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Health and Physical Education
Health and Physical Education
Health and Physical Education

Health and Physical Education

  • ID:GDC
  • Level:High School
  • Duration:
  • Intake:

Fees (NZD)

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Admission Requirements

Entry requirements and English level

International students attending Glendowie College are required to have already reached the required minimum language level (see chart below) for their year level before starting a course of study at Glendowie College.

Year 9  


Year 10  


Year 11  

Pre Intermediate

Year 12


Year 13

Upper Intermediate or IELTS 6

Glendowie College has English Second Language classes at every level to support ESL and International students learning and access to literacy.  However, International students are placed in mainstream classes from the commencement of their course of study and must be able to understand and work effectively in the classroom environment.

If a student has not reached the required level by the start of their Glendowie College course they will be required to attend a High School Preparation and English language course off campus. If you are going to attend a High School Preparation/English Language course, please inform us which language school you will attend as we will require evidence of your English level prior to your start date at Glendowie College.

For further information or clarification, please contact the Director of International Students by email or telephone 0064 9 5759128 extension 125

Other requirements


Course Information

In Health and Physical Education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.

Four underlying and interdependent 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 whānau, each one influencing and supporting the others.
  • Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
  • The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.
  • Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.

Through learning and by accepting challenges in health-related and movement contexts, students reflect on the nature of well-being and how to promote it.  As they develop resilience and a sense of personal and social responsibility, they are increasingly able to take responsibility for themselves and contribute to the well-being of those around them, of their communities, of their environments (including natural environments), and of the wider society.

This learning area makes a significant contribution to the well-being of students beyond the classroom, particularly when it is supported by school policies and procedures and by the actions of all people in the school community.

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