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Level 7 Achievement Objectives

Strand A – Personal Health and Physical Development

1. Personal Growth and Development

Students will assess their health needs and identify strategies to ensure personal well-being across their lifespan, for example, in relation to physical activity, food and nutrition, sexual health, and relationships with other people.

2. Regular Physical Activity

Students will apply the principles of exercise to enhance personal health, for example, when they are learning skills, working, relaxing, enjoying recreation, expressing their cultural identity, and taking part in training or fitness programmes.

3. Safety and Risk Management

Students will demonstrate understanding of the responsible behaviours required to ensure that physical and social challenges are managed safely, for example, in relation to fair-play ethics, regular health checks, legal considerations, safe sexual practices, drug use, the need to obtain consent for outdoor education, the proper use of equipment, and performing CPR.

4. Personal Identity and Self-worth

Students will critically evaluate societal attitudes, values, and expectations that affect people's awareness of their personal identity and sense of self-worth in a range of life situations, for example, in relation to marital customs, child-rearing patterns, mana, racism, sexism, exercise, competition, eating patterns, winning and losing, and sports achievements.

Strand B – Movement Concepts and Motor Skills

1. Movement Skills

Students will appraise specialised motor skills and adapt them to extend physical competence and recreational opportunities, for example, through peer teaching, self-assessment, peer assessment, gaining leadership awards, and obtaining a coaching certificate.

2. Positive Attitudes and Challenge

Students will adapt skills and appraise responsible attitudes in challenging physical situations and new environments, for example, in relation to surf survival, belaying, kayaking, bushcraft, and the use and abuse of rules, laws, and regulations.

3. Science and Technology

Students will apply relevant scientific, technological, and environmental knowledge and use appropriate resources to improve performance in a specialised physical activity, for example, in relation to sports nutrition, sports psychology, computer software, exercise physiology, biomechanics, specialised equipment, evaluation of posture, and the expenditure of energy.

4. Social and Cultural Factors

Students will appraise, adapt, and use physical activities to ensure that specific social and cultural needs are met, for example, in terms of specialised equipment, rehabilitative exercise, modified games, rituals, and te reo kori activities.

Strand C – Relationships with Other People

1. Relationships

Students will analyse the nature and benefits of meaningful interpersonal relationships, such as close friendship, partnership, whanaungatanga, and team membership.

2. Identity, Sensitivity, and Respect

Students will analyse the beliefs, attitudes, and practices that reinforce stereotypes and role expectations, identifying ways that these shape people's choices at individual, group, and societal levels, for example, in relation to people's choices about social interactions, relationships, careers, sports, fitness, recreations, clubs, interests, hobbies, foods, and clothing.

3. Interpersonal Skills

Students will evaluate information, make informed decisions, and use interpersonal skills effectively to manage conflict, competition, and change in relationships, for example, in relation to physical challenge, separation, loss, grief, the break-up of a relationship, the taking of a leadership role, and dealing with disappointment.

Strand D – Healthy Communities and Environments

1. Societal Attitudes and Beliefs

Students will analyse ways that events and social organisations promote healthy communities and will evaluate the effects they have, for example, when investigating local and international performing arts, sporting, and recreational events, the work of churches and voluntary organisations, and the influence of clubs and of places of work.

2. Community Resources

Students will advocate for the development of services and facilities to meet identified needs in the school and the community, for example, student health centres, drug and alcohol services, support for students with specific needs, recreational and sporting facilities, and civil defence facilities.

3. Rights, Responsibilities, and Laws

Students will evaluate laws, policies, and regulations in terms of their contribution to social justice at school and in the wider community, for example, when they are studying human rights legislation, fair-play regulations, school policies, firearm laws, drugs in sports, alcohol sponsorship in sports, environmental codes, and regulations for the distribution of resources.

4. People and the Environment

Students will analyse ways in which the environment and the well-being of a community are affected by population pressure and technological processes, for example, in relation to noise, housing, transport, waste disposal, eating patterns linked to lifestyle disorders, tourism, outdoor pursuits, and multi-sports events.