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Strand D: Healthy Communities and Environments

Students will:

  • find out how societal attitudes, values, beliefs, and practices affect well-being
  • identify the functions of resources and services that support well-being, find out about their availability, and identify the roles of individuals and groups that contribute to them
  • understand the rights and responsibilities, laws, policies, and practices that relate to people's well-being
  • understand the interdependence between people and their surroundings and use this understanding to help create healthy environments.

Level 1

Students will:

  • take individual and collective action to contribute to safe environments that can be enjoyed by all
  • identify people who can help with health care
  • identify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices.

Level 2

Students will:

  • examine how people's attitudes, values, and actions contribute to healthy physical and social environments
  • identify and use local community resources and explain how these contribute to a healthy community
  • use simple guidelines and practices that contribute to physically and socially healthy classrooms, schools, and local environments
  • share ideas and beliefs about ways in which the environment contributes to well-being and work with other people to make improvements.

Level 3

Students will:

  • identify how health care and physical activity practices are influenced by community and environmental factors
  • participate in communal events and describe how such events enhance the well-being of the community
  • research and describe current health and safety guidelines and practices in their school and take action to enhance their effectiveness
  • plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment.

Level 4

Students will:

  • investigate and describe lifestyle factors and media influences that contribute to common health problems across the lifespan of people in New Zealand
  • access a range of health care agencies, recreational resources, and sporting resources and evaluate the contribution made by each to the well-being of community members
  • specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community.

Level 5

Students will:

  • investigate societal influences on the well-being of student communities
  • investigate community services that support and promote people's well-being and take action to promote personal and group involvement
  • identify the rights and responsibilities of consumers and use this information to evaluate health and recreational services and products in the community
  • investigate and evaluate features of the school environment that affect people's well-being and take action to enhance these.

Level 6

Students will:

  • analyse societal influences that shape community health goals and physical activity patterns
  • evaluate school and community initiatives that promote young people's health, safety, recreational activities, and sports and develop an action plan to instigate or support these
  • compare and contrast personal values and practices with policies, rules, and laws and investigate how the latter contribute to safety in the school and community
  • investigate the roles and the effectiveness of local, national, and international organisations that promote well-being and environmental safety.

Level 7

Students will:

  • analyse ways that events and social organisations promote healthy communities and will evaluate the effects they have
  • advocate for the development of services and facilities to meet identified needs in the school and the community
  • evaluate laws, policies, and regulations in terms of their contribution to social justice at school and in the wider community
  • analyse ways in which the environment and the well-being of a community are affected by population pressure and technological processes.

Level 8

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
  • establish and justify priorities for equitable distribution of available health and recreational resources and advocate change where necessary
  • demonstrate the use of health promotion strategies by implementing a plan of action to enhance the well-being of the school, community, or environment
  • critically analyse the interrelationships between people, industry, technology, and legislation on aspects of environmental health.