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Health Studies · NCEA Level 1

92011 · Strategies that enhance hauora

Demonstrate understanding of strategies that enhance hauora.

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Key concepts

  • A strategy is a plan of action to enhance hauora

    Official Explanatory Note 3: for the purpose of this achievement standard, strategies are plans of action to enhance hauora. They involve selecting and planning the implementation of individual or collective actions or practices. They draw on personal and interpersonal skills, and may be reflective of diverse values and perspectives. Hold the official objects. A strategy is not a feeling. It is not a factor already sitting in the story. It is not a dimension of hauora. It is not a PE tactic. It is a plan of action someone will actually put in place: who does what, with whom if anyone, when, and how it will be implemented. Official unpacking is exact on the last point. Students may identify existing strategies in the scenario or formulate original ones in response to it. Both count, as long as they are planned actions, not slogans. A useful described strategy answers small questions that are still about the plan: What exactly will be done? 2. Who will do it — one person, people together, or a wider setting? 3. When, and how will it actually be put in place? 4. Which official level does it sit at, and why that level rather than another? 5. Which personal or interpersonal skill does it draw on? 6. What in the given scenario shows this plan belongs here? If you can swap the person's name for any other Year 11 and the sentence still says only "eat healthier" or "talk to someone", you have named a slogan, not a strategy.

  • Personal, interpersonal and societal are official strategy levels

    Official Subject Learning Outcomes ask students to identify and describe possible personal, interpersonal and/or societal strategies. - Personal sits with one person. Official 2025 sample evidence treated journalling, mindfulness, time-management, self-talk and goal-setting as personal. On this page a personal strategy is a planned action that person can put in place: a SMART goal for leftover kai on Tuesdays, a written two-week pickup roster, a check-in routine they actually use. - Interpersonal sits between people. Official 2025 sample evidence treated talking with friends, family, a coach or an employer as interpersonal. On this page that is a planned conversation, a listened-to constraint, an assertive no that still keeps the relationship in view — not "has friends, so that is societal". - Societal sits in the wider setting. Official 2025 sample evidence treated named New Zealand support services and school one-to-one support as societal. On this page that is a school process, a canteen-review survey, a dean or student-support appointment, or a real national youth service — not a friend group with three people in it. Big Idea 3 is why the three levels exist. Understanding hauora requires the complex, interconnected nature of personal, interpersonal and societal perspectives. A strategy list that only ever says "try harder" has not met the object, even if it uses the word hauora.

  • Individual or collective; existing or formulated

    Official Explanatory Note 3 says strategies involve selecting and planning the implementation of individual or collective actions or practices. A personal SMART goal can be individual. A shared-kai table that two friends agree to sit at is collective and still interpersonal. A student-council food-environment form that changes what the school actually offers is collective and societal. Collective does not automatically mean societal. Societal means the wider setting — a service, a policy, a school-wide process — not "more than one teenager". Official unpacking: students could identify and describe existing strategies or original strategies they have formulated. An existing strategy is already in the scenario or in honest own knowledge of New Zealand school life — a leftover-kai table the class already runs, a dean check-in that already exists, a named youth line. A formulated strategy is one you plan in response to the given pressures. Both have to be implementable. "The government should ban bakeries" is not a plan a Year 11 can select and put in place this term.

  • Existing versus formulated: both count, both must be implementable

    Official unpacking is the source of the existing versus formulated check. An existing plan is already in the scene or in honest own knowledge of New Zealand school life: a quiet-lunch pass issued at form time, a dean clash slot already printed, a student-council form already on the counter, a real national youth line already named in official sample evidence. A formulated plan is one you write in response to the given pressures: a Thursday conversation that is not yet in the booklet, a written two-week lunch roster you invent tonight from facts the scene already gave. Both are 92011 strategies if they are planned actions a Year 11 can actually select and put in place this term. The fail is to treat "formulated" as a licence to invent a national ban, a new law, or a hotline this page made up. "Ban library photos" is not a plan Tansy can implement from form class. "Collect the quiet-lunch pass at 8.40 form time, before lunch" is — because that process is issued before the clash, not at the same hour as it. Name which kind you are writing. Then still describe who does what, when, and how it will be put in place.

  • A skill is not a strategy

    The official Subject Learning Outcomes name communication, listening, assertiveness, SMART goal-setting, problem-solving and help-seeking. Those six names are what a plan may draw on. They are not the plan. Skill ≠ strategy is the next Achieved fail this page trains. "Be more assertive" is a slogan. "Tell two friends at Thursday form time that using the quiet room is not leaving the group, and invite them to the cafeteria on two named days" is a plan that draws on assertiveness. "Help-seeking" is a heading. "Collect the quiet-lunch pass at 8.40 form time, before lunch" is a plan that draws on help-seeking. If you can delete every concrete noun — the Thursday form time, the two friends, the pass, the 8.40 issue time — and the sentence still says only the skill, you have not yet described a strategy. This is still Achieved craft. It is not Merit combination and it is not Excellence evaluation. Describe the plan. Then, in a short sentence, say how that plan could enhance hauora in this scene. Stop.

  • Do not double a category

    Live 92011 papers have printed Personal / Interpersonal / Societal on the Achieved-level part. The 2025 report penalised candidates who doubled a category — two interpersonal strategies when distinct categories were required. Two conversations are both interpersonal, even if one is with friends and one is with a cousin. A group of Year 11s is still interpersonal. Societal is a process or a real named service already in the scene: the quiet-lunch pass issued at form time, a student-support booking, a student-council form, a named New Zealand youth line that is real and current. "Talk to the friends" and "talk to the caregiver" are not personal plus societal. They are two interpersonal plans. If the stem asked for one of each, you have left a level empty. Collective does not automatically mean societal. Two people agreeing to share two cafeteria days is collective and still interpersonal. Collecting the printed pass is societal because it uses a school process, not because more than one teenager is involved. The process still has to be reachable before the clash it is meant to meet.

  • Strategies draw on personal and interpersonal skills. A skill is not itself the strategy

    Official Explanatory Note 3: strategies draw on personal and interpersonal skills. The official Subject Learning Outcomes name the skills this page teaches: effective communication, listening, assertiveness, SMART goal-setting, problem-solving and help-seeking. Those six names are official teaching language. They are not extra strategy headings, and they are not a mark scheme. A skill is what the plan *uses*. The strategy is still the planned action. - **Communication** is saying the actual plan to the people it involves, clearly enough that they can hear it. "Theo tells the two friends, at the start of Tuesday interval, that he is sitting at the shared-kai table first" draws on communication. "Communicate better" does not. - **Listening** is hearing the other person's real constraint before you lock the plan. "Nisha asks the caregiver what the two-week shift actually is, and waits for the answer, before she texts the cousin" draws on listening. "Be a good listener" does not. - **Assertiveness** is stating a need or a no while keeping respect — not silence, and not an attack. "Theo says he is not doing the sausage-roll run this term, and still invites the friends to the kai table" draws on assertiveness. "Be more assertive" does not. - **SMART goal-setting** is a personal planning skill. The Subject Learning Outcomes name SMART and do not expand the letters. Classroom Health Studies uses the usual expansion: Specific, Measurable, Achievable, Relevant, Time-bound. This page uses that expansion as teaching language, not as an NZQA-defined acronym. "On Tuesdays this term I will heat the leftover pasta bake and sit at the shared-kai table for the first ten minutes of interval" is closer to SMART. "Eat healthier" fails all five letters. - **Problem-solving** is naming the actual problem in *this* scenario, generating more than one workable step, and choosing a step that fits. Nisha's problem is a two-week timetable clash with sibling pickup, not "stress". A plan that ignores the caregiver's shift is not yet problem-solving. - **Help-seeking** is asking a real person or service that can actually act. Talking to a cousin is interpersonal help-seeking. Booking the school student-support office, or knowing 0800 WhatsUp exists as a real national line, is societal. "Someone should help" is not yet a strategy.

  • Identify names the plan. Describe says what it actually is

    The 2025 report distinguishes identifying from describing. Achievement candidates commonly identified two strategies and described how these would enhance hauora, but some described strategies incompletely, or explained some implementation steps only. Not Achieved often identified a strategy with no description of how it could enhance hauora. On this page, describe means describe *the plan*, then say how that plan could enhance hauora in this scenario. - **Identify:** "SMART goal", "talk to friends", "counsellor". - **Still only identify:** "personal — goal", "interpersonal — communicate", "societal — help-seeking". - **Describe the strategy:** "A personal strategy is that on Tuesdays this term Theo heats the leftover pasta bake his caregiver already cooked and sits at the Food and Nutrition shared-kai table for the first ten minutes of interval. That plan is specific, measurable, achievable with food that already exists, relevant to everyday leftover kai, and time-bound to Tuesdays this term." The third paragraph is still about the planned action. It names the level, the food, the table, the time, and the skill. It does not yet say how sitting there enhances hauora across more than one aspect. That next sentence is the Achieved second move, and it still belongs on this page in short form. Official Achieved language asks you to describe how the strategies enhance hauora, using examples. Official unpacking: students will identify strategies, then provide examples of how the strategies enhance hauora. That is still Achieved craft. It is not Merit (how strategies work together) and it is not Excellence (effectiveness, positives and negatives, short and long term, missing strategies). A short how-it-enhances sentence stays with *this* plan and *this* scenario. Theo sitting at the shared-kai table with leftover pasta bake means he eats the everyday food the class planned (physical), practises the leftover-food idea instead of only writing it (mental and emotional), and sits with people who are sharing kai rather than only with the sausage-roll run (social). It does not prevent a disease. It does not repair hauora forever. "This would enhance hauora" with no example is the incomplete description the 2025 report already rejected.

  • Strategies are not factors, dimensions, decisions, PE tactics, or wellness tips

    - A factor is a circumstance, fact or influence already in the context. That is 92010. The bakery sausage-roll habit, the two-week exam-block timetable, and the caregiver's shift are factors. "Theo should sit at the kai table" is a strategy. - A dimension is an aspect of people's lives, or of a holistic approach, in which hauora shows up. Tiredness, relief, belonging and worth are where you later notice hauora. They are not the plan. - A decision on 92009 is a proposed choice in a dilemma, referenced to factors and consequences. 92011 is not 92009. You are planning actions that enhance hauora in a given scenario. - A movement strategy is a Physical Education object — a tactical decision in a movement context. "Zone defence" and "join the gym" are not 92011 strategies. - Wellness, "just relax", and a single relaxation activity are not enough. Official moderator advice already rejects a single stress-management activity as thin, and rejects physical-activity contexts as PE. Attitudes and values, health promotion, and socio-ecological perspectives are the only three official underlying concepts. They have their own later pages. This page names them so you do not invent a fourth, and so you do not treat hauora as the concept. The 2025 report is exact: Excellence must link to an underlying concept **other than hauora**. Official unpacking gives one teaching hint this page is allowed to record: a strategy identified via the lens of health promotion may describe individual and/or collective plans of action; a strategy identified via a socio-ecological lens might describe a plan of action involving community or societal policy. That is why personal, interpersonal and societal levels matter. It is not this page's job to teach those two concepts in depth. tiakitanga, manaakitanga and whanaungatanga are Big Idea 2 names. They are not extra strategy categories. Official 92011 Significant Learning names rongoā, maramataka and vā. This page names those official objects and then stops. NCEA does not define Pacific concepts. Filling those names from memory would be fabrication. Models of health may enrich 92011 learning and **are not assessed**. Official unpacking: students are not assessed on their knowledge or application of a model of health in this standard.

  • Use the given scenario and honest own knowledge

    2026 assessment specifications: candidates will demonstrate understanding by analysing the scenario(s) and / or supporting resources provided, and they are required to use those resources to support the response. The 2025 report rewards relevant detailed examples from the scenario. It penalises retelling what was going on rather than describing strategies, and it penalises incorrect strategies. Own knowledge is what a Year 11 Health Studies student can reasonably bring: that leftover household food is a real New Zealand everyday-food strategy; that a two-week exam-block timetable is a change a school can actually impose; that a dean, a student-support office, or 0800 WhatsUp is a real place to seek help. It is not a licence to give Theo a medical condition the scenario never named, or to decide that Nisha "has anxiety", or to import a pizza shop, hockey team or driver licence from a past paper. Named New Zealand support services belong only when they are real and current. Official 2025 sample evidence included 0800 WhatsUp, Gumboot Friday, school one-to-one support and a counsellor. This page may use those as official colour for what a societal strategy can look like. It will not invent a hotline. Every Health Studies standard, including 92011, insists that the context is Food and Nutrition, Mental Health, or Relationships and Sexuality. Food and Nutrition needs food ideas. Mental Health needs pressures, change or supports — not a single relaxation exercise, and not a gym plan. This page's worked examples stay with Food and Nutrition and Mental Health. A strengths-based approach looks at what already sits around the person — leftover food a caregiver already cooked, a cousin who can collect on two days, a shared-kai table the class already runs, a student-support office that already exists — and plans from those. Pressures stay real. The person stays whole. Theo is not "bad at food". Nisha is not "the stressed one". Help-seeking is strengths-based when it treats asking as a skill, not as proof that the person has failed.

Assessment

External · grade-score marked.

This standard is assessed as an end-of-year external paper.

A mock paper is available in Whetū: Mock paper · Strategies that enhance hauora.

Learn

7 authored Learn units for this standard.

  • Strategies as planned actions

    This page is about the first Achieved craft on 92011: what a strategy is, and how to identify and describe one. Official Explanatory Note 3 is exact: strategies are plans of action to enhance hauora. They involve selecting and planning the implementation of individual or collective actions or practices. They draw on personal and interpersonal skills, and may be reflective of diverse values and perspectives. The official Subject Learning Outcomes, a companion to the Learning Matrix and **not** a mark scheme, add that a strategy is deliberately selected and used in a particular situation for the purpose of enhancing hauora for self, others, and/or community or society. A slogan, a feeling, a factor already sitting in the story, and a PE tactic are not it.

  • Underlying concept: attitudes and values

    This page is about one of the three official 92011 underlying concepts: attitudes and values. 92011 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of strategies that enhance hauora*. Official Achieved language asks you to identify and describe strategies that enhance hauora **with reference to a relevant underlying concept**, and to describe how those strategies enhance hauora, using examples. The previous page already taught the strategy object — a plan of action. This page teaches the attitudes-and-values lens you attach that plan to. It does not reteach what a strategy is.

  • Underlying concept: health promotion

    This page is about one of the three official 92011 underlying concepts: health promotion. 92011 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of strategies that enhance hauora*. Official Achieved language asks you to identify and describe strategies that enhance hauora **with reference to a relevant underlying concept**, and to describe how those strategies enhance hauora, using examples. The previous page already taught the strategy object — a plan of action. This page teaches the health-promotion lens you attach that plan to. It does not reteach what a strategy is.

  • Underlying concept: socio-ecological perspectives

    This page is about one of the three official underlying concepts on 92011: socio-ecological perspectives. 92011 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of strategies that enhance hauora*. In 2026 it is an end-of-year online digital examination. Candidates are given a resource booklet of scenario(s) and supporting resources, and they must use those resources to support the response. Official 2026 assessment specifications add that candidate responses are expected to draw on one or more of the three underlying concepts: attitudes and values, health promotion, and socio-ecological perspectives. Those three only. Whetū can teach the concept and give you constructed third-person scenarios to practise on. It cannot award the standard, and any later estimated grade is an estimate, not an examiner result.

  • How strategies work together

    This page is the Merit craft on 92011: discussing how strategies work together to enhance hauora, with reference to a relevant underlying concept, using examples. 92011 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of strategies that enhance hauora*. Official Merit language is *Explain strategies that enhance hauora*. In 2026 it is an end-of-year online digital examination. Candidates are given a resource booklet of scenario(s) and supporting resources, and they must use those resources to support the response. Whetū can teach the craft and give you constructed third-person scenarios to practise on. It cannot award the standard, and any later estimated grade is an estimate, not an examiner result.

  • Evaluating effectiveness

    This page is the Excellence craft on 92011: drawing conclusions about the effectiveness of the strategies to enhance hauora, in relation to a relevant underlying concept, using examples. 92011 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of strategies that enhance hauora*. Official Excellence language is *Evaluate strategies that enhance hauora*. In 2026 it is an end-of-year online digital examination. Candidates are given a resource booklet of scenario(s) and supporting resources, and they must use those resources to support the response. Whetū can teach the craft and give you constructed third-person scenarios to practise on. It cannot award the standard, and any later estimated grade is an estimate, not an examiner result.

  • Recommending strategies from a scenario

    This page is the exam-craft page for 92011: how to recommend strategies from a Health Studies resource booklet, how to answer conflicting pressures without retelling the story, how to refuse a doubled category, and how to link a relevant underlying concept other than hauora. 92011 is an **external** Health Studies standard. Its official title is *Demonstrate understanding of strategies that enhance hauora*. In 2026 it is an end-of-year online digital examination. Official 2026 Assessment Specifications say candidates are provided with a resource booklet containing scenario(s) and / or supporting resources, that they will demonstrate understanding by analysing those scenario(s) and / or supporting resources, that they are required to use those resources to support the response, and that candidate responses are expected to draw on one or more of the three official underlying concepts: attitudes and values, health promotion, and socio-ecological perspectives. Whetū can teach that craft on constructed third-person booklets. It cannot award the standard, and any later estimated grade is an estimate, not an examiner result.

Practise

36 Practise questions in “Strategies that enhance hauora”. Feedback here is formative and is not an official NCEA grade.

  • What a strategy is

    A plan of action to enhance hauora — who does what, when, how it will be put in place

  • Attitudes and values

    One official lens: care, concern, respect; fairness, equity, inclusivity — already in the scene

  • Health promotion

    Individual and/or collective plans of action, not a poster slogan

  • Socio-ecological perspectives

    Hauora is more than personal choice. A plan may reach community or societal policy

  • Evaluating strategies

    Anticipated effectiveness: why and how, positives and negatives, what is missing

Sample questions

  1. Which statement matches the official 92011 meaning of a strategy?
  2. Which sentence names a 92011 strategy rather than a factor, a dimension, or a slogan?
  3. Match each object to the standard it actually belongs to.
  4. Which changes would turn this into 92011 strategies? Select all that apply.
  5. The 2025 report says Excellence must link strategies to an underlying concept other than hauora. Why is “this enhances hauora” not that concept?
  6. Which paragraph uses an attitudes-and-values lens rather than a sticker?
  7. Which strategy is referenced to attitudes and values in this scene?
  8. Official lists name tiakitanga, manaakitanga and whanaungatanga. In a sentence, say how a 92011 answer may use those names — and what it must not do.

Practise 92011 in Whetū

Exam-style questions

758 original exam-style questions in Whetū. These are practice papers, not official NZQA assessments.

Back to Health Studies.