Environmental Education and Health and Physical Education in the New Zealand Curriculum
Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6 | Level 7 | Level 8
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Level 1
Personal Health and Physical Development
- Describe and demonstrate simple health care and safety procedures
e.g., safety on the road, in the playgrounds, in the water.
Movement Concepts and Motor Skills
All achievement objectives in this strand could be met through the development of movement concepts and motor skills in the enviroment.
Healthy Communities and Enviroments
- Take individual and collective action to contribute to safe environments that can be enjoyed by all
e.g., create sunsafe environments.
- Identify and discuss obvious hazards in their home, school,
and local environment and adopt simple safety practices
e.g., respond to hazards in both the natural and the built environments.
Level 2
Personal Health and Physical Development
- Identify and use safe practices and basic risk-management strategies
e.g., sun protection, negotiating traffic.
Movement Concepts and Motor Skills
All achievement objectives in this strand could be met through the development of movement concepts and motor skills in the enviroment.
Healthy Communities and Enviroments
- Use simple guidelines and practices that contribute to physically and socially healthy classrooms, schools, and local environments
e.g., rubbish disposal.
- Share ideas and beliefs about ways in which the environment contributes to well-being and work with other people to make improvements
e.g., improvements in the classroom or school grounds.
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Level 3
Personal Health and Physical Development
- Identify and use safe practices and basic risk-management strategies
e.g., managing risks in both the natural and the built environments.
Movement Concepts and Motor Skills
All achievement objectives in this strand could be met through the development of movement concepts and motor skills in the enviroment.
Healthy Communities and Enviroments
- Identify how health care and physical activity practices are influenced by community and environmental factors
e.g., availability of recreational facilities and effects on health.
- Research and describe current health and safety guidelines and practices in their school and take action to enhance their effectiveness
e.g., undertake a safety audit around the school.
- Plan and implement a programme to enhance an identified social or physical aspect of the classroom or school environment
e.g., litter control.
Level 4
Personal Health and Physical Development
- Access and use information to make and action safe choices in a range of contexts
e.g., safety in the sun, on the road, near water.
Movement Concepts and Motor Skills
All achievement objectives in this strand could be met through the development of movement concepts and motor skills in the enviroment.
Healthy Communities and Enviroments
- Access a range of health care agencies, recreational resources, and sporting resources and evaluate the contribution made by each to the well-being of community members
e.g., recreation facilities in the local environment.
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Level 5
Personal Health and Physical Development
- Investigate and practise safety procedures and strategies to minimise risk and to manage risk situations
e.g., safety in the outdoors.
Movement Concepts and Motor Skills
All achievement objectives in this strand could be met through the development of movement concepts and motor skills in the environment.
Relationships with Other People
- Demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and other people in a variety of settings
e.g., working together to plan a trip to the bush.
Healthy Communities and Enviroments
- Investigate and evaluate features of the school environment that affect people's well-being and take action to enhance these
e.g., the availability of shade in the school playground.
Level 6
Personal Health and Physical Development
- Distinguish between real and perceived risks in physical and social environments and develop skills for appropriate action
e.g., safety in the outdoors.
Movement Concepts and Motor Skills
All achievement objectives in this strand could be met through the development of movement concepts and motor skills in the enviroment.
Relationships with Other People
- Plan strategies and demonstrate interpersonal skills to respond to challenging situations appropriately
e.g., behaviour if lost in the bush.
Healthy Communities and Enviroments
- Evaluate school and community initiatives that promote young people's health, safety, recreational activities, and sports and develop an action plan to instigate or support these
e.g., smokefree environments.
- Investigate the roles and the effectiveness of local, national, and international organisations that promote well-being and environmental safety
e.g., Greenpeace, World Wide Fund for Nature.
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Level 7
Personal Health and Physical Development
- Demonstrate understanding of the responsible behaviours required to ensure that physical and social challenges are managed safely
e.g., safety in challenging environments, such as the mountains.
Movement Concepts and Motor Skills
All achievement objectives in this strand could be met through the development of movement concepts and motor skills in the enviroment.
Healthy Communities and Enviroments
- Advocate for the development of services and facilities to meet identified needs in the school and the community
e.g., the availability of recreational facilities for teenagers.
- Analyse ways in which the environment and the well-being of a community are affected by population pressure and technological processes
e.g., the effects of overcrowding on families.
Level 8
Movement Concepts and Motor Skills
All achievement objectives in this strand could be met through the development of movement concepts and motor skills in the enviroment.
Healthy Communities and Enviroments
- Demonstrate the use of health promotion strategies by implementing a plan of action to enhance the well-being of the school, community, or environment
e.g., smokefree school environments.
- Critically analyse the interrelationships between people, industry, technology, and legislation on aspects of environmental health
e.g., the siting of cellphone towers, neighbourhood noise control.
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