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:
- selecting five key features of Te Ao Haka, including wiri, takahi, pūkana and two others
- demonstrating these features
- identifying what makes them distinctive.
Explain key features of Te Ao Haka involves:
- explaining the whakapapa of key features, including their history and development, and how their development contributes to their distinctiveness.
Analyse key features of Te Ao Haka involves:
- discussing iwi, hapū, or rohe variation in key features
- examining why this variation occurs.
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
- stance
- reo/hāngū
- pūkana
- whakakai
- tūwaewae
- mahinga rākau
- formations.
Explanatory Note 4
Demonstrating does not have to include a performance of an item. The features only need to be represented in some way, physically or visually, that shows understanding of their characteristics.
Explanatory Note 5
If evidence for the standard is collected as part of a study or demonstration of poi, rere may be substituted for wiri as one of the three compulsory key features.
Conditions of Assessment
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.
Useful Pages
Unpacking the Standard
[ Video Resource ]
- Title: TAH Achievement Standard 1.1
- Description: Iho Pūmanawa speak about A.S 1.1 and how to unpack and incorporate teaching and learning
- Video Duration: 7 minutes
- Video URL: https://player.vimeo.com/video/697225642
- Transcript: English Māori
| English | Māori |
00:04 Dan Waitai | Te Ao Haka achievement standard 1.1. It’s about learning about the fundamentals of Te Ao Haka, in particular with the standard, a focus on the key features. This standard not only allows us to extend our knowledge on key features but also allows the students to deepen their understanding of each key feature.
| I te paerewa paetae 1.1 o Te Ao Haka, ko te ako i te tūāpapa o Te Ao Haka, inarā, ka arohia ngā āhuatanga tāpua i tēnei paerewa. Hāunga te āhei kia whānui kē atu ai te mōhio ki ngā āhuatanga tāpua, ko te āhei hoki kia hōhonu kē atu ai tō te ākonga mārama ki tēnā āhuatanga tāpua me tēnā āhuatanga tāpua. |
00:21 Jamus Webster | So the key features of Te Ao Kaka are wiri, takahi, rere o te poi, stance, tūwaewae, te reo hāngū, whakakai, mahinga rākau, pūkana and formations. And these are all the facets that make up an amazing Te Ao Haka item. | Ko ngā āhuatanga tāpua o Te Ao Haka ko te wiri, te takahi, te rere o te poi, te tū, ngā tūwaewae, te reo hāngū, ngā whakakai, ngā mahinga rākau, te pūkana me ngā tū ā-kapa. Koia nei ngā wāhanga katoa o tētahi tū maruwehi o te ao haka. |
00:56 Dan
| And this is what’s really important about this standard here, it gets to teach our kids the fundamentals of Te Ao Haka. Although a lot of our students know what a wiri is, they actually don’t know where it come from. What are the origins, what is the history, what is the whakapapa. Understanding the context of Te Ao Haka is important cause in order to fully understand the key feature you must learn all the information surrounding it. | Ā, koinei tonu te mea nui i tēnei paerewa, ko te whakaako i ā tātou tamariki ki te tūāpapa o Te Ao Haka. Ahakoa e mōhio ana te tokomaha o ā tātou ākonga ki te tikanga o te wiri, kāore tonu rātou e mōhio ki tōna ahunga. He tōna takenga, he aha ōna kōrero tuku iho, he aha tōna whakapapa. He mea nui te mārama ki te horopaki i ahu mai ai a Te Ao Haka, i te mea, e tino mōhio ai koe ki te āhuatanga tāpua, me ako koe i ngā mātauranga katoa e karapoti ana i a ia. |
01:21 Jamus | You know just understanding its purpose and you’re exploring the whakapapa, the origins of how we get all these different features, now what we have done through te ao haka is really unpacked it, you know so we can identify these key features. And that’s why 1.1 is very important because it sets the foundation. | Ko te mārama ki tōna take, ā, e tūhura ana koe i te whakapapa, i te ahunga mai o ēnei āhuatanga tāpua. Nā, ko tā mātou i Te Ao Haka he wetewete e tautohua ai ēnei āhuatanga tāpua. Ā, koia nei te tino hira o te paerewa 1.1, i te mea e whakatakotoria ana te tūāpapa. |
01:41 Dan | It forces you almost to learn all the surrounding information around that key feature which gives you a really good understanding of that key feature. | Ka ākina koe kia ako i ngā kōrero katoa e karapoti ana i te āhuatanga tāpua, e tino mārama ai koe ki taua āhuatanga tāpua. |
01:50 Jamus | So from here on in, people will be able to layer on layer. Pērā i te ara poutama as they start to climb in their journey of learning Te Ao Haka. | Nō reira atu i konei, ka whakapapatia e te tangata. Pērā i te ara poutama, i tō rātou pikinga i ngā ako o Te Ao Haka. |
01:43 Anthony | Each key feature has a unique story. The student will be required to learn the different names of the key feature and also describe and explain its origin. Of the five key features there are three that are compulsory; Which are the wiri, the takahi and the pukana. We see these three as the fundamentals of the fundamentals, and the other two that’s left up to the discretion of the teacher or the student themselves to pick the last two. | He kōrero motuhake tō ia āhuatanga tāpua. Me ako e te ākonga ngā karangatanga rerekē o te āhuatanga tāpua, ā, ka whakaahua, ka whakamārama hoki i tōna pūtaketanga. O ngā āhuatanga tāpua e rima, e toru me mātua whai wāhi atu, arā, ko te wiri tēnā, ko te takahi tēnā, ko te pūkana anō hoki. Ki tā mātou titiro, ko ēnei e toru ngā tino aho matua, ā, ko te toenga rua, kei te kaiako te tikanga, mā te ākonga tonu rānei e whiriwhiri tērā toenga rua. |
02:34 Jamus | So, when the students get to present their findings and their research based on these key features, they can present them in different mediums. So, we have performance, which is a fantastic one to demonstrate it so we can truly see that the students fully understand it, and then we have a Digital Presentation. So, creating a presentation, it can mean various ways you can do like journals, you could do like a google slide, you can use key notes. All these different applications. And the third one is they get to perform what they’ve learnt they put it in a sequential form. So sequential is where we are putting the key features in order and the students are able to be creative with it, so you know (Gives a Demonstration). You know and just right there you had all the elements. See, whakakai, boom wiri, pukana, takahi. | Nō reira, ka tae te ākonga ki te whakaatu i ā rātou kitenga, me ā rātou rangahau mō ēnei āhuatanga tāpua, ka taea e rātou te whakaatu mā ngā huarahi rerekē. Nō reira, ko te whakaatu ā-tū. He huarahi mīharo hei whakaatu atu, e kite ai hoki mātou e tino mārama ana ngā ākonga. Ā, ko te whakaaturanga matihiko hoki tēnā. Ko te waihanga i tētahi whakaaturanga, he maha ngā āheinga pēnei i te hautaka, te Google Slide, te Keynote rānei. Ko ēnei momo taupānga rerekē katoa. Ā, ko te tuatoru, ka tukuna rātou ki te whakaatu i ō rātou akoranga i tētahi whakaraupapatanga. Arā, he whakarārangi mai i ngā āhuatanga tāpua, ā, ka tukuna ngā ākonga kia auaha, pēnei nā. Koinei tonu, kua kitea mai ngā āhuatanga tāpua katoa. Anā, ko te whakakai, ko te wiri, ko te pūkana, ko te takahi. |
03:37 Dan
| The step ups for this particular standard 1.1; The learner has to demonstrate understanding of key features of Te Ao Haka. In order to achieve an Achieved the student will have to demonstrate, for example using takahi, what does a takahi look like. So there’s a couple ways you can demonstrate it. You can perform it through actions. The student might decide to articulate themselves through oral presentation or through written presentation where they describe what a takahi looks like. The step up from an Achieved to a Merit what that looks like you’ve got to be able to articulate the history and the origins of takahi. E ai ki ngā kōrero, according to some people, the takahi refers to the korero of Rangi and Papa. The left foot stays planted to the ground hei whakanui i a Paptūānuku, and the right foot lifts off the ground, that acknowledges Ranginui, and the beat, the constant beat when you’re stamping is the manawa or the heartbeat between Ranginui and Papatuanuku. For an Excellence, it’s about looking at iwi variations. So for example in the north, the takahi is what we call the pipi swivel. Where back in the days our tūpuna used to search for the pipi and they used to swivel their feet in the sand and that’s where our pipi swivel comes from and that’s the excellence part of the standard, where they’ve got to articulate what are the iwi variations. In order to teach the standard properly, I’ve had to go back, relearn, rethink and ask questions again in order to find the answers to better understand key features. Going back to kaumātua, going back to people who know the information is really really important so don’t think you need to know all the information. It's about accessing the right people to get the right information. | Ko ngā pikinga paearu i tēnei paerewa paetae 1.1, me whakaatu māramatanga te ākonga ki ngā āhuatanga tāpua o Te Ao Haka. E whakawhiwhia ai te paetae, me whakaatu te ākonga, hei tauira, i te takahi. He aha te āhua o te takahi. Nō reira, e rua pea ngā āheinga hei whakaatu atu. Ko te whakaatu ā-tinana. Ka whakatau rānei te ākonga ki te āta whakaputa whakaaro mā te kōrero ā-waha, mā tētahi tuhinga rānei, e whakaahua ana i te takahi. Ko te pikinga atu i te paetae ki te kaiaka, me whakamārama hoki i te hītori, i te takenga o te takahi. E ai ki ngā kōrero, e ai ki ētahi, ko te takahi he kōrero mō Rangi rāua ko Papa. Ko te waewae mauī ka poua ki te whenua, hei whakanui i a Papatūānuku, ko te waewae matau ka hiki, hei whakanui i a Ranginui. Ko te taki, ko te rite tonu rānei o te taki i a koe e takatakahi ana, ko te manawa taki tēnā i a Ranginui rāua ko Papatūānuku. E whakawhiwhia ai te kairangi, me titiro ngā kōrero ā-iwi. Hei tauira, i Te Tai Tokerau, ko te takahi ki a mātou, e karangahia ana ko te pipi swivel. I ngā rā o mua, ka haere ō tātou tūpuna ki te rapu pipi, ā, ka kori ō rātou waewae i te onepū, koinei te takenga mai o te pipi swivel, koinei hoki te wāhanga e kairangi ai. Arā, me āta whakaputa whakaaro mō ngā kōrero ā-iwi. E tika ai taku whakaako i te paerewa paetae nei, i mate ahau ki te hoki whakamuri anō, ki te ako anō, ki te whai whakaaro anō, ki te whiu pātai anō, e kitea ai he whakautu e mārama ake ai ahau ki ngā āhuatanga tāpua. He mea nui te hoki ki ngā kaumātua, ki te hunga mōhio ki ngā mātauranga, nō reira, kaua e pōhēhē me mōhio koe ki ngā kōrero katoa. He whai wāhi ki ngā tāngata tōtika, e whiwhi ai koe i ngā mātauranga tōtika. |
05:41 Jamus | So, when we analyse key features is that when we understand and we explore and engage in the uniqueness of the different tribal variances, what it does do is that for the learner it gives them a global perspective on how to identify the movements of this hapū, iwi and whānau. And because when you understand that, then you’re able to look at what’s happening in their environment, because everything has a beautiful narrative within it when we look at the key features but as soon as you unpack it and you unlock it, then it’s sort of like wow, that’s awesome. | Nō reira, ka whakatewhatewhatia ana ngā āhuatanga tāpua, arā, ka mārama, ka tūhura, ka whai wāhi hoki ki te motuhenga o ngā kōrero ā-iwi rerekē. Ka ao whānui ai te titiro a te ākonga i tana tautohu i ngā momo tū a tēnā hapū, a tēnā iwi, a tēnā whānau. I te mea, ina mārama koe ki tēnā, ka kitea ngā āhuatanga kei tō rātou taiao, i te mea he kōrero ātaahua tō ngā mea katoa ki te tirohia ngā āhuatanga tāpua. Heoi anō, ka tahuri ana koe ki te wetewete, ki te whakamatara, kātahi ka mārama ki a koe, ka mau te wehi. |
This Standard begins to explore the contexts of Te Ao Haka. It also assesses students' understanding of Te Ao Haka as uniquely and recognisably Māori. This Standard also encourages students to engage with the idea of Te Ao Haka having local dialects.
Level 1
Students at Level 1 should be engaging with the foundations of Te Ao Haka, learning about the key performance skills, narratives, and styles of Te Ao Haka, and their development.
This Standard begins to explore the contexts of Te Ao Haka. It also assesses students' understanding of Te Ao Haka as uniquely and recognisably Māori. This Standard also encourages students to engage with the idea of Te Ao Haka having local dialects.
Level 1
Students at Level 1 should be engaging with the foundations of Te Ao Haka, learning about the key performance skills, narratives, and styles of Te Ao Haka, and their development.