HealthEducationAssessmentTask

1.Hauoraandchildren'sperceptionsofhealth(400words)-15/50marks
Hauora is an underlying concept in the Health and Physical Education learning area of the New
Zealand Curriculum (Ministry of Education, 1999; 2007). Drawing on the three readings below,
use the concept of hauora to explain what New Zealand children perceived being healthy
meant, as well as the dimensions of hauora that were mostly absent. State why is it important to
know what children perceive 'health' is?

The Burrows, Wright and McCormack (2009) reading focused on students that
participated in research in 2002. Drinking water, eating vegetables and avoiding junk
food featured heavily in students responses as well as consuming the right quantities
of these; some students also referred to vitamins. One fifth of students stated that
exercising regularly plays an important part in being healthy. Hygiene was the 3rd most
popular response. All four of these: exercising, food, drink and hygiene all relate mainly
to the physical body and therefore these answers indicate that the students saw health
and being healthy through the lense of the Taha Tinana dimension of Hauora. Some
external factors were highlighted by students such as living in a clean i.e rubbish free
environment and avoiding the harmful effects of the sun by being sun smart. Smoking,
drinking, drug taking did not feature prominently. A small number of responses related
to the mental and emotional dimension of Hauora- Taha Hinengaro. Being happy,
relaxing and having fun was mentioned by students, but these responses related
mainly to ones own happiness rather than the potential effects of others on a persons
mental and emotional wellbeing and again exercise was linked to the achievement of
this feeling, do some push ups - to make you happy (Burrows, Wright and
McCormack 2009, p. 163).
New Zealand children surveyed in in 2007 mainly equated being healthy with
exercising regularly, eating the right food or not eating the wrong food. Students also
linked judgements around health heavily to appearance: shape, size and weight. It was
clear that some students were able to challenge fat = unhealthy view, I once knew a
girl that was really big but exercised regularly and ate healthy food. (Burrows 2008, p.
63). This ability to be critical and to challenge views around health that are dominant in
the media and in their schools is a starting point for students in developing more holistic
attitudes to health and to seek answers from the other three dimensions of Hauora:
Taha Hinengaro, Taha Whnau and Taha Wairua.

From 2009 evidence looked at by Powell & Fitzpatrick (2015) it is clear that again,
children equate health with physical exercising and the ultimate goal of not becoming
fat, Cause who wants to be really fat? Nobody wants to be really fat. (p. 473). The
children felt that body shape, size and weight were key in determining whether a
person was healthy. Being lazy and sitting on the couch all day are actions associated
with fat people according to one child. The view that a persons worth can be judged
based on their behaviour has implications for the Taha Hinengaro dimension of a
persons well being including the well being of the children being interviewed. Should
they ever succumb to the enemy fat they are likely to feel guilt and shame and
therefore be mentally and emotionally unhappy. Taha Whnau is also an aspect of a
persons well being that is controlled by the childrens emphasis on the physical. In
order to be considered a success by society you must maintain the body. To these
children, health is therefore a tool one can use to gain social status. One child states
that fitness is a means to maintaining an attractive body and therefore ...you could be
a model! (p. 476).
References

Powell, D., & Fitzpatrick, K. (2015). Getting fit basically means, like, nonfat: Childrens
lessons in fitness and fatness. Sport, Education and Society, 123.
doi:10.1080/13573322.2013.777661

Burrows, L. (2008). "Fit, fast, and skinny": New Zealand school students 'talk' about
health. New Zealand Journal of Physical Education, 41(3), 26-36.

Burrows, L., Wright, J., & McCormack, J. (2009). Dosing up on food and physical
activity: New Zealand children's ideas about 'health'. Health Education Journal, 68(3),
157-170.

The Ministry of Education. (1999). Health and physical education in the New Zealand
Curriculum. Wellington, New Zealand: Learning Media Limited.

The Ministry of Education. (2007). The New Zealand curriculum. Wellington, New
Zealand: Learning Media Limited.

Part 2: Underlying concept - Attitudes and values (600 words) - 20/50 marks

Describe an original, engaging and meaningful health education lesson that would support your
students to develop an understanding of one of the attitudes or values (see Ministry of
Education, 1999, p. 34).

(i) A lesson plan with an appropriate achievement objective, key competency, key area of
learning, curriculum level, year level, and learning intention: (5 marks)

Key area of learning

Mental Health
Year level and curriculum level (e.g. Year 8, Level 4)
Year 4, Level 2
Achievement Objective
Identity, sensitivity and respect: Describe how individuals and groups share
characteristics and are also unique (2C2).

Key competency
Relating to Others
Learning intention
Students will discover some aspect of the life of one of their peers with which they are
not already familiar. They will aso reflect on how it feels to acknowledge and
understand differences and similarities in other people.
ii) A detailed learning experience (What will you do? What will your students do?) (10 marks)

(40 minute lesson)

Part One

Display and explain the learning intention - (2 mins).

Group discussion (5 mins) - I will pose the following questions to students.
Is everyone the same?
What similarities/differences do you notice about people? (As students
come up with answers I will list them on the board so everyone can see.
I can offer suggestions to get the conversation started if needed).
Should we try to find out more about people who are different from us
and how can we do that? (I will also write these answers up).

Part Two

Students get into pairs (I will tell them to partner up with someone they do not
know as well as they could (not a friend that they always sit next to/hang out
with at lunch) - (2 mins).
In pairs the students will discuss their similarities and differences (8 mins). I will
encourage them to come up with questions based on the answers that were
generated through the previous group discussion (What similarities/differences
do you notice about people?) They can also ask questions that they have
thought of themselves. (They will write down bullet points as a record of their
answers).
Students will review the answers their partner has given them and then choose
something they found intriguing/interesting/something that they do not know
much about (3 mins).
They will then find out more about this from their peer. I will encourage them to
use the methods discussed during the group discussion (Should we try to find
out more about people who are different from us and how can we do that?).
Again students will make a record of this new information (10 mins).

Part Three

Finally students get to illustrate and write a 4 panel comic strip explaining their
new learning (I will print one of these off for each student
http://comicbookpaper.com/comic/?title=cp83) (10 mins).
I will suggest the following as questions the students might ask themselves:
1. What did I find interesting about my partner?
2. What did I learn more about?
3.How do I feel about my new learning?
4. How will this new learning about my partner in class help me in the
future when learning about other people?
I will display the (hopefully colourful) comic strips on the wall in class under the
title Understanding Each Other.

(iii) A short transcript of a (fictitious) conversation between you and one student (and possibly
others), where you help the student achieve the learning intention (5 marks)
Me: Do you know everyone in the class?

Lily: Not really. I have my friends. We play together but some people I only really know
their names and stuff.

Me: Do you think its important to learn about other people?

Lily: Sometimes.

Me: Why sometimes?

Lily: It can be easier to talk to people if you know a bit about them.

Me: What makes it easier?

Lily: You can ask them questions about things. Like if you know what they like doing
after school you could ask them about it and then they tell you and then maybe you
could be friends with them too.

Me: Have you ever found out something that you thought was really interesting about
one of your classmates?

Lily: Yes, when I started school I met Shivanni. I asked her about her hobbies and she
told me that she does Bollywood dancing. She showed me some moves outside during
lunch and we made up a dance and she even danced at the Auckland Diwali last year.

Me: Lily shared that part of her life with you. How did that make you feel?

Lily: (Pause) It made me feel good. We had fun. It made me feel like she wanted to be
my friend and wanted me to be her friend.

Part 3: Health promotion (500 words) - 15/50 marks

Describe a class project where students are required to make a positive contribution to
their own well-being and that of their communities (Ministry of Education, 1999, p. 32)
by taking critical action.

As a class we are going to create a calendar, the content of which will be developed
and designed by the students. The calendar will be made available (in a digital format)
to all student, parents, family and whnau, all school staff, the wider community, the
local MP and community organisations. The focus of the calendar will be 12
ideas/suggestions for building stronger relationships between members of our
community. I will scan the students work and they will insert the digital files into a
calendar template. I will make the template available to them on Google Docs. The
calender template retrieved from
http://www.homemade-gifts-made-easy.com/photo-calendar-template.html

A justification for your project, drawing on some of the key factors that impact on the
well-being of students and the community. (5 marks)
Stronger communities that work together are more likely to be in a position to lobby for
community services, to come together in the face of problems (crime, flooding) and to
adapt to changes that result from such problems. The resulting social supports and
sense of community cooperation can influence the health, both mental and physical of
the members that live within that community. Within communities that lack this sense of
connectedness, people are less likely to communicate with their neighbours and rally
together to fight for the introduction and retention of local community services. Such
services can be the key to individual members of the community building and
maintaining a sense of well-being (Lovell, Gray, Boucher, 2015). The justification for
our community calendar is based on the evidence that closer communities are stronger
communities. Our school community is located within a very ethnically diverse area, in
most families both parents are working full time and this leaves little time to worry about
community spirit. This could result in the following issues which would impact on the
well-being of students and of the wider community:

Communication: Lack of communication and therefore understanding amongst

neighbours. This can lead to the perpetuation of stereotypes, prejudices and a
general mistrust within the community.
Community Resources: Services that are valuable to the community such as
health centres/libraries/community centres/parks could be reduced or lost if
members do not get together to discuss and build a case for the introduction or
retention of these.
Pride in the area may fall. If people dont care about their neighbours/the area
they live in they could be more likely to litter and show less concern for the
areas green spaces making them less useable.

An appropriate curriculum level and a year level (e.g. Year 8, Level 4)

Two learning intentions appropriate for this level and links to Achievement Objectives
(e.g. 3D4) (5 marks)
Year: 8 Level: 4

LI #1: Students will identify issues that can prevent the emotional, physical and social
growth in themselves and their community. (AO: 3A1)

LI #2: Students will identify suggestions that can encourage members of the community
(including themselves) to care for the well-being and safety of others. (AO: 4D3)

A brief outline of two learning experiences that will support students to take critical action and
make a difference to one of the key factors described above. (10 marks)
Learning experience #1
In 6 groups of 4, students will hold a discussion and share their experiences around:

the features of a community that cares for the safety and well being of its
members.
The impact that living in a non-caring community can have on the individuals
that live there (I will suggest that they think in terms of social, mental and
 emotional, physical impacts), but they will also be free to come up with whatever
ideas they like.
Suggest two ways that they and other members of the community can attempt
to build relationships and closer ties with each other.

Learning experience #2
Each group will write their suggestions with accompanying illustrations on two A4 piece
of paper (landscape). As their work will form the basis for the Caring Community
Calendar they will have to work together to decide how best to represent their
suggestions in a way that is creative and appropriate for distribution in the wider
community.

References

Lovell, S. A., Gray, A. R., & Boucher, S. E. (2015) Developing and validating a measure
of community capacity: Why volunteers make the best neighbours. Social Science and
Medicine 133, (261-268). doi: 10.1016/j.socscimed.2014.09.049

The Ministry of Education. (1999). Health and physical education in the New Zealand
Curriculum. Wellington, New Zealand: Learning Media Limited.

The Ministry of Education. (2007). The New Zealand curriculum. Wellington, New
Zealand: Learning Media Limited.