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Overall structure


Note the compulsory nature of this learning area (paragraph 2), the importance of schools addressing the broad health issues (paragraph 4), and the link between student health and well-being and academic performance and their relationships with others (paragraph 4).


The three subjects of health, physical education, and home economics share a philosophy and achievement objectives. (For the aspects of home economics refer to the section on school organisation.) This page signals the need for teachers in charge of these subject areas to collaborate for planning and coverage. This should take place within schools and between contributing schools. Collaboration clearly signals working together rather than the three subjects being integrated.

Structural framework

The general aims are developed into strands and achievement aims.

Achievement Objectives (AO)

The AOs at each level include examples of possible content. level one / level two / level three / level four / level five / level six / level seven / level eight.

Underlying concepts

The curriculum espouses four underlying concepts: well-being/hauora, health promotion, the socio-ecological perspective, and attitudes and values. The approach advocated in this curriculum depends upon the underlying concepts being developed through all units of learning.

Key areas of learning

This curriculum states seven areas that provide the content and contexts for teaching. They are mental health, sexuality education, food and nutrition, body care and physical safety, physical activity, sport studies, and outdoor education. These reflect the current health and physical education needs New Zealand students.

Essential skills

These pages clearly identify the essential skills that may be developed through teaching and learning in this essential learning area.

Implementing the curriculum

This section focuses on the needs of students and implementation issues which include: school organisation, consultation, creating positive learning environments, and planning and assessment.


It is important to read through these terms to ensure understanding their context in this curriculum statement.