NCEA Health Level 2 Course Outline
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Curriculum Statement
“In health education, students develop their understanding of the factors that influence the
health of individuals, groups and society: lifestyle, economic, social, cultural, political and
environmental factors.” (NZC 2007) Students learn across a range of contexts in cluding
mental wellness, positive sexuality, nutritional needs, personal identity, decision making and
relationships. “Students use these skills and understandings to take critical action to promote
personal, interpersonal and societal wellbeing” (NZC 2007).
At Marist College, the underlying principles (hauora, socio-ecological perspective, health
promotion and attitudes and values) are studied in a range of contexts across NCEA levels
1-3.
Below are the indicators of what learning at NCEA level 2 in health looks like.
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Analyse personal, interpersonal, and societal factors that influence well-being and make
relevant connections between these factors and the concept of the determinants of health.
Analyse the factors, including personal choices, that affect well-being, within a variety of
contexts.
Evaluate the relationship between risk factors and protective factors in a range of contexts
involving significant life changes.
Evaluate opinions, beliefs, and values that help or harm different groups in society.
Recommend and evaluate health-enhancing strategies that respond to personal,
interpersonal, and societal factors influencing well-being in a range of contexts.
Take action in their own community to enhance well-being.
Course Expectations
To achieve in this course you must:
 Attend class
 Contribute meaningfully in class discussions
 Read and research widely
 Keep accurate records of your class learning
 Complete and submit assessments and all class work on due dates
 Take personal responsibility to catch up on missed classes
 Complete homework tasks thoroughly
 Continually revise
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Assessment
Term / Date
Term 1
Wks 1-9
Term 2
Wks 1 - 6
Terms 2 & 3
Wks 8- 3
Term 3
Wks 4-10
Internal /
External
Internal
Standard
Name
Credits
AS 91239
Gender & Sexuality
5
External
AS91235
Adolescent Health Issue
5
Internal
AS91237
Action Plan
5
External
AS 91238
Interpersonal Issue
4
Assessment
Ongoing assessment
completed by April 2
School Exam (T2 wk, 6/7)
School Exam (T3 wk, 7/8)
External Exam (Nov)
On-going assessment
Completed by August 7
School Exam (T3, wk 7/8)
External Exam (Nov)
You will be assessed both internally and externally for this subject. Your internal
assessments are assignment based and will take part in your Health lessons and in your
own time, as specified by your teacher.
There will be a school exam in Term 2 and 3 to practice the skills needed for the externally
assessed examinations in November.
MISSED OR LATE ASSESSMENTS
If you miss an assessment task or hand it in late with a valid reason (eg illness) or if you
believe your performance has been adversely affected beyond your control, then you should
apply for impaired performance. You must obtain and complete an ‘Absence or Extension
Form’ from the school office AND you must support your application with either a note from
your parent/guardian or a Medical Certificate.
You must do this within 24 hours of returning to school.
If you miss an assessment task or fail to hand it in with a non-valid reason (e.g. truancy or
going away on holiday) then you will not eligible to receive a result for that task.
APPEALS
You may appeal your mark if; you perceive that you were disadvantaged compared to other
students attempting the same assessment, you believe your result is inconsistent with the
standard, there is disagreement over the submission of an ‘Absence or Extension Form’, you
believe that some of your material has been overlooked. You must appeal within 3 days of
receiving your grade using the Marist College Internal Assessment Appeal Form, which is
available from the office. You will be notified in writing of the result of your appeal when a
decision is reached.
AUTHENTICITY OF STUDENT WORK
All work that is handed in for assessment must be your own. Authenticity of student work will
be verified in a number of different ways, depending on the style of the assessment.
MISCONDUCT
Plagiarism is using other people’s ideas or words as your own without acknowledgement.
E.g. copying from a book or textbook and pretending you wrote it.
Cheating is gaining unfair advantage by deceit, during an assessment. E.g. looking at
someone else’s work or taking unauthorised notes into a test.
Allowing another student to copy your work is also misconduct.
RESUBMISSIONS
Due to the nature of the internal assessments in this course (assignment based) there will be
NO resubmissions in level 2 health.
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Standards Outline
NCEA Level 2 Health Education at Marist College offers 19 Credits:
Internal Achievement Standards
2.3
2.5
Take action to enhance an aspect of people’s well-being within the school or wider
community
Analyse issues related to sexuality and gender to develop strategies for addressing
the issues
External Achievement Standards
2.1
2.4
Analyse an adolescent health issue
Analyse an interpersonal issue(s) that places personal safety at risk
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Topic 1: Issues relating to Gender and Sexuality
Introduction
This topic explores what the terms gender and sexuality mean in different societies.
Influences on these two areas are investigated in four contexts; culture, fashion magazines,
music videos and billboards. Strategies to combat these influences are analysed so that
social justice is being addressed.
Content Outline
 Explaining influences on gender and sexual identity
 Recommending a relevant combination of personal, interpersonal and societal
strategies to address the issues, which reflect the values of social justice.
 Why and/or how influences impact on gender and sexual identity
 How strategies to address issues reflect the values of social justice.
Assessment:
Internal: Assignment based report completed in class and the students own time.
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse issues related to
sexuality and gender to
develop strategies for
addressing the issues.
 Analyse in depth, issues
related to sexuality and
gender to develop
strategies for addressing
the issues.
 Analyse comprehensively, issues
related to sexuality and gender to
develop strategies for addressing
the issues.
Glossary of Key Terms
Term
Gender
Sexuality
Strategies
Influences
Social
justice
Definition
What social qualities society associates with being male or female.
This encompasses issues relating to how an individual views their sexuality
e.g. sexual behaviour, sexual orientation and identity.
Actions and ideas that can be used to promote well-being
Factors that have a positive or negative impact on well-being
Fairness, non-discrimanatory practices and equality amongst all people
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Topic 2: Adolescent Health issue
Introduction
This topic explores how adolescent binge-drinking is an issue for NZ society. Influences,
consequences and strategies will be investigated with the aim of promoting healthenhancing decisions that will improve an adolescents’ well-being.
Content Outline
 Influences on the issue
 The issues contribution to consequences for well-being on individuals, groups and
societies.
 Health enhancing strategies that promote well-being in relation to the issue.
Assessment:
External: School exam in term 3 and NZQA exam in November.
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse an adolescent
health issue.
 Analyse in depth, an
adolescent health issue.
 Analyse comprehensively, an
adolescent health issue.
Glossary of Key Terms
Term
Adolescent
Binge-drinking
Influences
Consequences
Strategies
Health-enhancing
Definition
A person aged 13-18 years old
Drinking five or more alcoholic drinks in one drinking session
Factors that have a positive or negative impact on well-being
What happens as a result of a particular action or behaviour
Actions and ideas that can be used to promote well-being
A decision that is made where the outcome will improve a
person’s well-being
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Topic 3: Taking Action to Enhance Well-being
Introduction
This topic explores how to implement a plan that will promote well-being for other students
within the school. This will cover aspects of goal setting, planning, logistics, implementation
and evaluation.
Content Outline
 Identifying an issue that affects the well-being of people within the school or wider
community
 Developing a detailed, workable plan to improve well-being A workable plan relates
to SMART goals.
 Implementing the plan
 Evaluating the effectiveness of the action by reflecting on the implementation of the
plan and including examples as evidence.
Assessment:
Internal: Group and individual based assignment completed in class and the students own
time.
Achievement
Achievement with Merit
Achievement with Excellence
 Take action to enhance an
aspect of people’s well-being
within the school or wider
community.
 Take in-depth action to
enhance an aspect of
people’s well-being within the
school or wider community.
 Take comprehensive action
to enhance an aspect of
people’s well-being within the
school or wider community.
Glossary of Key Terms
Term
Definition
SMART goal Goals that are specific, measurable, achievable, realistic and timely.
Implement
To take action towards achieving a goal or objective
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.
Topic 4: Interpersonal Issues and Personal Safety
Introduction:
This topic explores a specific interpersonal issue such as bullying, discrimation or
harassment that occurs between two or more people in society. Influences, consequences
and strategies are investigated in relation to the issue so that improvements to well-being
can be made.
Content Outline:
 Factors influencing the issue(s)
 How the issue contributes to the consequences of these factors for well-being of
individuals, groups and societies.
 Strategies to manage potentially unsafe situations for a range of people directly or
indirectly involved.
Assessment:
External: School exam in term 3 and NZQA exam in November.
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse an interpersonal
issue(s) that places personal
safety at risk.
 Analyse in depth, an
interpersonal issue(s) that
places personal safety at
risk.
 Analyse comprehensively, an
interpersonal issue(s) that
places personal safety at risk.
Glossary of Key Terms
Term
Interpersonal
Influences
Consequences
Strategies
Definition
An interaction that happens between two or more people
Factors that have a positive or negative impact on well-being
What happens as a result of a particular action or behaviour
Actions and ideas that can be used to promote well-being
The Marist College community is committed to fostering excellence in education founded on living Catholic values and the spirit
of Mary.