Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

Dance presents rich opportunities for ākonga to use the movement vocabularies, practices, and technologies of different dance genres and styles. In this Achievement Standard, ākonga will demonstrate their practical knowledge of dance performance skills through the performance of two dance sequences. They will learn and rehearse dance sequences choreographed by the teacher, other students, guest choreographers, or that they have created themselves. Ākonga may perform a solo, in a duo, or as a part of a group, but will be assessed individually.   

Ākonga will extend their personal movement vocabularies and movement preferences, and learn to apply safe dance practices in individual, pair, and group activities. As well as developing performance skills, ākonga will build their understanding of the importance of dance performance as an authentic way to communicate, inspire, and to express creativity.  

While participating in processes of learning, practice, refinement, and reflection, ākonga will develop their performance skills in order to present these sequences. Some of the skills they may learn are: 

• focus and concentration  
• energy quality  
• clarity  
• technique  
• dynamic qualities  
• timing  
• ensemble skills.  

Making reliable judgements

Ākonga should select sequences that enable them to demonstrate a sufficient range of dance movements. This may include changes of body parts, levels, directions, body bases, energy qualities, locomotor, and non-locomotor movements.   

To achieve against the Achievement Standard, ākonga need to learn and recall choreography as instructed, and perform this with focus and energy that supports the purpose of the sequence — that is, the reason the dance sequence is being performed. The purpose of a dance may be to entertain, to share traditions, to demonstrate stylistic features of a dance style or genre, or to convey a mood or concept through the work.  

At higher levels of achievement, ākonga perform with control, which requires clarity of movement. Examples of clarity of movement include:   

• accurate timing  
• clear pathways  
• accurate shapes  
• accurate size  
• appropriate posture and alignment  
• accurate use of space  
• the absence of unnecessary movement.  

Performing dance sequences with fluency requires an extension of these dance movements, performing in a way that enhances flow through clarity in transitions, accuracy, the use of dynamics, breath, and performance energy.  

Ākonga will need to be clear about the purpose of the choreographed work in order to reach higher levels of achievement in the Achievement Standard. To express the purpose means ākonga will use energy and effort to connect with the audience, and to communicate the purpose of the choreography with assurance.   

Collecting evidence

Ākonga may perform more than two sequences and select the strongest two for assessment. Although there is no requirement for an audience to be present during the performance, the presence of an audience may support ākonga to achieve at higher levels. A Statement of Intention that explains the purpose of the choreography is required from the choreographer or teacher to support assessor judgement. A Statement of Intention produced by the choreographer or teacher must also be submitted to support assessment around the purpose of the choreography. 

Ākonga can work on the sequences both in and outside of class time. The sequences may be presented and assessed at different times in the year, or at a single assessment presentation of all sequences. The final grade will be based on the overall weight of evidence across two sequences. The focus for assessment against this Achievement Standard is on the performance of the individual. However, ākonga can use a duet or group performance for this assessment. 

Ākonga must be assessed live and be recorded for moderation and authenticity purposes. The recording must clearly capture the dancer(s) in the space without camera movement. The audio and visual quality of the recording must be sufficient for the assessor to be able to clearly identify the student. Ākonga should perform facing away from mirrors, without socks, and have clear entrances and exits identified. They will also need to identify the beginning and end of the sequence to be assessed if this is taken from a larger work.  

Possible contexts

Opportunities for the development of movement vocabulary and dance performance should be woven throughout teaching and learning. The scope of contexts for dance performances could draw from the lived experiences, whakapapa, and prior knowledge of ākonga. There is an opportunity to extend work and the gathering of evidence beyond the learning environment, to ākonga involvement with kapa haka groups, Polyfest, or other cultural or social dance activities. 

Standard Exclusions

This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.

Find out more about the NCEA Level 1 Exclusions List.