communities (see 'Sexual diversity and harrassment') 8 D 2
critically analyse the influence of the media on public perceptions of health issues (see 'Sexual diversity and harrassment') 8 A 4
  8 D 1
critically analyse assumptions about what is acceptable behaviour for people of a particular gender and identify ways that attitudes, values, and behaviours based on these assumptions can affect people's well-being (see 'Gender stereotypes') 8 A 4
explain how such assumptions and the behaviours that accompany them relate to theories of gender construction and critically analyse the influence that these constructions have on people's relationships (see 'Gender stereotypes') 8 C 2
demonstrate an understanding of the models of health promotion (see 'Developing a conceptual understanding of health promotion') 8 D 1
critically evaluate the effectiveness of different models of health promotion for achieving equitable health outcomes, making links to determinants of health (see 'Gender stereotypes') 8 D 1
  8 D 2
apply their understandings of health promotion to specific contexts by planning for action and critically evaluate the potential effectiveness of specific strategies for health promotion in these contexts (see 'Gender stereotypes') 8 D 3
identify an area in which there is a need to develop the resilience of a group of students in their school and analyse the scope of this need (see 'Building resilience in schools') 8 A 1
  8 A 4
  8 C 1
take collective action to help build the resilience of students at their school (see 'Building resilience in schools'). 8 D 3

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