NCEA Level 2 Health (90329) 2009 — page 1 of 4
Assessment Schedule – 2009
Health: Describe an issue relating to personal safety in interaction with others (90329)
Evidence Statement
Question
One
(a)
(b)
Evidence
Situation identified and
how personal safety is at
risk is described.
Factors that place
personal safety at risk
are described.
Factors are inclusive of:

behaviours

actions

attitudes

the nature of the
situation

historical context

characteristics of the
individual

values and beliefs of
those involved.
Achievement
Achievement with
Merit
Achievement with
Excellence
A1
Identifies ONE or
TWO individuals and
situations from
scenario.
Describes how
personal safety is at
risk in ONE or TWO
situations.
A1
Identifies ONE or
TWO individuals and
situations from
scenario.
Describes how
personal safety is at
risk in ONE or TWO
situations.
E1
Identifies TWO
individuals and situations
from scenario.
Describes at least
TWO contributing
factors to the
discrimination,
bullying, or
harassment.
Note: The two factors
could be from one
situation OR one
factor from EACH
situation.
Describes at least
TWO contributing
factors to the
discrimination,
bullying, or
harassment.
Note: The two factors
could be from one
situation OR one
factor from EACH
situation.
Describes at least
THREE contributing
factors to the
discrimination, bullying, or
harassment.
Describes how personal
safety is at risk in TWO
situations.
Note: The factors provided
must give a range of
perspectives for the
situations.
There must be some
attempt to go beyond
stating the factors as
listed in the answer
booklet (refer examples
for Miss Yang).
Examples for (a) may include:
Individual
Risks
Miss Yang

discrimination because of her Asian heritage

could limit her career opportunities.

sexual harassment

could ruin her reputation and make her feel worthless.

bullying and harassment

could make him more afraid and withdrawn

could make him question his sexuality and sense of self-worth.
Stacey
Jamie
Examples for (b) may include:
Individual
Factors
Miss Yang

racist attitudes towards Asian culture (mock accents)

stereotype of Asians as being only good at maths.

historical context

going out with Carl who spread false rumours about her sexual activity.

physical characteristics

smaller and less strong than Carl, quiet and academic, which Carl sees as “gay”.
Stacey
Jamie
NCEA Level 2 Health (90329) 2009 — page 2 of 4
One
(c) (d)
and (e)
Short- and long-term
consequences of the
situations on well-being
are described.
The consequences
should be valid and
have obvious
connections to the
factors and be specific to
the situation.
Consequences for wellbeing from any or all
dimensions of hauora
are acceptable for (c).
The consequences may
include (but are not
limited to):
(c) (i) and (iii)

Short-term:
They may feel
stressed and
anxious about going
to class or start to
feel down about
themselves.
(c) (ii) and (iv)

Long-term:
They may quit
school and miss out
on learning
opportunities, or
suffer from low selfworth, depression,
etc.
Consequences for wellbeing for (d) and (e) will
be social impacts. The
consequences may
include (but are not
limited to):
(d) (i) and (ii)

Short-term:
Lack of respect and
trust between class
members or abuse
and disrespect
becomes the norm.

Long-term:
Increase in bullying
or discriminating
behaviour and an
inability for healthy
relationships to form
(lack of social
support).
A2
Describes at least
FOUR short- or longterm consequences
of discrimination /
bullying / harassment
on well-being.
M2
Describes at least
SIX short- and longterm consequences
of bullying and
harassment on wellbeing.
M2
Describes at least SIX
short- and long-term
consequences of bullying
and harassment on wellbeing.
NCEA Level 2 Health (90329) 2009 — page 3 of 4
(e) (i) and (ii)
Two
(a), (b),
and (c)

Short-term:
The school will
become a less
supportive and
productive learning
environment.

Long-term:
Poor reputation for
the school resulting
in a falling roll, and a
community that finds
it difficult to form
supportive
relationships.
Constructive responses
to unsafe situations are
described.
Responses must reflect
the values of social
justice and should
include relevant
reference to laws and
policies. This should
include the resource
material provided, where
appropriate.
Responses may not be
repeated for the TWO
different individuals, and
must be more than a
simple verbal response.
These may include (but
are not limited to):
Personal

assertiveness skills

seeking help

self-talk

knowing rights, laws,
and school or
workplace policies.
Interpersonal

supporting
classmates or peers
in seeking help

challenging bullying
or discriminating
behaviour and ideas
through dialogue
with others.
A3
Describes at least
THREE constructive
responses to the
discrimination /
bullying / harassment
situation(s).
M3
Describes at least
FOUR constructive
responses to the
discrimination,
bullying and
harassment
situations.
E3
Describes at least FOUR
and justifies THREE
constructive responses to
the discrimination, bullying
and harassment
situations.
Valid justifications are
given explaining why the
responses are
constructive, eg reflect the
values of social justice
(state clearly how they do
so), and comply with laws.
Responses must be wider
than just improving things
for the individual in the
scenario, eg preventing
reoccurrence for others
and they must include
some reference to
relevant laws and / or
policies.
Example
Response:
Workplace discrimination
or anti-harassment policy
and procedures.
Justification:
This ensures that the
values of social justice are
upheld. It is fair for not
only the victim, but others
in the community (now
and in the future); it is
inclusive (not singling
anyone out as not worthy
of assistance); and is nondiscriminatory because
the situation is being
sorted out.
NCEA Level 2 Health (90329) 2009 — page 4 of 4
Societal

school-wide antibullying
programmes,
workplace
discrimination and
anti-harassment
policy.
Note: Resource B
provides a framework for
these societal
responses.
Judgement Statement
Criteria
Achievement
Merit
Excellence
Factors that place
personal safety at risk are
described, and short- and
long-term consequences
of factors on hauora / wellbeing are described.
A1
A2
A1
M2
E1
M2
Constructive responses to
unsafe situations are
provided.
A3
M3
E3