Health and Physical Education

The Rangitoto College Health and Physical Education Department are committed to providing you with a positive learning experience in this learning area.


Matthew Jung

I have taken Health as I find it to be an interesting subject. This is because I feel that it has given me a better understanding of todays society and it has also made me more aware of the issues that people of my age have to deal with. By taking Health I have learnt many skills such as effective communications, how to analyse health issues, how to support my well-being and teh well-being of others. I have enjoyed the group work and discussions where we can share ideas and learn others.

Matthew Jung
Year 12 - Health
Career Goal 
I am interested in a career path where I can use the skills I have gained such as assertive interpersonal skills and teamwork.

Health and Physical Education Department

Health Education

Health Education at Rangitoto College aims to encourage students to:

  • develop skills, knowledge and self-confidence to make health enhancing decisions.
  • develop skills to build respectful and safe relationships at home, in the school and wider community with an appreciation of social and cultural difference.
  • learn appropriate methods to cope with peer pressure, stress and social challenges.

The Health Department aims to create a safe environment where students will learn new skills, and develop positive relationships. Students will experience a number of different learning environments and activities. Students will be encouraged to understand and acknowledge the attitudes and values of themselves, others and society. We aim to develop and nurture the mental health of our students, so that they can make positive life choices. We aim to empower students to explore their personal identity and enhance their self-esteem.

Four interrelated concepts are at the heart of this learning area:

  • Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana and taha whanau, each one influencing and supporting the others.
  • Attitudes and Values – a positive, responsible attitude on the part of students towards their own well-being; respect, care and concern for other people and the environment, and developing a sense of social justice.
  • Socio-ecological Perspective – a way of viewing and understanding interrelationships that exist between individuals, others and society.
  • Health Promotion – a process for developing and maintaining supportive physical and emotional environments that involves students in personal and collective action.


Shivani Kershaw

I am passionate about Health as it is not only my favourite subject, but it teaches me a lot about myself, my peers and the people around me.  Health offers me skills to use for further education inside and outside of the school, and has helped me develop a mindset that is more empathetic and confident.

Shivani Kershaw
Year 12 - Health
Career Goal 

Why Study Health?

As well as leading to a variety of careers outside of school, health education utilises interactive and co-operative communication both between students and between teacher and students. This enables students to explore their attitudes and values and justify opinions they might have. Students will be learning not only about themselves, but learning to have empathy for others who might not have the same attitudes or beliefs.

Year 11

  • Introduction to what Health is really about.
  • Select a range of personal and interpersonal strategies that enhance well-being.
  • Use health language appropriately.
  • Discuss your own world view and personal experiences in relation to others and the wider community.
  • Transfer understanding of well-being across a range of contexts.

Year 12

  • Focus on health issues of relevance to groups in society e.g adolescents.
  • Engage in critical thinking processes based on the action competence cycle.
  • Use relevant evidence from research.
  • Make connections between personal, interpersonal and societal influences on well-being.

Year 13

  • Investigate the essence of a health issue that is cause for concern at a societal level.
  • Identify and justify actions and strategies that reflect social justice.
  • Use the language of health appropriately when  describing your understanding of any health contexts.
  • Argue a case from a range of perspectives.

Careers in Health

Participation in Health Education can lead towards a varied range of career options. Health is a social science, and as such people who work in health provide medical services and health care for people and animals that may be injured, disabled or suffering from disease. They also educate people about how to prevent sickness and look after their own physical and emotional wellbeing. Health educated people find jobs in health facilities such as hospitals, nursing homes, clinics, schools, sporting organisations.

Related jobs (a sample) might be:

​For more information go to the Careers website.

Health is a university approved subject. NCEA Health credits can be used to gain entry into a degree programme at a New Zealand University.

Physical Education

At Rangitoto you have the opportunity to learn and understand about the fundamentals and skills of a variety of physical activities. Our staff are experts in Physical Education. In our Junior Program pupils experience a variety of activities and a variety of facilities.

Junior Physical Education Philosophy

  • Students will develop their critical thinking and interpersonal skills through active participation in a range of physical contexts.
  • Students will develop their motor skills and an understanding of physical activities through active participation.
  • Students will investigate the science and socio-cultural factors behind the performance of physical activity.

Senior Physical Education

Is designed to produce a physically educated student.

The following NCEA Levels are available to all students at a senior level.

  • NCEA Level 1 Physical Education – 21 Achievement Standard credits, Year 11.
  • NCEA Level 2 Physical Education – 21 Achievement Standard credits, Year 12.
  • NCEA Level 3 Physical Education – 19 Achievement Standard credits, Year 13.
  • NCEA Level 2 Practical Physical Education – 4 Achievement Standard credits, Year 12.
  • NCEA Level 3 Practical Physical Education – 8 Achievement Standard credits, Year 13.

NCEA Physical Education provides an insight into the disciplines of:  

  • Sport Psychology.
  • the Acquisition of skill.
  • Sports Sociology, Biomechanics, Training Programme Planning, Anatomy and Physiology, Sports Performance, Coaching, Leadership, Outdoor Education – including a four day camp, Performance Appraisal and Current Trends.

Sports Science is an accelerated course.

  • NCEA Level 1 Sports Science – 21 Achievement Standard credits. Including 6 at Level 2.
  • NCEA Level 2 Sports Science -  21 Achievement Standard credits. Including 8 at Level 3.
  • NCEA Level 3 Sports Science – 19 Achievement Standard credits. Extra time is put into scholarship.

Why Should I Choose Physical Education?

Physical Education examines physical activity and sport. It looks at how we do it and why. There is a good balance between practice and theory.

It helps if you are involved in sports but not essential. You certainly need to have an interest in sport or physical activity. 

The subject offers an in-depth analysis of “Why and How” we do things.

  • How can I go faster?
  • Why am I good at certain activities?
  • How can I improve my fitness?
  • Why is one side of my body stronger?
  • How can I design a program to improve my ability?
  • Why do I enjoy some activities but not others?

Why Should I Choose Sports Science?

Sports Science is an accelerated programme where students complete credits at a higher level than their year would suggest.  It is designed for the more academically capable student who has the goal of studying at a scholarship level in Year 13.

Sam Dodds

Sport Science has helped me develop a wide range of knowledge and skills about the human body, sports, physical activity and how these are affected or enhanced.  I find that this subject pushes me to strive to be my best.

Sam Dodds
Year 11 - Sport Science
Career Goal 
After school I would like to go to University and study Physiotherapy. Sport Science is an essential subject that will prepare me for this.

What Career Opportunities may Physical Education/Sports Science Lead To?

  • Physiotherapist.
  • Teacher.
  • Coach.
  • Fitness Instructor.
  • Sports Official.
  • Therapist.
  • Sports Analyst.
  • Sports Management.
  • Health Sciences.
  • Professional Sportsman/Woman.

Jade Sosich

I took Sport Science as it is a way to meet new people through doing things I love.  Not only do I enjoy participating in sports, but learning about the make up of them within the class, stretches my knowledge and makes me passionate to learn.  As a result I can easily say that Sport Science is my favourite subject.

Jade Sosich
Year 11 - Sport Science
Career Goal 
After school I would like to become a physiotherapist. Although there are not many jobs I believe that Sport Science will prepare me and lead me to be the best Physiotherapist I can be.
Head of Department 
Graham Lowe

Bachelor of Education from Massey University Diploma in Teaching

I started at Rangitoto College in 2001 as H.O.D Health and Physical Education. Previously to this I was Head of the Physical Education and Health faculty at Massey High School. I have also taught at Mahurangi College and Glenfield College. I have enjoyed the variety of educational settings and challenges that I have experienced.
Personal Statement 
Teaching is about people and in my role that includes adults and students. Working with a variety of people in different situations is both positive and stimulating. At Rangitoto College pupils and staff work as team with a common goal and purpose. The amount that is achieved at any one time at this school is always impressive and just as importantly we are always attempting to do better.