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 7 of the Te Ao Haka Learning Matrix at Curriculum Levels 6, 7 and 8.
Explanatory Note 2
Perform a Te Ao Haka item to respond to a local kaupapa involves:
- using Te Ao Haka key features in an item that conveys a local kaupapa
- showing understanding of the kaupapa through performance.
Communicate a Te Ao Haka item to respond to a local kaupapa involves:
- combining Te Ao Haka key features within an item that conveys a local kaupapa
- using the combination of key features in a Te Ao Haka item to coherently convey a local kaupapa.
Express a Te Ao Haka item to respond to a local kaupapa involves:
- using Te Ao Haka key features with confidence in an item that conveys a local kaupapa
- executing a Te Ao Haka item that responds to a local kaupapa in a way that is capable of engaging an audience.
Explanatory Note 3
An item refers to a composition or performance which includes key features of Te Ao Haka in its movement, voice or lyrics.
Explanatory Note 4
Respond to refers to actively engaging with a local kaupapa, indicating that the ākonga being assessed is connected with the kaupapa in some way, beyond being an external observer.
Explanatory Note 5
A local kaupapa is one that has direct relevance for the learner. This may involve connections to whakapapa, rohe or iwi. The kaupapa may also have particular meaning or significance for that learner. It can, but does not have to, involve geographic proximity.
Explanatory Note 6
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.
Conditions of Assessment
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.
Useful Pages
Unpacking the Standard
[ Video Resource ]
- Title: TAH Achievement Standard 2.2
- Description: Iho Pūmanawa speak about A.S 2.2 and how to unpack and incorporate teaching and learning
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/697237009
- Transcript: English Māori 0:10 Tiria 0:32 Jamus Te Ao Haka 2.2 is a performance based standard
| English | Māori |
0:10 Tiria
0:32 Jamus | Te Ao Haka 2.2 is a performance based standard, where by our tauira, our ākonga must identify three key features, and in doing so they need to be able to convey through their performance a kaupapa, which is of significance to them.
It can either be a local kaupapa, whakapapa within your rohe. But if it's a current kaupapa, they get to own it through key features and through performance. | Ko te paerewa paetae 2.2 o Te Ao Haka, he paerewa whakaatu. Arā, me tautohu te ākonga i ētahi āhuatanga tāpua e toru, me te aha, me kawe hoki i tana whakaaturanga i runga anō i tētahi kaupapa e hira ana ki a ia.
Ka taea tētahi kaupapa ā-rohe, he whakapapa rānei i tō rohe. Engari, mehemea he kaupapa nō ēnei wā nei, ka kawea e rātou i runga i tō rātou ake mana motuhake mā ngā āhuatanga tāpua me te whakaaturanga. |
0:49 Tiria
0:59 Jamus
1:15 Jamus
1:20 Tiria
2:20 Jamus
3:05 Jamus | Kaiako will be evaluating the identification of three key features and also how the ākonga shows understanding of the narrative through the performance.
And that's the beauty of the standard because it's, it's allowing the students to explore their creativity and that's the key, it's their way of telling their story.
The key features are distinctive attributes that appear throughout all Te Ao Haka items.
There are 10 key features, which include wiri, takahi, rere of poi, stance, whakakai, reo hāngū, tūwaewae, mahinga rākau, pūkana and formations. Generally ākonga choose their three key features after having a discussion with kaiako. They need to ensure that the chosen key features convey the kaupapa with coherence, narrative and clarity.
Step ups are the framework that kaiako can use in their teaching practice so that they know this is what an Achieved looks like, and from an Achieved steps up to a Merit, from the Merit, it steps up to an Excellence.
So the step ups in 2.2, it starts off where the tauira or the student performs the item. But then the step is then they have to be able to communicate the item. We want to ensure that tauira can express the item. You know but that's the beauty of Te Ao Haka, because you start off, you know like a kākano and then you slowly start to grow and you add layers, and that's the beauty of learning. And that's why we have these step ups in this standard.
To assess and evaluate this standard, you know, you have the different criterias that are provided for the Kaiako, where they're able to follow you know, so they've got some guidelines that they can pursue.
But me as a kaiako and when I assess it, you can actually feel it, you know, through the energy and by the way the emotion that's brought through by the tauira or the students.
And then once you get that, that connection through that mauri, then, for me that's, that's kairangi. I always say to my tauira, “Yeah, you know it, but do you know it?” You know there's a difference between that.
So, what I mean by that is that our tauira can just get up there and they’re just performing the item, you know, but then we have some tauira out there, they just take it to the next level where they're able to communicate it using their voice, their body to help engage the audience. But there's just, to cut above the rest (Dii haaa) | Ka arotaketia e ngā kaiako te tautohunga o ngā āhuatanga tāpua e toru, me pēhea hoki tā te ākonga whakaatu i tana mārama ki ngā kōrero mā te whakaaturanga.
Koia nei te ātaahua o te paerewa, nā te mea, e tukuna ana ngā ākonga ki te tūhura i ō rātou auahatanga, ā, koia te hira, nōna te mana whakapuaki i ngā kōrero.
Ko ngā āhuatanga tāpua ngā kura motuhake, ngā kura kōhure hoki e kitea ana puta noa i Te Ao Haka.
10 ngā āhuatanga tāpua, arā, ko te wiri, te takahi, te rere o te poi, te tū, te whakakai, te reo hāngū, ngā tūwaewae, te mahinga rākau, te pūkana me ngā tū ā-kapa. Mā te ākonga e whiriwhiri ā rātou āhuatanga tāpua, i muri i te wānanga tahi me te kaiako. Me mātua mōhio rātou ka mārama te whakapuakina o te kaupapa mā aua āhuatanga tāpua.
Ko ngā pikinga he tauira hei whakamahinga mā te kaiako i āna whakahaere, e mōhio ai ia he aha te āhua o te whiwhinga paetae, atu i paetae ki te kaiaka, ā, atu i te kaiaka ki te kairangi.
Nō reira, ko ngā pikinga o te paerewa 2.2, ka tīmata i te whakaatu a te ākonga i tana tū. Engari, ko te pikinga ki taumata kē, ko tana mātau ki te whakapuaki i tana whakaaturanga kia mārama ai. Ko te hiahia kia mōhio te ākonga ki te whakapuaki i tana tū. Koia nei te ātaahuatanga o Te Ao Haka. I te mea, ka tīmata he kākano, ka āta tipu, ka whāngaia kia pūāwai, koinā te ātaahua o te ako. Koinei te take e whai pikinga ana tēnei paerewa.
E aromatawaitia ai, e arotaketia ai tēnei paerewa, arā ētahi paearu rerekē ka tukuna ki te kaiako, hei ārahi i a rātou, hei aratohu whai mā rātou.
Engari, ahau nei hei kaiako, i a au e aromatawai ana, ka rongo kē i roto i te hihiri, i ngā kare ā-roto ka pupū ake i te tū a ngā ākonga.
Ka rongo ana koe i tēnā hononga mauri, ki a au nei, koia nā te kairangi. He rite taku kōrero ki aku ākonga “Āe, e mōhio ana koe, heoi anō, e mōhio ana koe?’. Ana, he rerekētanga kei reira.
Ko te tikanga o tēnā kōrero, ko ētahi tauira ka tū noa ki te whakaatu i tana mahi. Heoi anō, ētahi tauira, ka kawe i te tū ki ētahi taumata kē, e whakapuaki ai i ngā kōrero mā te reo, mā te tinana hei whakawai i te hunga mātakitaki. Engari, kia eke koe i tua atu o te katoa. |
4:10 Jamus
4:46 Tiria
5:14 Jamus
| So for the kaiako that are willing to embark on this achievement standard, is that there are so many beautiful and rich narratives around in the local area that if you, like specially for kura, you know, don't feel frightened or awkward to go and approach your mana whenua, or the people that are the caretakers of where your kura is.
Go in, make the connection. Because I'll tell you what, when they jump into this Waka with you and you work, and you work coherently ok, then it's a better support for the learner and students.
I think that Achievement Standard 2.2 is the perfect standard to allow our students and Kaiako to dive deeper into some of the local kaupapa.
There are a lot of issues that are happening that are local but also nationwide too and worldwide. These, these kaupapa are really important to get through and kapa haka and Te Ao Haka is the perfect vehicle to drive these messages home.
Te Ao Haka is for everyone, that's why it's called Te Ao Haka, it's the world. It's the world view, you know, but we are using traditional and contemporary elements of Te Ao Māori to help navigate us through these wonderful standards. | Nō reira, mō ngā kaiako e hiahia ana ki te whai i tēnei paerewa paetae, arā noa atu ngā kaupapa ātaahua, kaupapa rangatira huri i ngā rohe. Arā, mehemea he kura Māori, kaua e wehi ki te haere ki ngā mana whenua, ki ngā kaitiaki rānei o ngā papa e tū nei tō kura.
Haere atu, whakaratarata atu. Nā te mea, anei taku kōrero, kia eke mai rātou ki tō waka me te whai wāhi ki āu mahi, ā, ka mahi tahi hoki. Anā, he pai kē atu te tautokotia o ngā ākonga.
Ki a au nei, ko te paerewa paetae 2.2, te tino paerewa e āhei ai ā tātou ākonga me ngā kaiako ki te ruku i ngā kaupapa ā-rohe.
Arā noa atu ngā take kei roto kei ngā hapori, engari, he maha anō kei te motu, kei te ao whānui hoki. He mea nui te whakapātaritari i ēnei kaupapa mā te kapa haka, ā, ko Te Ao Haka tonu te kauwaka hei āki i ēnei momo kōrero.
Ko Te Ao Haka, mō te katoa. Koia nei e karangahia ana ko Te Ao Haka, arā, ko te ao whānui tonu. Ko te tirohanga ao whānui, heoi anō kei te whakamahia ngā ariā onamata, inamata hoki o te ao Māori, hei ārahi i ngā āhuatanga o ēnei paerewa paetae. |
For this Standard, students will explore their creativity through performing an issue close to them. Students will demonstrate the knowledge they have gained about Te Ao Haka and its unique features and tikanga to convey and embody a kaupapa of personal significance.
Level 2
Students at Level 2 should be experimenting and innovating. This is reflected in the internals' credit values being higher than those of the externals to provide room for creativity and a safe space to develop through taking creative risks. Six credits have been allocated to both internal Achievement Standards for this reason, with the stated aim of bringing out the best in all ākonga in a 'safe' – or familiar – space.
For this Standard, students will explore their creativity through performing an issue close to them. Students will demonstrate the knowledge they have gained about Te Ao Haka and its unique features and tikanga to convey and embody a kaupapa of personal significance.
Level 2
Students at Level 2 should be experimenting and innovating. This is reflected in the internals' credit values being higher than those of the externals to provide room for creativity and a safe space to develop through taking creative risks. Six credits have been allocated to both internal Achievement Standards for this reason, with the stated aim of bringing out the best in all ākonga in a 'safe' – or familiar – space.