Number
AS90711
Version
2
Page 1 of 3
Achievement Standard
Subject Reference
Health 3.4
Title
Explain a contemporary dilemma or ethical issue in relation
to well-being
Level
3
Subfield
Health and Physical Education
Domain
Health Education
Registration date
Credits
12 October 2005
4
Assessment
Date version published
External
12 October 2005
This achievement standard involves explaining a contemporary dilemma or ethical issue from
differing perspectives and the implications of these on the well-being for individuals, others
and society.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 Explain a contemporary
 Explain, in-depth, a
dilemma or ethical issue
contemporary dilemma or
from differing perspectives.
ethical issue from differing
perspectives.
 Explain, comprehensively,
a contemporary dilemma
or ethical issue from
differing perspectives.
 Analyse possible
implications of the differing
perspectives on the wellbeing for individuals,
others, and society.
 Analyse, perceptively,
possible implications of the
differing perspectives on
the well-being for
individuals, others, and
society.
 Analyse, in-depth, possible
implications of the differing
perspectives on the wellbeing for individuals,
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, pp. 28–29; Level
8 achievement objectives from strands A, C and D.
 New Zealand Qualifications Authority 2016
Number
AS90711
Version
2
Page 2 of 3
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.
3
A dilemma or ethical issue arises from the different perspectives individuals or groups
have on a health-related issue and includes topics such as:

abortion

adoption

euthanasia

rights for people in same sex relationships

access to fertility treatment

reproductive technology

age of sexual consent

drinking/driving age

legalisation/decriminalisation of cannabis

elective plastic surgery

pornography

parental rights and the treatment of children.
4
Explain means to give reasons and/or justify.
5
Analysis of implications will include as appropriate:

identification of the significance or importance of implications

positive and/or negative factors

short-term and/or long-term impacts
and must address both personal and societal impacts.
6
Explain in-depth means to present accurate and detailed supporting evidence.
7
Analyse perceptively means to demonstrate understanding of the underlying concepts of
the curriculum and respond to them thoughtfully.
8
Comprehensive responses will require students to do one or more of the following as
relevant to the health issue and as required by the assessment:

explain relationships and/or interrelationships

develop reasoned arguments

explore the complexities of situations (including different perspectives).
9
Students must present a balanced view of the different perspectives of the dilemma or
ethical issue. A personal position on the issue is not required.
10
The discussion must be a valid representation of the current debate on the issue.
 New Zealand Qualifications Authority 2016
Number
AS90711
Version
2
Page 3 of 3
Quality Assurance
1
Providers and Industry Training Organisations must be accredited by the Qualifications
Authority before they can register credits from assessment against achievement
standards.
2
Accredited providers and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to those
achievement standards.
Accreditation and Moderation Action Plan (AMAP) reference
0226
 New Zealand Qualifications Authority 2016