Evaluate physical activity experiences to devise strategies for lifelong well-being
In this internal assessment, students look back at their own physical activity history — things like sport, dance, childhood play, fitness activities, or outdoor pursuits — and use what they've learned from those experiences to make a plan for staying physically active and healthy for the rest of their lives. Students need to think about why they participated (or didn't), what effect those activities had on their wellbeing across all dimensions (physical, mental/emotional, social, and spiritual/identity), and then come up with realistic strategies to keep physical activity in their life after school. The wellbeing framework used is hauora (whare tapa whā model). This is a 4-credit internal standard, meaning your school sets and marks the task.
You examine your physical activity experiences, consider why you took part, make some judgements about how they relate to your wellbeing, and suggest some strategies for staying active in the future. Your ideas are relevant but may be fairly surface-level or general.
You do all of the above more thoroughly and with more depth. Your judgements about how your experiences connect to each other and affect your wellbeing are well reasoned and hang together logically (coherent). Your strategies are clearly informed by your personal experiences and wellbeing needs.
On top of the merit requirements, you also question and challenge assumptions — for example, you might challenge ideas about what 'being active' looks like, or examine why certain experiences affected you the way they did at a deeper level. Your judgements are insightful and go beyond the obvious, building on those questions to produce strategies that are genuinely personalised and thoughtful.
Standards typically taken alongside or after this one. Same subject, grouped by level.