NCEA Level 2 Health (90329) 2008 — page 1 of 4
Assessment Schedule – 2008
Health: Describe an issue relating to personal safety in interaction with others (90329)
Evidence Statement
Question
One
(a) (i) (ii)
(b)
Two
(a) (i) (ii)
(b)
Evidence
How this imbalance of
power places personal
safety at risk is
described:
 (Marama): Because
Carol is older and
well-respected and
Marama is new to
the company,
Marama is
vulnerable to Carol’s
mistreatment of her.
 (Jarrod): Two older
boys who have
worked there longer
can use their power
to bully or intimidate
Jarrod.
 (Tom): Because
Tom is bigger, older,
more popular, and in
a group, he can pick
on younger kids and
intimidate them or
make them afraid of
him.
 (Jasmine): Because
Sue is now without
support and Jasmine
is in a group and has
strength in numbers,
Jasmine can use this
power to bully Sue.
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.
For the scenarios, these
could include:
 (Marama): Carol’s
Evidence
contributing to
Achievement
Evidence contributing
to Achievement with
Merit
Evidence contributing
to Achievement with
Excellence
A1
Can describe how
ONE or TWO
imbalance(s) of
power affect
personal safety
together with at
least TWO
contributing factors
to the bullying or
harassment.
A1
Can describe how ONE
or TWO imbalance(s) of
power affect personal
safety together with at
least TWO contributing
factors to the bullying or
harassment.
E1
Can describe how the
TWO imbalances of
power affect personal
safety together with at
least THREE
contributing factors to
the bullying and
harassment.
NCEA Level 2 Health (90329) 2008 — page 2 of 4
attitude towards
younger employees.
 (Jarrod): Physical
characteristics: Tim
and Kyle are older
and therefore likely
to be bigger and
stronger than Jarrod.
 (Tom): Historical
context: Tom was
bullied in the past.
 (Jasmine): The
nature of the
situation: Jasmine
and her group have
strength in numbers
and Sue is isolated.
One
(c) (i) (ii)
(d) (i) (ii)
Two
(c) (i) (ii)
(d) (i) (ii)
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 all or any
dimensions of hauora
are acceptable for One
(c) and Two (d). One (d)
and Two (c) will be
social impacts. The
consequences may
include (but are not
limited to):
 One (c)
Short-term: they
may feel stressed
and anxious about
going to work.
Long-term: they
may quit their job
and miss out on this
employment
opportunity.
 Two (c)
Short-term: they
may feel a sense of
achievement
because of their
popularity.
Long-term: they
may suffer from guilt
and depression
regarding their
actions.
 One (d)
A2
Describes at least
FOUR short- or
long-term
consequences of
bullying /
harassment on
well-being.
M2
Describes at least SIX
short- and long-term
consequences of
bullying and harassment
on well-being.
M2
Describes at least SIX
short- and long-term
consequences of
bullying and harassment
on well-being.
NCEA Level 2 Health (90329) 2008 — page 3 of 4
Short-term: lack of
understanding and
trust between
workmates.
Long-term: increase
in harassing
behaviour (and lack
of social support).
 Two (c)
Short-term: gain
friends who respect
bullying behaviour.
Long-term: lack of
ability to form
respectful
relationships and
unable to
communicate with
others productively.
 Two (d)
Short-term: the
school will become a
less supportive and
productive learning
environment.
Long-term: poor
reputation for the
school and a
community that finds
it difficult to form
supportive
relationships.
One
(e)
Two
(e)
Constructive responses
to unsafe situations are
described.
Responses must reflect
the values of social
justice and must include
relevant reference to
laws and policies. This
should include the
resource material
provided, where
appropriate.
Responses may not be
repeated between the
two different scenarios,
and must be more than
a simple verbal
response for Level Two.
These may include (but
are not limited to):
(P) assertiveness skills;
seeking help; self-talk;
knowing rights, laws and
school or workplace
policies.
(IP) supporting
A3
Describes at least
THREE
constructive
responses to the
bullying /
harassment
situation(s).
M3
Describes at least
FOUR constructive
responses to the
bullying and harassment
situations.
E3
Describes at least
FOUR and justifies
THREE constructive
responses to the
bullying and harassment
situations.
Valid justifications are
given explaining why the
responses are
constructive, eg reflect
the values of social
justice (stated clearly
how they do so), and
comply with laws. They
must be wider than just
improving things for the
individual in the
scenario, eg preventing
reoccurrence for others.
eg
Workplace harassment
policy and procedures
Justification:
This ensures that the
values of social justice
NCEA Level 2 Health (90329) 2008 — page 4 of 4
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 harassment situation
is being sorted out.
workmates or peers in
seeking help; challenge
bullying behaviour and
ideas through dialogue
with others.
(S) School-wide antibullying programmes,
workplace harassment
policy. Resources C and
D provide a framework
for these (S) responses.
Judgement Statement
Criteria
Achievement
Merit
Excellence
Describe factors, in relation to an
issue, that place personal safety at
risk and possible consequences on
hauora / well-being.
A1
A2
A1
M2
E1
M2
Describe constructive responses to
potentially unsafe situations.
A3
M3
E3