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Achievement
Standard 2.3
Take action to enhance an aspect of peoples
well-being within the school or wider community

Health 2.3 Health Promotion School community

(AS91237)
Assessment Guidelines
Student completing this unit of work will take action to enhance an aspect of peoples well-being
within the school or wider community. This involves identifying an issue that affects the well-being
of people within the school or wider community, developing a workable plan to improve well-being,
implementing the plan, and evaluating the effectiveness of the action by reflecting on the
implementation of the plan. This will draw on your understanding of SMART goals. Action that could
be taken include:
Promoting awareness of issues relating to mental and emotional well-being e.g. bullying,
support services etc.
Support Year 9 students in an aspect of their mental health education learning programme
e.g. friendships, self-esteem etc.
Review and/or revise the school procedures around introducing Year 9s to school i.e. peer
support programme
Support a local primary school or early childcare centre to promote an aspect of the wellbeing of children

Assessment Mode/Context
Students will document the plan and the implementation of the plan, including contribution,
in a log. Students will then complete a written evaluation on the outcome of their health
promotion.

Websites of assistance

http://www.tki.org.nz/r/health/cia/make_meaning/index_e.php

The Mental Health Foundation of NZ: http://www.mentalhealth.org.nz

Mind Matters:
http://www.mindmatters.edu.au/resources_and_downloads/resources_landing.html

https://www.health.govt.nz/system/files/documents/publications/olderplebb.pdf

Windermere Rest home Cambridge:

http://www.windermereresthome.co.nz/

Action
The act of doing something that makes a positive difference for peoples
well-being

Health 2.3 Take action to enhance an aspect of peoples

well-being within the school or wider community

(AS91237)
Achievement

Achievement with Merit

Achievement with Excellence

Take action to enhance an aspect

of peoples well-being within the
school or wider community.

Take in-depth action to

enhance an aspect of peoples
well-being within the school or
wider community
Take in-depth action to
enhance an aspect of peoples
well-being within the school or
wider community involves:
developing a detailed plan
linked to the issue
evaluating the effect of the
implementation of the plan
on well-being, using
evidence

Take comprehensive action to

enhance an aspect of peoples
well-being within the school or wider
community
Take comprehensive action to
enhance an aspect of peoples wellbeing within the school or wider
community involves:
developing a plan that includes
actions that are critical for
addressing the issue and
explanations of these
critically evaluating the outcomes
for individual and community
well-being
Critical evaluation of the outcomes
will be shown, for example, through a
relevant combination of:
use of evidence to show that the
actions have resulted in a positive
impact on peoples well-being as
planned
reasons based on evidence for
the failure of actions to achieve
the overall goal
alternative or additional actions
required to meet the overall goal
and reasons for these
whether the actions impacted on
all or only some people and
reasons for this
next steps for sustainability of the
impacts on well-being achieved
by the actions

Take action to enhance an

aspect of peoples well-being
within the school or wider
community involves:
identifying an issue that
affects the well-being of
people within the school or
wider community
developing a workable plan to
improve well-being
implementing the plan
evaluating the effectiveness of
the action by reflecting on the
implementation of the plan
A workable plan relates to SMART
goals.

Health Promotion
Health promotion is the process of enabling individuals and communities to increase control
over the determinants of health and so improve their health.

Health promotion:

Works with people, not on them

Starts and ends with the local community
Is directed to the underlying as well as immediate causes of health
Balances concern with the individual and the environment
Emphasises the positive dimensions of health

In terms of schools, health promotion is a process that helps create physical and emotional
environments in classrooms, whole schools and communities. The health-promotion
process requires the involvement and collective action (working together) of all members of
the wider school community students, staff, parents and caregivers and other community
members.
By engaging in health promotion, students and teachers can:
Come to understand how the environment in which they live, learn, work and play
positively affect their personal and societal well-being.
Develop the personal skills that empower them to take action to improve their own
well-being and that of their environments
Help to develop supportive links between the school and wider community
Help to develop supportive policies and practices to ensure the physical and
emotional safety of all members of the school community.

What does health promotion mean to you?

What health promotion activities can you identify in the community and at
school?

What health promotion activities have you participated in at school?

What processes where used in these activities?

Health Promotion
In preparation for your own planning and implementation of a health promotion scheme it
is imperative we identify a range of campaigns and the actions already being taken in
schools and communities.
Brainstorm some examples of health promotion campaigns that you know of.

Peer Mediation
(Peer Support)

Choose one campaign from above that interests you.

Campaign chosen:
What are the aims or goals, and the target audience for the campaign?

What actions and activities have been carried out in this campaign?

How successful do you think this campaign is in promoting health and meeting its aims?

Likes and Dislikes

In small groups brainstorm all of the things you/residents like about Windemere Village and
all the things that you/residents dislike. You will then discuss this as a whole class.

Likes

Dislikes
The limited amount of activities to use
during the day

Place a tick next to the things on the dislike list that you think could be changed by taking
some sort of action.

Smart goal planning

Recall from your previous years learning in Health Education what a SMART goal is:
S
M
A
R
T

Enablers

Barriers

Those things that help us out when it comes

to taking health-promoting action

Those things that get in the way

List of possible enablers

List of possible barriers

We need to be able to make use of our enablers and overcome our barriers if we are to be successful in
our health promotion. Choose two barriers and enablers and explain how they could be used or
overcome.
Enabler make use of this by.

Barrier overcome this by

1.

1.

2.

2.

Health Promotion Planning

Brainstorm some specific health-promotion activities or actions that you and a group of
others in the class could be involved in, either around the school, or in the local community.
(Remember it has to be realistic (SMART goals) and based around a well-being (Hauora)
issue)
Fitness stations around the school field
Charity fundraiser such as fun run
Highlighting the dangers of nutrition i.e.
energy drinks

From the above options select one and then explain what the issue with it is (why is it
effecting the well-being).

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Time to take action

Note that you are required to hand in a portfolio (booklet) of your planning, evidence of
implementation and your evaluation for assessment purposes. The following pages will
provide some preparation for your final assessment.

Briefly describe the health issue your class or group has identified to be the focus for your
health-promotion work and state your SMART goal.
Health issue:
Target group:
Why is this an issue for your target group?

SMART goal:

Explain in depth how your planned action could enhance well-being for your school or
community (the target group).
For each dimensions list how the current situation is negatively affecting the well-being
them, and explain the positive outcomes that are going to result from your action taking
place.
How currently negatively effected
Physical well-being

Positive outcomes from the action taken

Physical well-being

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How currently negatively effected

Mental & Emotional well-being

How currently negatively effected

Family/social well-being

Positive outcomes from the action taken

Mental & Emotional well-being

Positive outcomes from the action taken

Family/social well-being

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How currently negatively effected

Spiritual well-being

Positive outcomes from the action taken

Spiritual well-being

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Detailed and appropriate action planning

What is the overall goal?
What is the problem?
Is it SMART?
What area of well-being is being effected?

What are the key steps needed to achieve

the end goal? When do they need to be
completed by?

What needs to be done to fix it?

Possible strategies to overcome any barriers?

Possible Enablers?
Possible barriers?

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Example of a detail action plan

Steps (a minimum of 5 steps-overall)
Step 1 the action to be taken

Your notes
Surveying year 9 students

Reasons for taking this step (what

To determine what the year 9 students feel was done well and not
does it contribute to the overall goal?) done well in regards their orientation at Wai Coll. This will give me
an idea of where to start on for improving the well-being of new
students to our college.
Timeframe for this step

Week 1.

Possible barriers (and how they could

hinder each step)

o Students not filling in the survey accurately

o Would lead to information not being accurate and meaning
that the next steps might not be do correct
o Survey questions not adequate in sources the information
needed
o As above
o A small number of students selected to complete the surveys
o This may give bias information, due to the fact some
teachers might of done things differently

(Should a minimum of 3 barriers)

How will you overcome these barriers

Enablers (and how they will assist this

step)

(Should be a minimum of 2-3)

Have senior students or teachers sitting with the class while they
complete the surveys. This way they could assist if students are
confused
Look at a possible different structures to the survey questions so
it is easy to complete and also to collate
Possibly do verbal interviews for students of lesser ability
Select a range of students across all stream levels
Teachers wanting to see a positive change
o They will be proactive in helping students complete surveys
o They will time in class to complete the surveys
Year 9s wanting to see change as they had a bad experience
o They will complete survey in-depth and also help in other
tasks

How will you know the action has

been achieved? What will you see,
what will have happened if things
were done successfully?

The surveys will be completed in full and collated. This would

therefore give us a base level of information to develop the rest of
our action plans from.

What evidence do we need to collect

to show the action has been achieved

We will have a pile of surveys and also a summary sheet which will
demonstrate the areas of weakness and strengths.

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Steps (a minimum of 5 steps-overall)

Step 1 the action to be taken
Reasons for taking this step (what
does it contribute to the overall goal?)

Timeframe for this step

Possible barriers (and how they could
hinder each step)

(Should a minimum of 3 barriers)

How will you overcome these barriers

Enablers (and how they will assist this

step)

(Should be a minimum of 2-3)

How will you know the action has

been achieved? What will you see,
what will have happened if things
were done successfully?

What evidence do we need to collect

to show the action has been achieved

Your notes

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Steps (a minimum of 5 steps-overall)

Step 2 the action to be taken
Reasons for taking this step (what
does it contribute to the overall goal?)

Timeframe for this step

Possible barriers (and how they could
hinder each step)

(Should a minimum of 3 barriers)

How will you overcome these barriers

Enablers (and how they will assist this

step)

(Should be a minimum of 2-3)

How will you know the action has

been achieved? What will you see,
what will have happened if things
were done successfully?

What evidence do we need to collect

to show the action has been achieved

Your notes

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Steps (a minimum of 5 steps-overall)

Step 3 the action to be taken
Reasons for taking this step (what
does it contribute to the overall goal?)

Timeframe for this step

Possible barriers (and how they could
hinder each step)

(Should a minimum of 3 barriers)

How will you overcome these barriers

Enablers (and how they will assist this

step)

(Should be a minimum of 2-3)

How will you know the action has

been achieved? What will you see,
what will have happened if things
were done successfully?

What evidence do we need to collect

to show the action has been achieved

Your notes

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Steps (a minimum of 5 steps-overall)

Step 4 the action to be taken
Reasons for taking this step (what
does it contribute to the overall goal?)

Timeframe for this step

Possible barriers (and how they could
hinder each step)

(Should a minimum of 3 barriers)

How will you overcome these barriers

Enablers (and how they will assist this

step)

(Should be a minimum of 2-3)

How will you know the action has

been achieved? What will you see,
what will have happened if things
were done successfully?

What evidence do we need to collect

to show the action has been achieved

Your notes

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Steps (a minimum of 5 steps-overall)

Step 5 the action to be taken
Reasons for taking this step (what
does it contribute to the overall goal?)

Timeframe for this step

Possible barriers (and how they could
hinder each step)

(Should a minimum of 3 barriers)

How will you overcome these barriers

Enablers (and how they will assist this

step)

(Should be a minimum of 2-3)

How will you know the action has

been achieved? What will you see,
what will have happened if things
were done successfully?

What evidence do we need to collect

to show the action has been achieved

Your notes

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This could be kept as a paper record or on a computer spreadsheet

You will need to keep a log over the time taken to achieve your action. The purpose of the log is to
gather data that could be used in the evaluation and show that you are taking steps to implement
your action plan. Your individual contribution to the groups action needs to be clear.
Where appropriate, you will need to present evidence that demonstrates the implementation of
your action plan, e.g. photographs, video, poster or series of posters, written submission, copy of
letter and any reply etc.
Step/Action 1
Date:

Teacher (or other adult) signature:

Action taken (What I/we did):

What happened (how did it go?):

Actual enablers:

New or Unforeseen barriers:

How these barriers were overcome:

Evidence that the action was successfully achieved (or not):

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Step/Action 2
Date:

Teacher (or other adult) signature:

Action taken (What I/we did):

What happened (how did it go?):

Actual enablers:

New or Unforeseen barriers:

How these barriers were overcome:

Evidence that the action was successfully achieved (or not):

Step/Action 3
Date:
Action taken (What I/we did):

What happened (how did it go?):

Actual enablers:

Teacher (or other adult) signature:

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New or Unforeseen barriers:

How these barriers were overcome:

Evidence that the action was successfully achieved (or not):

Step/Action 4
Date:

Teacher (or other adult) signature:

Action taken (What I/we did):

What happened (how did it go?):

Actual enablers:

New or Unforeseen barriers:

How these barriers were overcome:

Evidence that the action was successfully achieved (or not):

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Step/Action 5
Date:

Teacher (or other adult) signature:

Action taken (What I/we did):

What happened (how did it go?):

Actual enablers:

New or Unforeseen barriers:

How these barriers were overcome:

Evidence that the action was successfully achieved (or not):