[ File Resource ]
- Title: Te Ao Haka
- Description: TAH Learning Matrix
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• Te Ao Haka.pdf
What is Te Ao Haka about?
Subject-specific terms can be found in the glossary.
Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language, and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form.
Intrinsic to Te Ao Haka are culture, language and identity. Te Ao Haka is a vehicle used to wānanga and communicate culture, tikanga, knowledge systems, and iwi traditions. Te Ao Haka is enabling and centres around the importance of family, marae, iwi, hapū, and waka through connection with the past, present and future. This belonging gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.
Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.
Subject-specific terms can be found in the glossary.
Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language, and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form.
Intrinsic to Te Ao Haka are culture, language and identity. Te Ao Haka is a vehicle used to wānanga and communicate culture, tikanga, knowledge systems, and iwi traditions. Te Ao Haka is enabling and centres around the importance of family, marae, iwi, hapū, and waka through connection with the past, present and future. This belonging gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.
Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.
Big Ideas and Significant Learning
At Level 6 of the curriculum, students in Te Ao Haka discover, identify, access, and explore foundational knowledge and ideas in and about Te Ao Haka.
At Level 7, students explore their own creativity, based on their grounding in Te Ao Haka. They innovate and experiment, exploring their own role and connections within Te Ao Haka.
At Level 8, students refine their analysis of Te Ao Haka and their skills in performance. They are able to effectively express narrative and embody their performance.
The Big Ideas capture the essential knowledge of and about Te Ao Haka. The Significant Learning captures the ways in which students engage with these Big Ideas at each level of the curriculum.
At Level 6 of the curriculum, students in Te Ao Haka discover, identify, access, and explore foundational knowledge and ideas in and about Te Ao Haka.
At Level 7, students explore their own creativity, based on their grounding in Te Ao Haka. They innovate and experiment, exploring their own role and connections within Te Ao Haka.
At Level 8, students refine their analysis of Te Ao Haka and their skills in performance. They are able to effectively express narrative and embody their performance.
The Big Ideas capture the essential knowledge of and about Te Ao Haka. The Significant Learning captures the ways in which students engage with these Big Ideas at each level of the curriculum.
Big Idea Body:
It is essential that students understand and engage with the origins and development of Te Ao Haka as an artform. Concepts of whakapapa and taiao, and of place space and time, are intrinsic to Te Ao Haka.
Te Ao Haka is born of its context
It is essential that students understand and engage with the origins and development of Te Ao Haka as an artform. Concepts of whakapapa and taiao, and of place space and time, are intrinsic to Te Ao Haka.
Big Idea Body:
Te Ao Haka is built on and communicates narratives. To engage with Te Ao Haka students will require both interpretive and communicative skills - such as listening, pānui, tuhituhi, reo-ā-waha.
Narratives are the catalyst for all composition
Te Ao Haka is built on and communicates narratives. To engage with Te Ao Haka students will require both interpretive and communicative skills - such as listening, pānui, tuhituhi, reo-ā-waha.
Big Idea Body:
Te Ao Haka is a treasure and an inheritance. It is rooted in, and elevates Māori culture and language. For many students, it is an access point to engaging with te ao Māori.
He taonga tuku iho
Te Ao Haka is a treasure and an inheritance. It is rooted in, and elevates Māori culture and language. For many students, it is an access point to engaging with te ao Māori.
Big Idea Body:
To engage with Te Ao Haka, students must engage with tikanga, reo, and Māori culture and identity. The essence and distinctiveness of Te Ao Haka come from its cultural and contextual origins.
Te Ao Haka is uniquely and recognisably Māori
To engage with Te Ao Haka, students must engage with tikanga, reo, and Māori culture and identity. The essence and distinctiveness of Te Ao Haka come from its cultural and contextual origins.
Big Idea Body:
Performance is an intrinsic component for students of Te Ao Haka. Through performance, students can explore foundations, skills, creativity, expression and refinement. Performance will form a key part of their learning as they progress on their Te Ao Haka journey.
Te Ao Haka can only be truly understood through performance
Performance is an intrinsic component for students of Te Ao Haka. Through performance, students can explore foundations, skills, creativity, expression and refinement. Performance will form a key part of their learning as they progress on their Te Ao Haka journey.
Key Competencies in Te Ao Haka
Students of Te Ao Haka develop a range of skills and dispositions that enable them to become life-long learners and equip them for future success.
Te Ao Haka embodies several dispositions, giving ākonga the opportunity to grow into proud, confident, disciplined, resilient, accountable, hard working, committed, humble leaders who are able to work collaboratively. The skills of manaaki, tiaki, aroha, whakapono, aumangea, tiaki wā, and tōngakingaki will provide lifelong learning for ākonga.
For many learners, Te Ao Haka provides access to Te Reo Māori that they have not previously had. Te Ao Haka encourages and facilitates learning about reo ā-waha as well as reo ā-tinana, allowing students to expand their skills as communicators.
Te Ao Haka offers a variety of opportunities for students to nurture and grow their leadership skills. Te Ao Haka requires and supports many different types of leadership, both on and off stage. This gives ākonga the chance to explore and exemplify leadership.
Te Ao Haka requires self-discipline, hard work and dedication. Students in this subject develop a strong work ethic, resilience, perseverance, and problem-solving skills.
Whanaungatanga is embodied within the work of Te Ao Haka. Students learn about each other, create important bonds, and learn to co-operate and work together.
As with any arts practice, Te Ao Haka fosters creativity and expression. Students will learn and grow as performers as well as fostering their lateral and critical thinking skills.
Students of Te Ao Haka develop a range of skills and dispositions that enable them to become life-long learners and equip them for future success.
Te Ao Haka embodies several dispositions, giving ākonga the opportunity to grow into proud, confident, disciplined, resilient, accountable, hard working, committed, humble leaders who are able to work collaboratively. The skills of manaaki, tiaki, aroha, whakapono, aumangea, tiaki wā, and tōngakingaki will provide lifelong learning for ākonga.
For many learners, Te Ao Haka provides access to Te Reo Māori that they have not previously had. Te Ao Haka encourages and facilitates learning about reo ā-waha as well as reo ā-tinana, allowing students to expand their skills as communicators.
Te Ao Haka offers a variety of opportunities for students to nurture and grow their leadership skills. Te Ao Haka requires and supports many different types of leadership, both on and off stage. This gives ākonga the chance to explore and exemplify leadership.
Te Ao Haka requires self-discipline, hard work and dedication. Students in this subject develop a strong work ethic, resilience, perseverance, and problem-solving skills.
Whanaungatanga is embodied within the work of Te Ao Haka. Students learn about each other, create important bonds, and learn to co-operate and work together.
As with any arts practice, Te Ao Haka fosters creativity and expression. Students will learn and grow as performers as well as fostering their lateral and critical thinking skills.
Learning Pathway
Te Ao Haka provides ākonga with opportunities both within and outside of the subject. The development of Te Ao Haka skills provides lifelong learning, and creates viable career pathways that lead on to further studies, in areas such as theatre, TV and film, the tourism industry, or government.
Te Ao Haka provides opportunities for all ākonga to develop as global citizens and promote te ao Māori on a global stage, through performances both to visitors to Aotearoa New Zealand, and abroad. This provides the opportunity for Māori culture to be a model for indigenous cultures across the world, giving relevance and value not only to itself, but to others, too.
Te Ao Haka provides ākonga with opportunities both within and outside of the subject. The development of Te Ao Haka skills provides lifelong learning, and creates viable career pathways that lead on to further studies, in areas such as theatre, TV and film, the tourism industry, or government.
Te Ao Haka provides opportunities for all ākonga to develop as global citizens and promote te ao Māori on a global stage, through performances both to visitors to Aotearoa New Zealand, and abroad. This provides the opportunity for Māori culture to be a model for indigenous cultures across the world, giving relevance and value not only to itself, but to others, too.
More Support
This page will be a home for Te Ao Haka resources to help kaiako and kura to teach and deliver the new NCEA assessment materials.
Two short videos have been made to launch Te Ao Haka as an NCEA subject with Achievement Standards. These videos tell the story of the development of Te Ao Haka and illustrate the value of this subject for ākonga throughout Aotearoa. To view the videos, click the links below:
This page will be a home for Te Ao Haka resources to help kaiako and kura to teach and deliver the new NCEA assessment materials.
Two short videos have been made to launch Te Ao Haka as an NCEA subject with Achievement Standards. These videos tell the story of the development of Te Ao Haka and illustrate the value of this subject for ākonga throughout Aotearoa. To view the videos, click the links below:
Teaching and Learning Plans
These Teaching and Learning Plans have been developed to provide you with exemplars of a full year’s teaching and learning programme using the new Achievement Standards, aligned specifically to the ‘Te Ao Haka’ Learning Matrix.
These examplars are here as a valuable resource to support the creation and development of your own Teaching and Learning Programs in Te Ao Haka at NCEA Level 1, 2 and 3.
Te Ao Haka ki te hoe!
Teaching and Learning Plans
These Teaching and Learning Plans have been developed to provide you with exemplars of a full year’s teaching and learning programme using the new Achievement Standards, aligned specifically to the ‘Te Ao Haka’ Learning Matrix.
These examplars are here as a valuable resource to support the creation and development of your own Teaching and Learning Programs in Te Ao Haka at NCEA Level 1, 2 and 3.
Te Ao Haka ki te hoe!
T&L Plans 2021 - Level 1
T&L Plans 2021 - Level 1
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- Title: T&L Plan 2021 - Level 1
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- Title: T&L Plan 2021 - Level 1
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- Description: Nā Henderson High School tēnei mahere ako i whakarite
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T&L Plans 2021 - Level 2
T&L Plans 2021 - Level 2
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- Title: T&L Plan 2021 - Level 2
- Description: Nā Henderson High School tēnei mahere ako i whakarite
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T&L Plans 2021 - Level 3
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T&L Plans 2021 - Levels 1 - 3
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T&L Plans 2021 - Levels 1 - 3
Nā Te Wharekura o Mauao tēnei mahere ako i whakarite hei rauemi mō Te Ao Haka
T&L Plans 2021 - Levels 1 - 3
Nā Te Wharekura o Mauao tēnei mahere ako i whakarite hei rauemi mō Te Ao Haka
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External Assessment Specifications
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TAH Assessment Specifications
Assessment Matrix
Conditions of Assessment for internally assessed standards
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
The design of assessment should reflect and reinforce the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film), or a portfolio of evidence.
The collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time-bound, written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities, for example, in a portfolio. This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured, regardless of the method of collecting evidence. This needs to align with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
The design of assessment should reflect and reinforce the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film), or a portfolio of evidence.
The collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time-bound, written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities, for example, in a portfolio. This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured, regardless of the method of collecting evidence. This needs to align with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
The material for this standard will be student-generated information which may be presented in verbal or written form, and may be accompanied by physical demonstration or visual images.
Teachers should ensure the rigour of the outcome is appropriate for Level 6 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- annotated visual information
- oral presentation
- physical demonstration accompanied by verbal or written explanation
- written information
- digital formats
- audio and visual recordings
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
The evidence for this standard will be a student performance. This performance may be given with or without an audience.
Performances may be given as an individual or in a group.
Performances given for another purpose, for instance at a community or school event, or as part of a competition may be used as evidence for this standard.
Teachers should ensure the rigour of the outcome is appropriate for Level 6 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- video recordings of the performance
- performance in front of a kaiako or examiner
- performances on digital platforms
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
The evidence for this standard will be a student's original composition, which may be presented as a written text, a recording, or a live performance. Students will also submit accompanying written or verbal text as part of their evidence.
Performances may be given as an individual or in a group.
Performances given for another purpose, for instance at a community or school event, or as part of a competition may be used as evidence for this standard.
If kaiako are not able to attend the performance live, a video recording of the performance must be captured for assessment purposes.
Teachers should ensure the rigour of the outcome is appropriate for Level 7 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- written text
- audio or video recordings
- in-class presentation
- performance in front of a kaiako or examiner
- performance on digital platforms
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
Submissions must include both evidence of the original composition and accompanying written or verbal text.
The evidence for this standard will be a student performance. This performance may be given with or without an audience.
Performances may be given as an individual or in a group.
Performances given for another purpose, for instance at a community or school event, or as part of a competition may be used as evidence for this standard.
Teachers should ensure the rigour of the outcome is appropriate for Level 7 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- video recordings of the performance
- performance in front of a kaiako or examiner
- performances on digital platforms
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
The material for this standard will be student-generated information which may be presented in verbal or written form, and may be accompanied by physical demonstration or visual images.
Teachers should ensure the rigour of the outcome is appropriate for Level 8 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- annotated visual information
- oral presentation
- interview
- physical demonstration accompanied by verbal or written explanation
- written information
- digital formats
- audio and visual recordings
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.
The evidence for this standard will be a student performance. This performance may be given with or without an audience.
Performances may be given as an individual or in a group.
Performances given for another purpose, for instance at a community or school event, or as part of a competition may be used as evidence for this standard.
Teachers should ensure the rigour of the outcome is appropriate for Level 8 of the New Zealand Curriculum.
Evidence may be presented through physical demonstration, or other formats, including:
- video recordings of the performance
- performance in front of a kaiako or examiner
- performances on digital platforms
- format as agreed between student and teacher as reliable and assessable
- a combination of formats as appropriate.