Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of factors that influence hauora involves:
- identifying and describing a variety of factors that influence hauora
- describing how the factors influence hauora, using examples.
Explain factors that influence hauora involves:
- discussing how and why the factors interrelate to influence hauora, using examples.
Evaluate factors that influence hauora involves:
- drawing conclusions about the implications of the factors, in relation to how they influence hauora.
Explanatory Note 2
For the purposes of this standard, a factor is a circumstance, fact, or influence relevant to a context. Factors can be personal, interpersonal, and societal. The nature of factors can be economic, social, cultural, lifestyle-related, political, or environmental.
Examples include:
- knowledge, beliefs, and values
- whānau relationships, vā, and peer pressure
- laws, iwi structures, cultural norms, and media.
Explanatory Note 3
A context is related to any of the Key Areas of Learning:
- Food and Nutrition
- Mental Health
- Relationships and Sexuality.
Explanatory Note 4
For the purpose of this achievement standard, implications are wider considerations, flow-on effects, or potential impacts of the factors in the context, for an individual, group, or society.
Examples include:
- the significance of some factors compared to others
- the extent to which factors can or cannot be controlled
- short and long-term effects
- secondary or unintended consequences.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Health and Physical Education Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
External Assessment Specifications
The External Assessment Specifications are published by NZQA and can be found on their website using this link:
NZQA Health Studies
Useful Pages
Unpacking the Standard
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.
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 designed to assess a learner’s understanding of factors that influence 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.
Factors that influence a person’s hauora can be personal factors such knowledge, beliefs, and values; interpersonal factors such as whānau relationships, vā, and peer pressure; or societal factors such as laws, iwi structures, cultural norms, and media. Within the teaching and learning programme, it is important that ākonga have the chance to engage in learning about a wide variety of factors, including becoming accustomed to identifying the most significant factors in a scenario.
The Significant Learning that ākonga will engage with in relation to this Achievement Standard includes:
- understand how personal, interpersonal, and societal factors impact hauora and inform decision-making
- investigate ways in which hauora is more than a matter of personal decision-making and individual responsibility.
While this Achievement Standard is about evidencing understanding of factors that influence hauora, it can also point ākonga towards thinking about the necessity for actions to challenge factors that are negatively impacting hauora.
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 Achievement Standard.
Making reliable judgements
Ākonga will need to demonstrate understanding of factors that influence hauora. They will use examples from the context they have been given, and give reasons for how the factors influence hauora. The focus should be on the most relevant influences on hauora.
At higher levels of achievement, ākonga will show relational thinking. Relational thinking could include considering how factors and implications of factors complement or contrast with each other, impact on each other, or work in combination. For more complex thinking, ākonga will look more broadly to the wider implications of the factors. This could involve evaluating which factors are more significant than others in relation to hauora, the short or long-term effects of factors, the flow-on effects of particular factors on other factors, or the extent to which factors can or cannot be controlled.
Collecting evidence
External Assessment Specifications will be published by NZQA and will specify details about how this Achievement Standard will be assessed.
Possible contexts
Subject matter in the examination will focus on contexts that are related to any of the Key Areas of Learning: Food and Nutrition, Mental Health, and Relationships and Sexuality.
Engagement with the following Ministry of Education guides is recommended for all Health Studies kaiako for teaching and learning:
The intent of the Standard
This Achievement Standard is designed to assess a learner’s understanding of factors that influence 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.
Factors that influence a person’s hauora can be personal factors such knowledge, beliefs, and values; interpersonal factors such as whānau relationships, vā, and peer pressure; or societal factors such as laws, iwi structures, cultural norms, and media. Within the teaching and learning programme, it is important that ākonga have the chance to engage in learning about a wide variety of factors, including becoming accustomed to identifying the most significant factors in a scenario.
The Significant Learning that ākonga will engage with in relation to this Achievement Standard includes:
- understand how personal, interpersonal, and societal factors impact hauora and inform decision-making
- investigate ways in which hauora is more than a matter of personal decision-making and individual responsibility.
While this Achievement Standard is about evidencing understanding of factors that influence hauora, it can also point ākonga towards thinking about the necessity for actions to challenge factors that are negatively impacting hauora.
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 Achievement Standard.
Making reliable judgements
Ākonga will need to demonstrate understanding of factors that influence hauora. They will use examples from the context they have been given, and give reasons for how the factors influence hauora. The focus should be on the most relevant influences on hauora.
At higher levels of achievement, ākonga will show relational thinking. Relational thinking could include considering how factors and implications of factors complement or contrast with each other, impact on each other, or work in combination. For more complex thinking, ākonga will look more broadly to the wider implications of the factors. This could involve evaluating which factors are more significant than others in relation to hauora, the short or long-term effects of factors, the flow-on effects of particular factors on other factors, or the extent to which factors can or cannot be controlled.
Collecting evidence
External Assessment Specifications will be published by NZQA and will specify details about how this Achievement Standard will be assessed.
Possible contexts
Subject matter in the examination will focus on contexts that are related to any of the Key Areas of Learning: Food and Nutrition, Mental Health, and Relationships and Sexuality.
Engagement with the following Ministry of Education guides is recommended for all Health Studies kaiako for teaching and learning:
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.
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.