Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

This Achievement Standard is all about ākonga demonstrating decision-making skills in the context of a health-related situation, in relation to hauora. Hauora is a Māori philosophy of holistic wellbeing grounded in bodies of mātauranga unique to Aotearoa New Zealand. This goes beyond the physical aspects of wellbeing to include aspects such as the spiritual, the collective, and the environmental. Ākonga are assessed on their ability to consider and work through factors, anticipated consequences, and wider impacts, in order to propose, discuss, and evaluate their decision in relation to hauora. Ākonga may use a decision-making process as a tool to help them reach a proposed decision.

While the intent of this Standard is to encourage ākonga to make decisions that enhance hauora, it does make room for socially or culturally complex situations. In such situations, ākonga should be free to weigh up various factors, consequences, and alternative decisions, and come to their own conclusions about what would be the most appropriate decision in relation to hauora. There is not a ‘right’ or pre-determined decision that ākonga should propose, instead they are aiming to show authentic engagement in the decision-making process.

The Significant Learning ākonga will engage with in relation to this Standard includes:

• understand how personal, interpersonal, and societal factors impact hauora and inform decision-making
• use critical thinking in relation to values, attitudes, and beliefs that inform approaches to hauora
• investigate ways in which hauora is more than a matter of personal decision-making and individual responsibility.

NOTE: Teachers need to ensure the safety of all ākonga while discussing concepts of hauora.

Making reliable judgements

Ākonga will discuss factors and anticipated consequences that exist within a health-related situation, that will inform their decision-making. They will then propose and describe the decision they believe should be made in relation to hauora and connect this to factors and anticipated consequences of their proposed decision.

At higher levels of achievement, ākonga will be able to give reasons for the significance of factors and anticipated consequences of the proposed decision in relation to hauora. They will also be able to explain interrelationships between factors and anticipated consequences. This could include explaining how they complement, contrast with, or impact upon each other. Ākonga will show complex thinking skills by drawing conclusions about wider impacts of the decision-making. They will evaluate potential impacts on attitudes and values, on personal and interpersonal factors, and short and long-term consequences of the decision.

Collecting evidence

The Assessment Activity will be an individual student response where they demonstrate decision-making skills in the context of a health-related situation. Ākonga can create and present evidence via any medium, as long as it clearly demonstrates that the requirements of the Standard have been met. Examples include notes, photos, written responses, videos, annotated visual presentations, or voice recordings.

Possible contexts

The health-related situation used for this Assessment Activity needs to contain a dilemma or circumstance that requires a decision to be made. It should be age-appropriate and complex enough to enable ākonga to identify and discuss a range of factors, anticipated consequences, and interrelationships as part of the decision-making process, and to show critical thinking skills in relation to their proposed decision.

When ākonga are engaging in activities through a Māori or Pacific cultural perspective, they will need to explore culturally appropriate practices, and be guided by tikanga.

Learning about hauora may be enriched by exploring models such as Te Whare Tapa Whā, Te Wheke, Fonua, or Fonofale. However, ākonga are not assessed on their knowledge or application of a model of health in this Standard.

Engagement with the following Ministry of Education guides is recommended for all Health Studies kaiako for teaching and learning:

• Mental Health Education
• Relationships and Sexuality Education.

Standard Exclusions

This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.

Find out more about the NCEA Level 1 Exclusions List.