Purpose
Achievement Criteria
Explanatory Note 1
This Achievement Standard is derived from the New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the objectives of the Big Ideas at Level 6 of the Te Ao Haka Learning Matrix at Curriculum Levels 6, 7 and 8.
Explanatory Note 2
Demonstrate understanding of key features of Te Ao Haka involves:
- describing a range of key features of Te Ao Haka
- demonstrating these features
- identifying what makes them distinctive.
Explain key features of Te Ao Haka involves:
- explaining the whakapapa of the range of key features.
Analyse key features of Te Ao Haka involves:
- discussing iwi, hapū, or rohe variation in the range of key features.
Explanatory Note 3
Key features are discrete, distinctive attributes that appear in Te Ao Haka across disciplines, although they may not appear in all disciplines all the time.
Examples of key features include:
- wiri
- rere (of poi)
- takahi
- tū (stance)
- reo/hāngū
- pūkana
- whakakai
- tūwaewae
- mahinga rākau
- tū ā-kapa (formations).
Explanatory Note 4
Demonstrating does not have to include a performance of an item. The features only need to be represented in a way that shows understanding of their characteristics.
Explanatory Note 5
For the purpose of this achievement standard, whakapapa refers to the history or development of key features, and how this contributes to their distinctiveness.
Conditions of Assessment
The evidence for this Achievement Standard will be ākonga-generated information which may be presented in verbal, video, or written form, and may be accompanied by physical demonstration or visual images.
Evidence may be communicated by 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 ākonga and kaiako as reliable and assessable
- a combination of formats as appropriate.
Useful Pages
Unpacking the Standard
Te Ao Haka is an expression of mātauranga Māori, shaped by iwi, hapū, and rohe-specific knowledge systems. The key features explored in this Achievement Standard are not simply technical components — they are cultural markers that carry meaning, history, and identity.
This Achievement Standard acknowledges the diversity of Māori performing arts, recognising that key features are not universally defined. Through critical engagement and cultural literacy, ākonga will explore the whakapapa and unique characteristics of these key features to strengthen understanding. Their integration within Te Ao Haka affirms the validity of Māori worldviews and encourages respectful engagement with diverse perspectives.
Te Ao Haka is an expression of mātauranga Māori, shaped by iwi, hapū, and rohe-specific knowledge systems. The key features explored in this Achievement Standard are not simply technical components — they are cultural markers that carry meaning, history, and identity.
This Achievement Standard acknowledges the diversity of Māori performing arts, recognising that key features are not universally defined. Through critical engagement and cultural literacy, ākonga will explore the whakapapa and unique characteristics of these key features to strengthen understanding. Their integration within Te Ao Haka affirms the validity of Māori worldviews and encourages respectful engagement with diverse perspectives.
The intent of the Standard
The purpose of this Achievement Standard is for ākonga to show their understanding of key features that shape Te Ao Haka. Ākonga will describe and demonstrate a range of these key features, identifying the distinctive aspects of each that give Te Ao Haka its unique form and presence. Ākonga will show how these unique and defining qualities of Te Ao Haka are expressed and embodied in performance.
Each key feature has its own whakapapa — the origins and the stories that have shaped them over time. Understanding the whakapapa of key features is essential to seeing that Te Ao Haka is not just a performance, but a reflection of mātauranga Māori and the histories carried within it. Ākonga will show their understanding of this, and how the key features vary across iwi, hapū, or rohe. This opens space for ākonga to appreciate the richness and diversity within Te Ao Haka, recognising that while there are shared foundations, each expression carries its own local character and meaning.
Making reliable judgements
Ākonga will describe three key features, identifying what makes them distinctive and demonstrating them in a way that shows familiarity. For example, ākonga might describe the key feature, identify where it is used, and what it symbolises.
Demonstrating does not have to include a performance of an item — the features can be represented in any way that shows understanding of their characteristics. For example, ākonga might choose to explore wiri through a written reflection, or a short video explanation that describes its symbolic meaning, its whakapapa, and rohe variations.
At higher levels of achievement, ākonga will need to explain the whakapapa of their identified key features, showing an understanding of their origin or the development of how they have been shaped over time. They will analyse how these features vary across iwi, hapū, or rohe. This requires thoughtful discussion that reflects an awareness of regional nuance and the reasons behind these variations. Judgements at this level are supported by evidence of critical thinking, cultural insight, and an ability to hold multiple perspectives within the same kaupapa.
Reliable judgements are grounded in how effectively ākonga connect their knowledge to the intent of the standard, and how clearly that understanding is communicated through both practical and reflective means. While ‘range’ refers to three or more key features, only three will be assessed. For the purpose of this assessment, the same three selected key features should be referred to throughout.
Collecting evidence
Ākonga are able to present their findings in a written, verbal, or visual form in a manner they consider most effective for conveying their understanding of key features of Te Ao Haka.
Evidence for assessment may include:
- visual, oral, or written representations of the key features
- diagrams, annotated images, or video explanations
- interviews or kōrero with whānau, hapū, or iwi experts
- a portfolio or presentation that includes a ‘Statement of Understanding’, outlining the key features explored, their whakapapa, and any regional variations.
Evidence collected should showcase the level of understanding of the ākonga. A performance is not required as part of evidence.
Possible contexts
Ākonga engaging with this Achievement Standard will focus on a range of key features of Te Ao Haka and will explore a variety of regional interpretations.
Contexts for this Standard should be grounded in the lived experiences and cultural backgrounds of ākonga. These might include:
- local iwi or hapū traditions across various disciplines of Te Ao Haka
- whānau or kura kapa haka practices
- historical or contemporary Te Ao Haka compositions
- thematic explorations (e.g., protest haka, ceremonial haka, haka for celebration).
It is encouraged that all key features are taught during the learning programme to support broad understanding of the key features. However, for the purpose of this Achievement Standard, the term ‘range’ refers to three, or more key features of Te Ao Haka. While ākonga may choose to explore more than three, only three selected features will be assessed.
Kaiako should ensure that the chosen context supports whakawhanaungatanga, allowing ākonga to build relationships, share knowledge, and support one another in their learning. This relational approach fosters empathy, cultural safety, and collective growth.
The intent of the Standard
The purpose of this Achievement Standard is for ākonga to show their understanding of key features that shape Te Ao Haka. Ākonga will describe and demonstrate a range of these key features, identifying the distinctive aspects of each that give Te Ao Haka its unique form and presence. Ākonga will show how these unique and defining qualities of Te Ao Haka are expressed and embodied in performance.
Each key feature has its own whakapapa — the origins and the stories that have shaped them over time. Understanding the whakapapa of key features is essential to seeing that Te Ao Haka is not just a performance, but a reflection of mātauranga Māori and the histories carried within it. Ākonga will show their understanding of this, and how the key features vary across iwi, hapū, or rohe. This opens space for ākonga to appreciate the richness and diversity within Te Ao Haka, recognising that while there are shared foundations, each expression carries its own local character and meaning.
Making reliable judgements
Ākonga will describe three key features, identifying what makes them distinctive and demonstrating them in a way that shows familiarity. For example, ākonga might describe the key feature, identify where it is used, and what it symbolises.
Demonstrating does not have to include a performance of an item — the features can be represented in any way that shows understanding of their characteristics. For example, ākonga might choose to explore wiri through a written reflection, or a short video explanation that describes its symbolic meaning, its whakapapa, and rohe variations.
At higher levels of achievement, ākonga will need to explain the whakapapa of their identified key features, showing an understanding of their origin or the development of how they have been shaped over time. They will analyse how these features vary across iwi, hapū, or rohe. This requires thoughtful discussion that reflects an awareness of regional nuance and the reasons behind these variations. Judgements at this level are supported by evidence of critical thinking, cultural insight, and an ability to hold multiple perspectives within the same kaupapa.
Reliable judgements are grounded in how effectively ākonga connect their knowledge to the intent of the standard, and how clearly that understanding is communicated through both practical and reflective means. While ‘range’ refers to three or more key features, only three will be assessed. For the purpose of this assessment, the same three selected key features should be referred to throughout.
Collecting evidence
Ākonga are able to present their findings in a written, verbal, or visual form in a manner they consider most effective for conveying their understanding of key features of Te Ao Haka.
Evidence for assessment may include:
- visual, oral, or written representations of the key features
- diagrams, annotated images, or video explanations
- interviews or kōrero with whānau, hapū, or iwi experts
- a portfolio or presentation that includes a ‘Statement of Understanding’, outlining the key features explored, their whakapapa, and any regional variations.
Evidence collected should showcase the level of understanding of the ākonga. A performance is not required as part of evidence.
Possible contexts
Ākonga engaging with this Achievement Standard will focus on a range of key features of Te Ao Haka and will explore a variety of regional interpretations.
Contexts for this Standard should be grounded in the lived experiences and cultural backgrounds of ākonga. These might include:
- local iwi or hapū traditions across various disciplines of Te Ao Haka
- whānau or kura kapa haka practices
- historical or contemporary Te Ao Haka compositions
- thematic explorations (e.g., protest haka, ceremonial haka, haka for celebration).
It is encouraged that all key features are taught during the learning programme to support broad understanding of the key features. However, for the purpose of this Achievement Standard, the term ‘range’ refers to three, or more key features of Te Ao Haka. While ākonga may choose to explore more than three, only three selected features will be assessed.
Kaiako should ensure that the chosen context supports whakawhanaungatanga, allowing ākonga to build relationships, share knowledge, and support one another in their learning. This relational approach fosters empathy, cultural safety, and collective growth.