Level 3 Health UE Approved

Continuing on from Level 2, Level 3 Health Education analyses complex health issues that affect individuals, communities and whole populations and how better health outcomes can be achieved for all. Areas of study include research into New Zealand health issues; analyzing an international health issue; investigation of medical, complementary, alternative, and traditional health practices in New Zealand; and ethical and contemporary issues. Health Education is an approved subject for University entrance and can be continued at the tertiary level.  It also offers Literacy reading and writing credits. 

This is a great course if you are interested in learning more about what is happening in NZ, passionate about critical thinking, enjoy open discussions and learning about real life issues. 

You will also have the chance to do the Health and Physical Education Scholarship paper. 

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 including 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 Massey High School, the underlying principles; hāuora, 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 3 in health looks like: 

·       Critically analyse health issues and evaluate solutions in relation to the determinants of health and the underlying concepts. 

·       Link cultural, political, and economic determinants to direct and indirect effects on well-being. 

·       Independently use an inquiry process (for example, the action competence learning cycle) to investigate health issues. 

·       Develop and justify strategies that will promote societal well-being, and for people directly and indirectly affected by health issues 

·       Critically evaluate issues related to health practices used to support well-being nationally and internationally 

·       Evaluate how a range of models for health promotion impact on well-being