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Level 8 Achievement Objectives

Strand A – Personal Health and Physical Development

1. Personal Growth and Development

Students will critically evaluate a range of qualitative and quantitative data to devise strategies to meet their current and future needs for well-being, for example, in relation to long-term and short-term goals, living environments, common lifestyle disorders, injuries, depression, use of drugs, eating patterns, physical activity patterns, sexual health, and the impacts of pregnancy and parenthood.

2. Regular Physical Activity

Students will plan, implement, and evaluate personal exercise programmes to enhance their well-being, which will include goal setting, needs analysis (including fitness testing), planning for emotional and intellectual health, monitoring procedures, a daily exercise plan, and assessments.

3. Safety and Risk Management

Students will analyse dilemmas and contemporary ethical issues that influence their own health and safety and that of other people, for example, when considering how the rights and responsibilities of parents and caregivers relate to the Hippocratic oath and when examining issues relating to euthanasia, reproductive technology, abortion, performance-enhancing drugs, excessive exercise, healthism, cheating, physical violence, and emotional violence.

4. Personal Identity and Self-worth

Students will critically analyse the impacts that conceptions of personal, cultural, and national identity have on people's well-being, for example, by examining social constructions of gender and the body, the changing roles of men and women in New Zealand society, concepts of masculinity that are part of our national sporting culture, and stereotypes in relation to age, culture, health status, and physical abilities.

Strand B – Movement Concepts and Motor Skills

1. Movement Skills

Students will devise, apply, and appraise strategies to improve their own motor skills and those of other people, for example, when planning a skill acquisition programme, coaching a team, and appraising performance.

2. Positive Attitudes and Challenge

Students will devise, apply, and appraise strategies through which they, and other people, can participate responsibly in challenging physical situations, for example, in relation to risk management, outdoor activities, special awards, and personal recreation and sporting programmes.

3. Science and Technology

Students will critically analyse and experience the application of scientific and technological knowledge and resources to physical activity in a range of environments, for example, in relation to personal exercise programmes, fitness-testing equipment, the results of statistical research, sports psychology, performance-enhancing substances, and commercial products.

4. Social and Cultural Factors

Students will devise and apply strategies to ensure that social and cultural needs are met in personal and group physical activities, for example, in relation to access and involvement in recreation and sport, levels of expectation, selection of activities, competition, surveys of needs, and the social and cultural significance of physical activities.

Strand C – Relationships with Other People

1. Relationships

Students will critically analyse the dynamics of effective relationships in a range of social contexts, for example, when considering leadership within the school, relationships based on sport and recreational activities, personal and whanau relationships, and relationships within iwi and in the workplace.

2. Identity, Sensitivity, and Respect

Students will critically analyse attitudes, values, and behaviours that contribute to conflict and identify and describe ways of creating more harmonious relationships, for example, when considering cheating in sport, media images, racial conflict, politics and sport, poverty and unemployment, unresolved grief, child-rearing practices, and violence in sport, gangs, and families.

3. Interpersonal Skills

Students will analyse and evaluate attitudes and interpersonal skills that enable people to participate fully and effectively as community members in various situations, for example, attitudes such as tolerance, respect for diversity, care and concern for other people, and a sense of social justice and skills such as consultation skills, communication skills, the skills to take specific roles within schools or to work with the elderly or the young, and the skills to contribute positively in sports settings and cultural settings.

Strand D – Healthy Communities and Environments

1. Societal Attitudes and Beliefs

Students will critically analyse societal attitudes and practices, and legislation on contemporary health and sporting issues, in relation to the need to promote mentally healthy and physically safe communities, for example, when discussing alternative medicines, tapu, immunisation, housing, home births, students with specific needs, facts and fallacies relating to food, the relationship between technology and health, fitness promotion, media promotions, achievement in sport, modified sports for junior students, and the prevention and management of injury.

2. Community Resources

Students will establish and justify priorities for equitable distribution of available health and recreational resources and advocate change where necessary, for example, in relation to the work, health status, nutritional needs, and economic resources of specific groups in New Zealand society.

3. Rights, Responsibilities, and Laws

Students will demonstrate the use of health promotion strategies by implementing a plan of action to enhance the well-being of the school, community, or environment, for example, a plan to support cultural inclusiveness, smoke-free environments, host responsibility, or physical activity opportunities for all.

4. People and the Environment

Students will critically analyse the interrelationships between people, industry, technology, and legislation on aspects of environmental health, for example, when examining the greenhouse effect, energy generation and use, air and water pollution, nuclear weapons, environmental impact codes, or people's recreational use of the environment.


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