Beacon

Schools Project

Health Education
Level 8 Planning Guide

Section 6

Work suitable for external

assessment with AS 3.5
Examine models of health
promotion and their application
to a school or community
situation

*Health Promotion Resources

* Health Promotion Glossary

1
Subject Reference Health 3.5
Title Examine models of health promotion and their application to a
school or community situation

Level 3 Credits 5 Assessment External

Subfield Health and Physical Education

Domain Health Education

Registration date 21 October 2003 Date version published 21 October 2003

This achievement standard involves examining models of health promotion, and applying
understanding of the processes and implications of health promotion to a school or
community situation.

Achievement Criteria

Achievement Achievement with Merit Achievement with Excellence

• Examine models of health • Examine models of health • Examine, critically, models

promotion. promotion using appropriate of health promotion using
health education concepts appropriate health education
and terms. concepts and terms.

• Apply understanding of the • Apply comprehensive • Apply comprehensive

processes of health understanding of the understanding of the
promotion to a school or processes of health processes of health
community situation. promotion to a school or promotion to a school or
community situation. community situation.

• Describe implications of • Explain implications of • Explain, in depth,

successful implementation
of the process for
hauora/well-being of self,
others and society.
successful implementation of
the process for hauora/well-
being of self, others and
society.
implications of successful
implementation of the
process for hauora/
well-being of self, others and
society.

Explanatory Notes

1 This achievement standard is derived from Health and Physical Education in the
New Zealand Curriculum, Learning Media, Ministry of Education,1999; Level 8
achievement objectives from strands A, C and D.

2 Assessment will be consistent with, and reflect the underlying concepts of hauora,
health promotion, a socio-ecological perspective and the attitudes and values of:
• a positive and responsible attitude to the well-being of self
• respect for the rights of others
• care and concern for other people in the community
• social justice.

2
3 Models of health promotion could include behavioural change, self-empowerment
and collective action models supported by documents such as the Ottawa Charter
and Te Tiriti o Waitangi.

4 Examine includes both explanation and analysis. Explanation and analysis of

implications may include:
• identification of the significance or importance of the issue/implications
• positive and/or negative factors
• and short-term and/or long-term impacts.
The explanation/analysis must be justified by reasoned argument.

5 Examine critically means questioning, evaluating and challenging assumptions

about issues and practices.

6 Comprehensive understanding of health promotion processes means to apply all or

any part of the action competence cycle to a given situation, as required.

7 Explain in depth means students must do one or more of the following as required:
• explain relationships and/or interrelationships
• develop reasoned arguments
• make links to the determinants of health.

3
Examine models of health promotion
and their application to a school or
community situation
Teaching and learning material for this unit of work can be found in the Curriculum in
Action resource Making meaning, making a difference, (MOE, 2004), in both the
introduction to the resource and in the activity section for Health Education. It is
expected that students will develop a thorough understanding of different health
promotion approaches (i.e. behavioural change, self empowerment and collective action),
set within the framework of the Ottawa Charter(1986). For assessment purposes they will
be required to apply these concepts to potentially new, given situations. This will
necessitate that teachers revisit these concepts in all contexts they chose for their Level 8
programme.

Resources:
 Ministry of Education, (2003) Making meaning, making a difference: Curriculum in
Action Learning media, Wellington NZ.
 World health Organisation, 1986, Ottawa Charter for health. Ottawa, WHO.
 World Health organisation. 1997. The Jakarta Declaration on leading health
promotion into the 21st century. WHO. Geneva.
http://www.who.int/hpr/archive/docs/jakatra/english.html
 Social determinants of health: the solid facts accessible from web sites
http://www.who.dk/healthy%2cities/st.htm
 Ministry of Youth Affairs (2002) Youth Development Strategy. Ministry of Youth
Affairs: Wellington.
 National Health Committee (1998) The Social, Cultural and Economic
Determinants of Health: Action to Improve Health. Wellington: National Advisory
Committee on Health and Disability
 Eckersley, R., Dixon, J. & Douglas, B. (2001) The Social Origins of Health and
Well-being. Cambridge University Press: UK.
 Ministry of Health 2002.Te pai me te oranga o nga iwi: Health for all people, an
overview of public health.)

 Colquhoun, D., Goltz, K. & Sheehan, M. 1997. The Health promoting

School; Policy programmes and practice in Australia, Harcourt Brace and
Company, Australia.

Useful Websites

 www.hps.org.nz Health Promoting Schools – New Zealand

 www.moh.govt.nz Ministry of Health (NZ)
 www.who.int/health_topics/health_promotion/en/ World Health Organisation
 www.alcohol.org.nz ALAC (NZ)

4
Health Promotion

Health promotion is the process of enabling people to increase control over, and to
improve their health (from WHO Ottawa Charter, 1986).

The Ottawa Charter identifies three basic strategies for health promotion. These are:
advocacy for health to create the essential conditions for health; enabling all people to
achieve their full health potential; and mediating between the different interests in
society in the pursuit of health. These strategies are supported by five priority action
areas which are the basic tools for health promotion:

 Build healthy public policy

 Create supportive environments for health

 Strengthen community action for health

 Develop personal skills

 Re-orient health services

Each of these strategies and action areas is further defined in the glossary.

5
 Glossary
Adapted from: Nutbeam, D (1998). Health Promotion Glossary. Health Promotion
International, 13.

Advocacy for Health

A combination of individual and collective actions designed to gain support and
acceptance for a particular health goal or programme. Advocacy can take many forms
including the use of mass media & multi-media, direct political lobbying, and
mobilization of community interest in a health issue.

Community Action for Health

Collective efforts by communities which are directed towards increasing community
control over the determinants of health, and thereby improving health.

Determinants of Health
The range of personal, social, economic and environmental factors which determine the
health status of individuals or populations. The factors which influence health are
multiple and interactive. Health promotion seeks to address potentially modifiable
determinants of health – not only those which are related to the actions of individuals,
such as lifestyles, but also those factors which are largely outside the control of
individuals, for example socio-economic status and access to health services.

Empowerment for Health

Empowerment is a process through which people gain greater control over decisions and
actions affecting their health. There is a distinction between individual and community
empowerment, where individual empowerment refers to an individual’s ability to make
decisions and have control over his/her life. Community empowerment involves
individuals acting collectively to gain greater influence and control over the determinants
of health and the quality of life in their community.

Enabling
Taking action in partnership with individuals or groups to empower them, through the
mobilization of resources, to promote and protect their health. Health workers and other
health activists have an important role in this process, acting as a catalyst for health
promotion action, for example by providing access to information on health.

Equity in Health
Fairness. All people have an equal opportunity to develop and maintain their health
through fair access to resources. This is not the same as equality in health status (which
are inevitable across a population due to genetic differences, socio-economic differences,
and differing lifestyles). Equity in health has important connections to article three of Te
Tiriti O Waitangi. The Crown’s objective in relation to equity in health is: To improve
Maori health status so in the future Maori will have the same opportunity to enjoy at
least the same level as health as non-Maori. (Note: The TUHANZ Memorandum; The
Health Promotion Forum of NZ).

6
Health Literacy
The cognitive and social skills which determine the motivation and ability of individuals
to gain access to, to understand and use information in ways which promote and maintain
good health. Health literacy is crucial to empowerment.

Health Policy
A formal statement within governments which defines priorities and the parameters for
action in response to health needs, available resources and other political pressures.

Health Promoting Schools

A school constantly strengthening its capacity as a healthy setting for living, learning and
working. It is a place where all members of the school community work together to
provide students with integrated and positive experiences and structures which promote
and protect their health.

Healthy Cities
A healthy city is one that is continually creating and improving those physical and social
environments and expanding those community resources which enable people to
mutually support each other in performing all the functions of life and in developing to
their maximum potential.

Healthy Islands
Healthy Islands are places where children are nurtured in body and mind, environments,
invite learning and leisure, people work and age in dignity, and ecological balance is a
source of pride.
Healthy Public Policy
Characterised by an explicit concern for health and equity in all areas of policy. The
main aim – to create a supportive environment to enable people to lead healthy lives.
Such a policy makes healthy choices easier for citizens. It makes social and physical
environments health-enhancing.

Lifestyle
Lifestyle is a way of living based on patterns of behaviour. This can have a profound
effect on an individual’s health and on the health of others. There is no ‘optimal’ lifestyle
to be prescribed for all people. Culture, income, age, environment will make certain
ways of living more attractive, feasible and appropriate.

Living Conditions
The everyday environment of people – where they live, work and play. A product of
socio-economic circumstances and the physical environment and are largely out of the
control of the individual.

7
Mediation
A process through which the different interests of individuals and communities are
reconciled in ways that promote and protect health.

Personal Skills
Personal skills, or life skills, are abilities for adaptive and positive behaviour that enable
individuals to deal effectively with the demands and challenges of everyday life.
Examples of individual life skills include decision-making and problem-solving, creative
thinking and communication skills.

Re-orienting Health Services

Health services re-orientation is characterised by a more explicit concern for the
achievement of population health outcomes. A change of attitude and organization of
health services to that which focus on the needs of the individual, balanced against the
needs of population groups is required.

Social Capital
Represents the degree of social cohesion which exists in communities. It refers to the
processes between people which establish networks, norms and social trust, and facilitate
co-ordination and co-operation for mutual benefit. Social capital is created from the
myriad of everyday interactions between people and is embedded in such structures as
civil and religious groups and family membership. The stronger these networks, the
more likely it is that members of a community will co-operate for mutual benefit.

Supportive Environments for Health

Offer people protection from threats to health, and enable people to expand their
capabilities and develop self-reliance in health. They encompass where people live, their
community, their homes, where they work and play. Action to create supportive
environments for health may include: direct political action, economic action and social
action.