[ File Resource ]
- Title: For Implementation
- Description: Health Studies Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-10/HS%20Learning%20Matrix_0.pdf?VersionId=gdQYeEmguDVN5MLvPGhPkuVEITamrJnm
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- File Size: 195KB
- For Implementation.pdf
- Description: Health Studies Learning Matrix
Past Matrices:
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Health Studies Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-09/HS%20Learning%20Matrix%202023.pdf?VersionId=FLaMFNdpJCC6aGqW.cVLD0bMtD9JJVEe
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- File Size: 217KB
- Draft for Pilot 2023.pdf
- Description: Health Studies Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Health Studies Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/HS%20Learning%20Matrix_2022.pdf?VersionId=JvjT_2P1xanV4m.6LZwaBXEdwdPnMriN
- File Extension: pdf
- File Size: 310KB
- Draft for Pilot 2022.pdf
- Description: Health Studies Learning Matrix
[ File Resource ]
- Title: For Implementation
- Description: Health Studies Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-10/HS%20Learning%20Matrix_0.pdf?VersionId=gdQYeEmguDVN5MLvPGhPkuVEITamrJnm
- File Extension: pdf
- File Size: 195KB
- For Implementation.pdf
- Description: Health Studies Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Health Studies Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-09/HS%20Learning%20Matrix%202023.pdf?VersionId=FLaMFNdpJCC6aGqW.cVLD0bMtD9JJVEe
- File Extension: pdf
- File Size: 217KB
- Draft for Pilot 2023.pdf
- Description: Health Studies Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Health Studies Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/HS%20Learning%20Matrix_2022.pdf?VersionId=JvjT_2P1xanV4m.6LZwaBXEdwdPnMriN
- File Extension: pdf
- File Size: 310KB
- Draft for Pilot 2022.pdf
- Description: Health Studies Learning Matrix
What is Health Studies about?
[ Video Resource ]
- Title: Health Studies
- Description: Health Studies Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/571916865
- Transcript: In conversation with Nicola Potts Katrina Lemon Matt Stenbo Transcript below: The shift in assessments
In conversation with
Nicola Potts
Katrina Lemon
Matt Stenbo
Transcript below:
The shift in assessments, particularly in methods of assessment for external, have opened up some real possibilities to help look at the students learning’ in new ways, which is a really exciting opportunity.
The opportunity that we've been allowed to have a lot of scope in terms of developing frameworks, and expanding on the whakapapa of knowledge that has already been created.
Not neglecting that, but enhancing that, has been really exciting. Having the ability to be able to do that and be supported by the SEG. I'm hoping that students will see themselves in the learning more. That it will cater for diverse learners across our schooling system.
Absolutely and we will focus on, at level one, the individual, and where they're at. With our 15-16 year-olds, that's where they are at, eh?
They work well when they're talking about themselves. That's going to be a huge focus at level one. I think, they'll feel really comfortable in that zone, eh?
The Learning Matrix is an exciting new product. It's not something that we've had before within our NCEA system. It's kind of a distillation of what's important within The New Zealand Curriculum, and what we need to make sure, that students aren't missing out on learning. It's about developing those capabilities and skills that are going to enable those students to pathway into further learning in these subjects or in other areas as well.
That's where all the work that we did on the Significant Learning for our subject, and the Big Ideas, was so important. How we've gone back to that and refined it. That's been at the core really of where we've come from, eh?
We kept looking back and seeing, are we on the right track? One of the biggest changes that we're going to see is this real prioritisation of mana ōrite mō te mātauranga Māori.
I think this is something that our subject expert group here has been really focusing on. It's been difficult. It's been confronting. It's been a really hard task to look at how we can incorporate mana ōrite authentically across our products. It's been fantastic to work with people who are authentically investigating what that means and how to do that.
But in saying that, Matt, I think we were already... Our journey had already begun with the curriculum when it was written previously. To having te whare tapa whā was a great place to start for us. It was already there, so our learning had begun quite a while ago. Do you agree?
Yeah, and it was just about bringing te whare tapa whā to life in terms of how is that in a Māori context, and how do we develop resources from a mātauranga Māori perspective.
Yeah. I think the subject experts that we have on the group bring a fantastic range of skills and expertise together. It's been really wonderful to be able to draw from such incredible wealth of experience. I've already taken quite a lot of what I've learned into my classroom, and practiced for next year, when I'm hoping to be at a school that will trial what I've learned.
And particularly, the last group. We looked at all the different ranges of assessments that we can do now. I've got my year 11's currently doing an assessment based on something that I haven't done before, because of what I learnt from the RAS. It's fantastic for me. That's the thing that's been exciting.
The next steps in terms of resourcing and how we can bring the learning to life. So the conversation doesn't just stop with assessment. There's a lot of conversation ongoing from that, so how can we best support classroom teachers.
I think starting with the Learning Matrix is really valuable, and helping. If teachers look at the products in the order that they were created within our project. Starting with that Learning Matrix, and then looking through the standards to the assessment activities. That could be really valuable to help them understand how we got to what we got to.
Yeah, and next year, whether they're a part of the trial or not, it's really important that you look and try some activities. Try some things that we're recommending. It's all going to be on the website. We've all spent some time writing some really cool assessments and assessment schedules. Give it a go.
Mine would be around that the assessment is only an evidence part of the process, and to remember that. It's about the journey, and the hikoi towards the assessment. Looking at these assessments as that.
Yeah, and the assessment not driving the learning.
Exactly.
Subject-specific terms can be found in the glossary.
Health Studies is about engaging in three Key Areas of Learning — Food and Nutrition, Mental Health, and Relationships and Sexuality in relation to the hauora of individuals, whānau, and communities. It is about the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Ākonga can explore Māori and Pacific knowledge bases, values, and practices related to hauora. They can learn about hauora as a body of knowledge, and about models of health such as Te Whare Tapa Whā and Fonofale.
Through Health Studies, ākonga can learn about how tiakitanga, manaakitanga, and whanaungatanga contribute to the hauora of individuals, whānau, and communities. By engaging in this subject, ākonga develop further understanding of diverse cultural perspectives and experiences of hauora. They can learn about how actions can enhance hauora, as well as exploring ways to manage change situations that impact it. They learn that hauora is more than a matter of personal choice and individual responsibility.
In this subject, ākonga develop understanding of current issues related to food, nutrition, and health, and learn how a range of factors influence hauora. This learning helps ākonga develop strategies to strengthen their sense of identity and self-worth, and foster healthy relationships.
There are sensitivities to learning about, and being assessed on, issues related to hauora. Given these sensitivities, a strengths-based approach must be taken with the subject's learning tasks and assessment activities.
Subject-specific terms can be found in the glossary.
Health Studies is about engaging in three Key Areas of Learning — Food and Nutrition, Mental Health, and Relationships and Sexuality in relation to the hauora of individuals, whānau, and communities. It is about the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Ākonga can explore Māori and Pacific knowledge bases, values, and practices related to hauora. They can learn about hauora as a body of knowledge, and about models of health such as Te Whare Tapa Whā and Fonofale.
Through Health Studies, ākonga can learn about how tiakitanga, manaakitanga, and whanaungatanga contribute to the hauora of individuals, whānau, and communities. By engaging in this subject, ākonga develop further understanding of diverse cultural perspectives and experiences of hauora. They can learn about how actions can enhance hauora, as well as exploring ways to manage change situations that impact it. They learn that hauora is more than a matter of personal choice and individual responsibility.
In this subject, ākonga develop understanding of current issues related to food, nutrition, and health, and learn how a range of factors influence hauora. This learning helps ākonga develop strategies to strengthen their sense of identity and self-worth, and foster healthy relationships.
There are sensitivities to learning about, and being assessed on, issues related to hauora. Given these sensitivities, a strengths-based approach must be taken with the subject's learning tasks and assessment activities.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Health Studies Big Idea.
The Health and Physical Education Learning Area, including its whakataukī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6 Learning. The Learning Area's whakataukī is:
He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic should relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Health Studies. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Health Studies Big Idea.
The Health and Physical Education Learning Area, including its whakataukī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6 Learning. The Learning Area's whakataukī is:
He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic should relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Health Studies. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
This Big Idea connects to hauora as an important Māori philosophy of holistic wellbeing which is grounded in bodies of mātauranga unique to Aotearoa New Zealand. This goes beyond the physical and can draw on aspects such as the spiritual, the collective, and the environmental.
To approach hauora in a holistic way is to understand its breadth and depth as it relates to individuals, whānau, communities, and the surrounding environment. Hauora can be understood in diverse ways according to a person's values, cultures, experiences, identities, and worldview, and can be explained using models of health that are relevant and reflective of the diverse cultural backgrounds and experiences of ākonga across Aotearoa New Zealand and the Pacific.
Hauora needs to be approached through a holistic understanding
This Big Idea connects to hauora as an important Māori philosophy of holistic wellbeing which is grounded in bodies of mātauranga unique to Aotearoa New Zealand. This goes beyond the physical and can draw on aspects such as the spiritual, the collective, and the environmental.
To approach hauora in a holistic way is to understand its breadth and depth as it relates to individuals, whānau, communities, and the surrounding environment. Hauora can be understood in diverse ways according to a person's values, cultures, experiences, identities, and worldview, and can be explained using models of health that are relevant and reflective of the diverse cultural backgrounds and experiences of ākonga across Aotearoa New Zealand and the Pacific.
Big Idea Body:
By exploring this Big Idea, ākonga can learn about values and broader kaupapa within te ao Māori that are integral to hauora. When these kaupapa underpin individual, whānau, and community relationships, hauora is strengthened.
Tiakitanga is important because it champions caring for self and others. This value also speaks about how the hauora of people is directly connected to the condition of the environment.
Manaakitanga is a way of being, caring, and relating that ensures all interactions are mana-enhancing and reciprocal. Manaakitanga maintains the safe space that is needed for learning to occur. Recognising the mana of others through caring and mana-enhancing relationships is an important part of developing a sense of self-worth and identity. Through this understanding, ākonga can develop skills to build relationships that enable mutual care, and foster attitudes and values that support the hauora of themselves and others.
Whanaungatanga is also important because hauora is as much about the collective as it is about the individual. Whanaungatanga requires intentional actions that nurture whānau-type relationships. As such, whakawhanaungatanga, or the act of building whanaungatanga, is critical to the hauora of individuals, whānau, and communities.
These three values are deeply interconnected and interdependent. They represent the ‘how’ and the ‘why’ of the enduring learning about, and experiences of, hauora.
Tiakitanga, manaakitanga, and whanaungatanga are vital to enhance the hauora of individuals, whānau, and communities
By exploring this Big Idea, ākonga can learn about values and broader kaupapa within te ao Māori that are integral to hauora. When these kaupapa underpin individual, whānau, and community relationships, hauora is strengthened.
Tiakitanga is important because it champions caring for self and others. This value also speaks about how the hauora of people is directly connected to the condition of the environment.
Manaakitanga is a way of being, caring, and relating that ensures all interactions are mana-enhancing and reciprocal. Manaakitanga maintains the safe space that is needed for learning to occur. Recognising the mana of others through caring and mana-enhancing relationships is an important part of developing a sense of self-worth and identity. Through this understanding, ākonga can develop skills to build relationships that enable mutual care, and foster attitudes and values that support the hauora of themselves and others.
Whanaungatanga is also important because hauora is as much about the collective as it is about the individual. Whanaungatanga requires intentional actions that nurture whānau-type relationships. As such, whakawhanaungatanga, or the act of building whanaungatanga, is critical to the hauora of individuals, whānau, and communities.
These three values are deeply interconnected and interdependent. They represent the ‘how’ and the ‘why’ of the enduring learning about, and experiences of, hauora.
Big Idea Body:
This Big Idea helps ākonga understand that hauora is not just a matter of personal choice and individual responsibility, but is part of our complex, interwoven, interpersonal, and societal fabric.
Socio-ecological perspectives are not static and linear. They change continually as the result of the interaction between a broad and complex range of political, environmental, social, cultural, and other factors, in seen and unseen ways. This Big Idea points to how a variety of positive actions are needed at personal, interpersonal, and societal levels to enhance individual and collective hauora.
Understanding hauora requires consideration of the complex and interconnected nature of personal, interpersonal, and societal perspectives
This Big Idea helps ākonga understand that hauora is not just a matter of personal choice and individual responsibility, but is part of our complex, interwoven, interpersonal, and societal fabric.
Socio-ecological perspectives are not static and linear. They change continually as the result of the interaction between a broad and complex range of political, environmental, social, cultural, and other factors, in seen and unseen ways. This Big Idea points to how a variety of positive actions are needed at personal, interpersonal, and societal levels to enhance individual and collective hauora.
Big Idea Body:
This Big Idea is about how hauora and positive wellbeing outcomes for all people and communities are only possible when inequities are addressed and all members of society are treated fairly. Therefore, social justice principles and aims are integral to the continued development of diverse approaches to hauora.
By exploring this Big Idea, ākonga can learn how social constructs, power distributions within relationships, or other factors, can create injustice or negatively affect multiple generations of people. This understanding can help ākonga to recognise sources and instances of injustice, and to learn how hauora requires strategies and actions based on fairness and equity. Part of this learning is challenging any personal and systemic biases or assumptions that may exist within these contexts. By exploring this Big Idea, ākonga can also learn to identify the impact of diverse attitudes and values on hauora.
Social justice principles of fairness, equity, and inclusivity are central to hauora
This Big Idea is about how hauora and positive wellbeing outcomes for all people and communities are only possible when inequities are addressed and all members of society are treated fairly. Therefore, social justice principles and aims are integral to the continued development of diverse approaches to hauora.
By exploring this Big Idea, ākonga can learn how social constructs, power distributions within relationships, or other factors, can create injustice or negatively affect multiple generations of people. This understanding can help ākonga to recognise sources and instances of injustice, and to learn how hauora requires strategies and actions based on fairness and equity. Part of this learning is challenging any personal and systemic biases or assumptions that may exist within these contexts. By exploring this Big Idea, ākonga can also learn to identify the impact of diverse attitudes and values on hauora.
Key Competencies in Health Studies
Health Studies provides learners with opportunities to develop the curriculum Key Competencies in practical and engaging contexts.
Thinking
Students of Health Studies will:
- understand sensitivities around health contexts and perspectives
- think about ethics related to health and food situations
- learn to identify and analyse unfairness and exclusiveness in different situations
- think about attitudes and values that influence choices or behaviours related to health and food
- perceive different experiences of individuals, their whānau, and communities in a situation related to health and food
- think critically about a health or food issue that affects hauora
- learn to recognise situations of injustice and identify actions that could be taken to make communities and society fairer and more inclusive
- make sense of hauora through a diversity of lenses and perspectives
- think about ethical dilemmas related to hauora
- gain confidence and strategies to analyse perspectives and messages about food and nutrition, mental health, and relationships and sexuality.
Using language, symbols, and text
Students of Health Studies will:
- use health promotion models to explain concepts and behaviours
- use models and frameworks to explain hauora where social justice is a consideration
- understand how diverse interpretations and use of language, symbols, and text about health and food influence the decisions and behaviours of individuals and communities
- develop subject-specific literacy to understand the language and strategies for meaning-making
- learn the vocabulary and symbols of different models of health
- develop understanding of verbal and non-verbal language associated with food customs and contexts
- understand why Health Studies takes a strengths-based approach that focuses on health promotion and enhancing hauora.
Relating to others
Students of Health Studies will:
- gain insight into the consultation processes and methods of Māori, Pacific, and disability communities that enable the voices and views of a diverse range of stakeholders to be heard
- develop empathy with a diverse range of perspectives and contexts about health and food
- learn about interpretations of hauora within their peer group and communities
- engage in learning that explores the practices of diverse cultures.
Managing self
Students of Health Studies will:
- learn to take personal responsibility to treat others fairly and include them
- understand how collective actions contribute to social justice at a local, community, or national level
- establish personal meanings as attached to diverse lenses on hauora.
Participating and contributing
Students of Health Studies will:
- understand how participation and contribution is integral to Māori and Pacific communities' food traditions and health models
- learn how boundaries can be established, and safe participation can occur in kōrero, talanoa, and wānanga
- understand how collective actions contribute to social justice at a local, community, or national level
- gain confidence in making collective decisions and participating in kōrero about health and food situations
- think about strategies for managing conflict and tensions within groups and society.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Health Studies provides learners with opportunities to develop the curriculum Key Competencies in practical and engaging contexts.
Thinking
Students of Health Studies will:
- understand sensitivities around health contexts and perspectives
- think about ethics related to health and food situations
- learn to identify and analyse unfairness and exclusiveness in different situations
- think about attitudes and values that influence choices or behaviours related to health and food
- perceive different experiences of individuals, their whānau, and communities in a situation related to health and food
- think critically about a health or food issue that affects hauora
- learn to recognise situations of injustice and identify actions that could be taken to make communities and society fairer and more inclusive
- make sense of hauora through a diversity of lenses and perspectives
- think about ethical dilemmas related to hauora
- gain confidence and strategies to analyse perspectives and messages about food and nutrition, mental health, and relationships and sexuality.
Using language, symbols, and text
Students of Health Studies will:
- use health promotion models to explain concepts and behaviours
- use models and frameworks to explain hauora where social justice is a consideration
- understand how diverse interpretations and use of language, symbols, and text about health and food influence the decisions and behaviours of individuals and communities
- develop subject-specific literacy to understand the language and strategies for meaning-making
- learn the vocabulary and symbols of different models of health
- develop understanding of verbal and non-verbal language associated with food customs and contexts
- understand why Health Studies takes a strengths-based approach that focuses on health promotion and enhancing hauora.
Relating to others
Students of Health Studies will:
- gain insight into the consultation processes and methods of Māori, Pacific, and disability communities that enable the voices and views of a diverse range of stakeholders to be heard
- develop empathy with a diverse range of perspectives and contexts about health and food
- learn about interpretations of hauora within their peer group and communities
- engage in learning that explores the practices of diverse cultures.
Managing self
Students of Health Studies will:
- learn to take personal responsibility to treat others fairly and include them
- understand how collective actions contribute to social justice at a local, community, or national level
- establish personal meanings as attached to diverse lenses on hauora.
Participating and contributing
Students of Health Studies will:
- understand how participation and contribution is integral to Māori and Pacific communities' food traditions and health models
- learn how boundaries can be established, and safe participation can occur in kōrero, talanoa, and wānanga
- understand how collective actions contribute to social justice at a local, community, or national level
- gain confidence in making collective decisions and participating in kōrero about health and food situations
- think about strategies for managing conflict and tensions within groups and society.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Health Studies is connected with the subject Physical Education. They both stem from the Health and Physical Education Learning Area within The New Zealand Curriculum, with a shared whakataukī and underlying concepts in common, such as hauora, health-promotion, diverse attitudes and values, and socio-ecological perspectives.
Linking to the English Learning Area, Health Studies gives ākonga the opportunity to develop their communication skills, with shared competencies including researching, synthesising findings, and presenting these in a way that engages their audience.
Connections between Health Studies and Mathematics and Statistics include the ability to analyse data and draw conclusions.
There are many shared learning experiences within Health Studies and subjects in the Social Sciences Learning Area, including the way in which perspectives, critical thinking and socio-ecological factors affect populations, cultures, communities, and individuals.
Health Studies is connected with the subject Physical Education. They both stem from the Health and Physical Education Learning Area within The New Zealand Curriculum, with a shared whakataukī and underlying concepts in common, such as hauora, health-promotion, diverse attitudes and values, and socio-ecological perspectives.
Linking to the English Learning Area, Health Studies gives ākonga the opportunity to develop their communication skills, with shared competencies including researching, synthesising findings, and presenting these in a way that engages their audience.
Connections between Health Studies and Mathematics and Statistics include the ability to analyse data and draw conclusions.
There are many shared learning experiences within Health Studies and subjects in the Social Sciences Learning Area, including the way in which perspectives, critical thinking and socio-ecological factors affect populations, cultures, communities, and individuals.
Learning Pathway
The foundational knowledge, skills, and experiences that ākonga gain through their engagement with Health Studies can lead to a wide range of pathways.
Pathways in the health sector include:
- care, support, and rehabilitation of people
- diagnosing and treating people
- health promotion and advice
- medical research and testing
- providing technical support and equipment to healthcare professionals.
Pathways in community services include:
- working with people of different ages, life stages, abilities, and cultures
- counselling and therapy
- helping people with personal development and life decisions
- community support and care.
Pathways in hospitality include:
- working with food and drink.
Pathways in the science sector include:
- analysing and interpreting results and data related to hauora
- research, investigation, and experiments into an area of health or nutritional science.
Pathways in management and consulting include:
- the recruitment, training, and development of staff in any health or food-related workplace
- health and food marketing and communications.
Pathways in education include:
- helping children, young people, or adults learn about health or food
- planning programmes and classes about health and food.
Pathways in government and law include:
- development of policies and regulations related to health and food
- writing, researching, analysing, and evaluating information about health and food.
The foundational knowledge, skills, and experiences that ākonga gain through their engagement with Health Studies can lead to a wide range of pathways.
Pathways in the health sector include:
- care, support, and rehabilitation of people
- diagnosing and treating people
- health promotion and advice
- medical research and testing
- providing technical support and equipment to healthcare professionals.
Pathways in community services include:
- working with people of different ages, life stages, abilities, and cultures
- counselling and therapy
- helping people with personal development and life decisions
- community support and care.
Pathways in hospitality include:
- working with food and drink.
Pathways in the science sector include:
- analysing and interpreting results and data related to hauora
- research, investigation, and experiments into an area of health or nutritional science.
Pathways in management and consulting include:
- the recruitment, training, and development of staff in any health or food-related workplace
- health and food marketing and communications.
Pathways in education include:
- helping children, young people, or adults learn about health or food
- planning programmes and classes about health and food.
Pathways in government and law include:
- development of policies and regulations related to health and food
- writing, researching, analysing, and evaluating information about health and food.
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Introduction to Sample Course Outlines
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Health Studies course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Health Studies course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Assessment Matrix
Conditions of Assessment for internally assessed standards
Conditions of Assessment
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
Conditions of Assessment
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
Assessor involvement during the assessment event is limited to providing general feedback. They can suggest sections of student work that would benefit from further development, or skills a student may need to revisit across the work. Student work that has received sustained or detailed feedback is not suitable for submission towards this Standard.
Students may work on assessment responses in and out of class time, over a period of time specified by the assessor.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Assessor involvement during the assessment event is limited to providing general feedback. They can suggest sections of student work that would benefit from further development, or skills a student may need to revisit across the work. Student work that has received sustained or detailed feedback is not suitable for submission towards this Standard.
Students may work on assessment responses in and out of class time, over a period of time specified by the assessor.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.