Te Ao Haka is an expression of mātauranga Māori, shaped by iwi, hapū, and rohe-specific knowledge systems. This Achievement Standard invites ākonga to engage deeply with a Te Ao Haka performance, not only as observers but as culturally grounded interpreters. Through observation, reflection, and interpretation, ākonga will explore how key features and elements communicate narrative, evoke audience response, and convey meaning. Their personal perspectives and experiences will help shape their understanding of the performance.  

This Achievement Standard allows ākonga to demonstrate their cultural and critical literacy and affirm the value of Māori perspectives through analytical, reflective responses, grounded in tikanga. 

The intent of the Standard

The purpose of this Achievement Standard is for ākonga to demonstrate their ability to respond to a Te Ao Haka performance. Ākonga will describe how Te Ao Haka performances communicate meaning and express kaupapa through the use of key features and elements. By observing a performance, they will be able to describe the narrative and record their response as audience members. This response may include emotional, cultural, contextual, or personal insights, forming the foundation for deeper reflection and interpretation.

Ākonga will consider how key features such as wiri or pūkana, and elements such as energy or shape, are intentionally used to convey the narrative of a performance. These components are not isolated, they work together to give Te Ao Haka performance its distinctive form and expressive power. Understanding this interplay helps ākonga to recognise how performance choices convey the kaupapa and intent of the narrative.

The Achievement Standard allows ākonga to record and interpret their personal responses to lived experiences as an audience member. By connecting their own perspectives, values, or cultural worldviews to their experience, ākonga can show insight into how a Te Ao Haka performance can resonate in diverse and meaningful ways. This process fosters critical thinking, cultural awareness, and an appreciation for the richness of interpretation within Te Ao Haka. 

Making reliable judgements

Ākonga will describe the narrative of a selected Te Ao Haka performance and record a personal response as an audience member. The response should demonstrate engagement with the performance and an understanding of the narrative.

At higher levels of achievement, ākonga will discuss how two key features and two elements are used to convey the narrative. This includes recognising how each contributes to the overall impact and expressive intent of the performance. These reflections are grounded in an understanding of how key features and elements interact to communicate kaupapa and narrative through Te Ao Haka. Ākonga will interpret the performance by connecting their personal response as audience members to their own values, cultural perspectives, or lived experiences. Rather than identifying a single ‘correct’ meaning, they will demonstrate how the Te Ao Haka performance resonates with them as individuals, highlighting the personal and cultural significance of the work.

Reliable judgments are supported by thoughtful engagement, clear expression, and a deep understanding across descriptive, reflective, and interpretive dimensions. For this Achievement Standard, ‘key features’ and ‘elements’ refer to two or more of each, though only two of each will be assessed. To ensure consistency and coherence, the same two key features and two elements should be used throughout the response. 

Collecting evidence

Refer to the External Assessment Specifications for further information. 

Possible contexts

Ākonga engaging with this Achievement Standard will explore Te Ao Haka performance, examining how key features and elements communicate narrative, and responding from both an audience and personal perspective or experience.  

Learning contexts may include:

• analysing live or recorded archival performances  
• participating in or observing school or whānau-based Te Ao Haka presentations
• performing with a specific kaupapa (e.g. protest, celebration, remembrance)
• journaling to record reflections of various performances.

Throughout the teaching and learning programme, ākonga should engage with a variety of Te Ao Haka performance contexts across disciplines to deepen their understanding of how key features and elements communicate meaning. A broad range of these should be introduced to enrich learning, though only two key features and two elements will be assessed. Learning should be grounded in the lived experiences and cultural backgrounds of ākonga, with kaiako selecting performances that are relevant and meaningful to support personal and cultural reflection. These contexts should also foster whakawhanaungatanga, encouraging ākonga to build relationships, share knowledge, and support one another. Teaching should focus on developing skills in describing, reflecting on, and interpreting performance.