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 8 of the Te Ao Haka Learning Matrix at Curriculum Levels 6, 7 and 8.
Explanatory Note 2
Reflect on a personal learning journey in a discipline of Te Ao Haka involves:
- exploring the development of skills within a discipline
- providing examples of how and when that learning occurred.
Evaluate a personal learning journey in a discipline of Te Ao Haka involves:
- identifying key learning moments and their impact on personal practice of Te Ao Haka
- making suggestions on what could have been done differently.
Justify reflections on a personal learning journey in a discipline of Te Ao Haka involves:
- examining the life skills developed through the study of the discipline
- explaining why the personal learning journey is being represented through the chosen discipline
- connecting the personal learning journey in this discipline to the wider context of the study of Te Ao Haka.
Explanatory Note 3
Discipline refers to a performance branch within Te Ao Haka.
Disciplines include:
- mōteatea
- waiata ā-ringa
- poi
- haka, haka wahine
- whakaeke
- whakawātea.
Explanatory Note 4
A personal learning journey refers to the student's own development in Te Ao Haka. The period of time will be dictated by the student's personal experience with Te Ao Haka.
Explanatory Note 5
A key learning moment refers to a discrete, identifiable moment of greater clarification or understanding which has allowed the ākonga to take their learning forward.
Examples of key learning moments include:
- executing a new skill for the first time with proficiency
- clarifying a piece of knowledge which has allowed for a more profound understanding of a kaupapa
- having a change in attitude towards approaching a piece of mahi, such as taking a new role within Te Ao Haka, or taking a risk within performance.
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 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.
Useful Pages
Unpacking the Standard
[ Video Resource ]
- Title: TAH Achievement Standard 3.1
- Description: Iho Pūmanawa speak about A.S 3.1 and how to unpack and incorporate teaching and learning
- Video Duration: 6 minutes
- Video URL: https://player.vimeo.com/video/697252736
- Transcript: 00:21 Leilani Thomson-Kihi Te Ao Haka Standard 3.1 is asking our students to reflect on a personal learning journey through a discipline such as whakaeke
00:21 Leilani Thomson-Kihi | Te Ao Haka Standard 3.1 is asking our students to reflect on a personal learning journey through a discipline such as whakaeke, mōteatea, waiata-ā-ringa, poi, haka and whakawātea. | Ko tā te paerewa 3.1 o Te Ao Haka, he tono i ngā ākonga kia huritao i ōna akoranga whaiaro mā roto i tētahi o ngā pekanga, pēnei i te whakaeke, i te mōteatea, i te waiata ā-ringa, i te poi, i te haka me te whakawātea. |
00:45 Dan Waitai | Students will learn to reflect on their journey, evaluate what they have learnt and justify what they have reflected on. | Ka ako te ākonga ki te huritao i tana huarahi ako, ki te arotake i ngā mea i ako ai ia, ā, me te parahau hoki i ngā āhuatanga i huritaotia ai e ia. |
00:52 Leilani | They’re self-evaluating, they’re group evaluating to deepen their knowledge, their skill base and their understanding. To reach that higher level of performance. | Kei te arotake rātou i a rātou anō, kei te arotake ā-rōpū rātou me kore e hōhonu ake ai tō rātou mōhio, e pakari atu ai ō rātou pūkenga me tō rātou māramatanga. Kia eke kē atu ai te taumata o te tū. |
01:41 Dan | I can actually remember when we sat at the table discussing the content for this standard and i remember us sitting down and saying ‘hey there’s a lot of things we do within this standard that the past standards have not captured, for example where can guitarists be acknowledged, where can leaders such as kaitakite wahine be acknowledged, where can kaitatoke be acknowledged for their mahi’
This standard allows that to happen, where we can acknowledge all these little key roles that happen throughout peoples journey in kapa haka. | Ka mahara iho au ki te wā i noho ai mātou ki te wānanga i ngā kai mō roto i tēnei paerewa, ā, ka mahara au i a mātou e noho ana, ka puta te kōrero, “E, he maha ngā āhuatanga e mahingia ana i tēnei paerewa, kāore i tutuki i ngā paerewa o mua” Hei tauira, ko te whakanuitanga o te kairakuraku, o ngā kaitātaki, pēnei i te kaitātaki wahine. He aha te wāhi ki ngā kaitātaki, me te whakanuia o rātou me ā rātou mahi.
Mā tēnei paerewa e taea ai ēnā āhuatanga, arā, te whakanui i ērā kawenga iti ka kitea i roto i tā te tangata whai i te kapa haka. |
02:20 Leilani | Students will be able to decide which discipline they’re passionate about; whether it be haka, poi, or whakaeke.
And why, why that discipline, the purpose of that discipline, the key moments in their life in their understanding and skills that they can reflect elements in that discipline.
Students will learn the standard through discussing their skills, building on those skills, evaluating those skills, seeking support, whether it’s kaumatua, teachers, friends, people of the community to enhance that skill.
| Mā ngā ākonga e tatū ko tēhea te pekanga e kaingākautia ana e rātou, ahakoa ko te haka, ko te poi, ko te whakaeke rānei.
Ā, he aha te take, he aha hoki te take i whiriwhirihia ai taua pekanga, he aha te iho o tēnā pekanga, he aha ngā maharatanga hira, i ō rātou oranga, i ō rātou māramatanga me ō rātou pūkenga, ka huritaotia ai ēnā āhuatanga i tērā pekanga.
Ka ako ngā ākonga i ngā āhuatanga o tēnei paerewa mā te wānanga i ō rātou pūkenga, mā te whakapakari i aua pūkenga, mā te arotake i aua pūkenga. Mā te kimi āwhina hoki i ngā kaumātua, i ngā kaiako, i ngā hoa, i ngā tāngata o te hapori hei whakamarohi i taua pūkenga. |
03:12 Dan | A key learning moment could include the time you first picked up a taiaha to the time you executed your first sequence using a taiaha, to the time you learn’t korero regarding the taiaha that deepened your understanding of it and how these key moments helped to shape them as a performer.
Step ups are Reflect, Evaluate, Justify. The notion behind Reflection is to reflect on something in order to grow. For example you could reflect on the time you first picked up the poi to now.
What has happened between now and then to help carve you to the poi person you are today? The next step up is Evaluate which is identifying key learning moments and their impact on the persons practice. | Ko tētahi maharatanga hira pea, ko te wā tuatahi pea i mau ai te taiaha ki te ringa. Ko te wā tuatahi rānei i tuku ai koe i ētahi raupapatanga āhei me te taiaha. Ko te wā rānei i ako kōrero ai koe e pā ana ki te taiaha i hōhonu kē atu ai tō mārama ki taua mahi. He pēhea hoki tā ēnei maharatanga hira whakawai i a ia hei kaihaka. Ko ngā pikinga ko te huritao, ko te arotake, me te parahau. Ko te tikanga o te huritao, ko te huritao i tētahi āhuatanga hei whakapakari i a koe. Hei tauira, ka huritaotia te wā tuatahi i mau ai te poi ki te ringa.
He aha ngā āhuatanga i hua ake mai i taua wā, ki ēnei wā, i tū ai koe he tangata poi i ēnei rangi? Ko te pikinga atu i reira ko te arotake. Arā, ko te tautohu i ngā akoranga hira me ōna pāpātanga ki ngā mahi a te tangata. |
04:00 Leilani | So when we’re looking at Evaluating, it’s critically analysing ourselves. Whether it’s from twirling a poi, to your stance in mau rakau or haka and making sure that we are understanding the purpose of each of those elements. | Nō reira, ko te arotake he āta tātari i a tātou anō. Ahakoa ko te piu i te poi, ko te tū i te mau rākau, i te haka rānei. Me mātua mōhio ki ngā koronga o tēnā mahi, o tēnā huānga. |
04:18 Dan | The last step up is Justify. Which means examining the life skills developed in your journey, why you have chosen that discipline and how does it connect to Te ao haka. | Ko te pikinga mutunga ko te parahau. Arā, ko te whakatewhatewha i ngā pūkenga oranga whānui kua whanake i a koe. He aha koe i whiriwhiri ai i tēnā pekanga, ā, he aha hoki tōna hāngai ki Te Ao Haka. |
04:30 Leilani | Through Justification you’re able to reevaluate yourself first then put that back into practice. The step ups will be able to be demonstrated through three activities; Interview, Scrapbook or Portfolio, or Digital movie. | Ko te parahau, ka arotaketia tukuruatia koe, ā, ka hoki ai ki te whakamātau anō i te mahi. Ka whakapuakina ngā pikinga nei mā ētahi ngohe e toru, arā, mā tētahi uiui, mā tētahi puka kohinga whaiaro, mā tētahi kiriata matihiko rānei. |
04:47 Waiora (student) | Tena koutou, my name is Waiora and welcome to my poi journey in Te Ao Haka. | Tēnā rā koutou, ko Waiora tōku ingoa, ā, nau mai ki taku ara whai i te poi i Te Ao Haka. |
04:53 Leilani | Through those three activities they will be able to demonstrate the challenges and the skills, the understanding, the knowledge, people who helped them along the way.
Also making connections with our hapuri to enrich those understandings and knowledge. | Mā ēnā ngohe e toru ka kitea tā te ākonga whakapuaki i ngā uauatanga, i ngā pūkenga, i ngā mātauranga me te whakanui i te hunga nā rātou i āwhina.
Me te tūhonohono anō hoki i ngā taura here i roto i ngā hapori hei whakamarohi i te māramatanga me ngā mātauranga. |
05:19 Dan | This standard teaches our students long life skills they can use for the rest of their lives; cooperation, management, whaikorero, karanga and the list goes on. | Mā tēnei paerewa e ako ai ngā ākonga ki ngā pūkenga mauroa hei whakamahinga mā rātou i te roanga o tōna oranga, pēnei i te mahi tahi, i te whakahaere, i te whaikōrero, i te karanga me te aha atu anō. |
05:29 Leilani | Working hard and maintaining that same energy from learning a new skill, prospering into Te ao maori. It’s a lifetime journey. | Ko te ahunui me te pupuri i te kaha, atu i te wā i ako tuatahitia ai tētahi pūkenga hou tae noa ki te pūāwaitanga i te ao Māori. He ahunga tautini, he haerenga tūroa. |
Students will understand their perspective as an observer of performance and contribute their own knowledge and whakaaro, which has developed over time, to the art form. Students also have the opportunity to reflect upon their journey and advocate for te ao Māori through Te Ao Haka, in understanding how tikanga makes Te Ao Haka uniquely Māori.
Level 3
At Level 3 students will refine their performance skills and deepen their understanding of their own experience within Te Ao Haka. This is reflected in the evaluative and performance-focused nature of the Standards.
Students will understand their perspective as an observer of performance and contribute their own knowledge and whakaaro, which has developed over time, to the art form. Students also have the opportunity to reflect upon their journey and advocate for te ao Māori through Te Ao Haka, in understanding how tikanga makes Te Ao Haka uniquely Māori.
Level 3
At Level 3 students will refine their performance skills and deepen their understanding of their own experience within Te Ao Haka. This is reflected in the evaluative and performance-focused nature of the Standards.