Skip to main content
Ministry of Education New Zealand
NCEA Education
3/6/2023 01:32 AM  |  Physical Education  |  https://ncea.education.govt.nz/health-and-physical-education/physical-education

Header

Skip to main content
  • What is Physical Education about?
  • Big Ideas and Significant Learning
  • Key Competencies in Physical Education
  • Connections
  • Learning Pathway
[ Previous Learning Matrices ]

[ File Resource ]

  • Title: Draft for Pilot 2023
  • Description: Physical Education Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20Learning%20Matrix.pdf?VersionId=a8MQtmplYPR_jNNG1dX5iRZVVM965O5u
  • File Extension: pdf
  • File Size: 231KB
  • Draft for Pilot 2023.pdf
    • Description: Physical Education Learning Matrix
Download
Download

Draft for Pilot 2023

Physical Education Learning Matrix
Physical Education Learning Matrix
pdf 231KB Download Download Download
Label:
Past Matrices

[ File Resource ]

  • Title: Draft for Pilot 2022
  • Description: Physical Education Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/PE%20Pilot%202022%20Learning%20Matrix_0.pdf?VersionId=yMgcYoMn7NQu_t1Ds9zGG6CVGhZpzUQP
  • File Extension: pdf
  • File Size: 229KB
  • Draft for Pilot 2022.pdf
    • Description: Physical Education Learning Matrix
Download
Download

Draft for Pilot 2022

Physical Education Learning Matrix
Physical Education Learning Matrix
pdf 229KB Download Download Download

Current Learning Matrix:

[ File Resource ]

  • Title: Draft for Pilot 2023
  • Description: Physical Education Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20Learning%20Matrix.pdf?VersionId=a8MQtmplYPR_jNNG1dX5iRZVVM965O5u
  • File Extension: pdf
  • File Size: 231KB
  • Draft for Pilot 2023.pdf
    • Description: Physical Education Learning Matrix
Download
Download

Draft for Pilot 2023

Physical Education Learning Matrix
Physical Education Learning Matrix
pdf 231KB Download Download Download

Past Matrices:

[ File Resource ]

  • Title: Draft for Pilot 2022
  • Description: Physical Education Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/PE%20Pilot%202022%20Learning%20Matrix_0.pdf?VersionId=yMgcYoMn7NQu_t1Ds9zGG6CVGhZpzUQP
  • File Extension: pdf
  • File Size: 229KB
  • Draft for Pilot 2022.pdf
    • Description: Physical Education Learning Matrix
Download
Download

Draft for Pilot 2022

Physical Education Learning Matrix
Physical Education Learning Matrix
pdf 229KB Download Download Download

[ File Resource ]

  • Title: Draft for Pilot 2023
  • Description: Physical Education Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20Learning%20Matrix.pdf?VersionId=a8MQtmplYPR_jNNG1dX5iRZVVM965O5u
  • File Extension: pdf
  • File Size: 231KB
  • Draft for Pilot 2023.pdf
    • Description: Physical Education Learning Matrix
Download
Download

Draft for Pilot 2023

Physical Education Learning Matrix
Physical Education Learning Matrix
pdf 231KB Download Download Download

[ File Resource ]

  • Title: Draft for Pilot 2022
  • Description: Physical Education Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/PE%20Pilot%202022%20Learning%20Matrix_0.pdf?VersionId=yMgcYoMn7NQu_t1Ds9zGG6CVGhZpzUQP
  • File Extension: pdf
  • File Size: 229KB
  • Draft for Pilot 2022.pdf
    • Description: Physical Education Learning Matrix
Download
Download

Draft for Pilot 2022

Physical Education Learning Matrix
Physical Education Learning Matrix
pdf 229KB Download Download Download

What is Physical Education about?

[ Video Resource ]

  • Title: Physical Education
  • Description: Physical Education Subject Expert Group members discuss their experiences in the Review of Achievement Standards
  • Video Duration: 6 minutes
  • Video URL: https://player.vimeo.com/video/571923263
  • Transcript: In conversation with   Kylie Thompson Phil Washbourn Michelle Ogilvie Transcript below: Straight off the bat they'll notice much fewer standards. Down to four standards. That's going to encourage schools to get a snapshot of learning

Subject-specific terms can be found in the glossary.

Movement is integral to the human experience. It facilitates a lifelong understanding of our bodies, contributes to our hauora, and allows us to live physically active lives. Movement is affected by and affects who we are, how we experience and interact with others, and our relationship to and place in society.

Physical Education develops the social, emotional, intellectual, and cultural capabilities of ākonga. These capabilities inform the ways in which ākonga understand tikanga in movement contexts, provide diverse ways of participating in physical activities, and contribute to movement's wider benefits to hauora.

At each Curriculum level, ākonga learn to move and experience movement by participating fully in physical activities. As a result of this learning taking place in diverse settings, ākonga come to understand and experience diverse perspectives on movement.

Physical Education invites ākonga to engage with how movement affects them, those around them, and their wider communities. Ākonga recognise and understand the challenges which affect participation in movement, and respond to any movement barriers with full and active participation. Through their learning journey in Physical Education, ākonga will develop and refine their understanding of what it means to be physically educated and promote physical education throughout their lives.

Subject-specific terms can be found in the glossary.

Movement is integral to the human experience. It facilitates a lifelong understanding of our bodies, contributes to our hauora, and allows us to live physically active lives. Movement is affected by and affects who we are, how we experience and interact with others, and our relationship to and place in society.

Physical Education develops the social, emotional, intellectual, and cultural capabilities of ākonga. These capabilities inform the ways in which ākonga understand tikanga in movement contexts, provide diverse ways of participating in physical activities, and contribute to movement's wider benefits to hauora.

At each Curriculum level, ākonga learn to move and experience movement by participating fully in physical activities. As a result of this learning taking place in diverse settings, ākonga come to understand and experience diverse perspectives on movement.

Physical Education invites ākonga to engage with how movement affects them, those around them, and their wider communities. Ākonga recognise and understand the challenges which affect participation in movement, and respond to any movement barriers with full and active participation. Through their learning journey in Physical Education, ākonga will develop and refine their understanding of what it means to be physically educated and promote physical education throughout their lives.

Big Ideas and Significant Learning

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Physical Education Big Idea.

The Health and Physical Education Learning Area curriculum, including its whakataukī, inform this subject's Significant Learning – learning that is critical for ākonga to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes Level-appropriate contexts ākonga should encounter in their education. The Learning Area's whakataukī is:

He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Levels 6, and indicative for levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.

There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.

There are four Big Ideas in Physical Education - one overarching Big Idea, and three which explore the central strands of Physical Education, in, through, and about movement. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Physical Education Big Idea.

The Health and Physical Education Learning Area curriculum, including its whakataukī, inform this subject's Significant Learning – learning that is critical for ākonga to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes Level-appropriate contexts ākonga should encounter in their education. The Learning Area's whakataukī is:

He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Levels 6, and indicative for levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.

There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.

There are four Big Ideas in Physical Education - one overarching Big Idea, and three which explore the central strands of Physical Education, in, through, and about movement. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.

Title: Movement is integral to hauora

Big Idea Body:

This Big Idea captures the essence of why we study Physical Education: that movement is fundamental to our lives, and contributes to our development, both as individuals and as members of our communities.

Learning in, through, and about movement makes a significant contribution to hauora. We learn in movement by developing physical skills and experiencing enjoyment. Through our participation in movement, we are able to develop social, emotional, intellectual, and cultural capabilities. And by learning about how and why people move, we come to understand what influences our own and others' movement, as well as what has an influence on movement settings and trends.

In Physical Education, ākonga will have the opportunity to explore what movement means to them through different models of, and approaches to, hauora. They will engage in exercise, games, play, sport, recreation, adventure, and expressive movement, across diverse physical and social environments.

Hauora offers a holistic understanding of wellbeing, and encompasses the physical, social, spiritual, mental, and emotional dimensions of health. The ways in which we move, and approach movement, can influence all aspects of hauora, and Aotearoa New Zealand’s diverse movement contexts also provide ākonga with rich opportunities through which to explore the relationship between movement and te taiao, including whenua, maunga, moana, awa, roto, and ngahere. Ākonga may even choose to reflect on their connections to place and space through, for example, mana atua and mana tangata.

 

Big
Idea

Movement is integral to hauora

This Big Idea captures the essence of why we study Physical Education: that movement is fundamental to our lives, and contributes to our development, both as individuals and as members of our communities.

Learning in, through, and about movement makes a significant contribution to hauora. We learn in movement by developing physical skills and experiencing enjoyment. Through our participation in movement, we are able to develop social, emotional, intellectual, and cultural capabilities. And by learning about how and why people move, we come to understand what influences our own and others' movement, as well as what has an influence on movement settings and trends.

In Physical Education, ākonga will have the opportunity to explore what movement means to them through different models of, and approaches to, hauora. They will engage in exercise, games, play, sport, recreation, adventure, and expressive movement, across diverse physical and social environments.

Hauora offers a holistic understanding of wellbeing, and encompasses the physical, social, spiritual, mental, and emotional dimensions of health. The ways in which we move, and approach movement, can influence all aspects of hauora, and Aotearoa New Zealand’s diverse movement contexts also provide ākonga with rich opportunities through which to explore the relationship between movement and te taiao, including whenua, maunga, moana, awa, roto, and ngahere. Ākonga may even choose to reflect on their connections to place and space through, for example, mana atua and mana tangata.

 

Title: Participation in movement enriches our lives

Big Idea Body:

This Big Idea focuses on the importance of taking part in movement and the joy movement can bring to people’s lives. It recognises that learning to move and taking part in movement allows us to find enjoyment and enrichment, and to create meaning for ourselves through movement. This not only contributes to an improvement in performance but has a positive impact on hauora.

Ākonga will explore the meaning of tapu and how it relates to their bodies. Tapu is important in protecting the mauri of the person or object.

In Physical Education, ākonga learn that their bodies are made up of different parts. Each part holds its own unique significance and tapu, and together these parts form the tapu of the body as a whole. Respect for the tikanga around tapu should be taught and adhered to.

Participating in movement is essential to understanding how movement develops. In Physical Education we work with others in movement contexts, reflect critically on movement, and develop personal and shared understandings of movement. Through these we can think about how physical activity contributes to our identities and skills, and deepens our understanding of how movement can enrich our lives.

At Curriculum Level 6, the focus is on skill development and learning to move, as well as understanding how engagement in movement can be a source of enjoyment. This will progress to looking at refining movements and reflecting on strategies through which to refine movements at Levels 7 and 8. Movement strategies in team sports might include moving into space to receive a pass (for example, from a teammate) or hitting the ball away from opponents in order to make it difficult for them to retrieve or return the ball. In parkour, a movement strategy could be reducing contact time with a surface to improve fluidity and efficiency, while in waka ama it might be devising group calling strategies to improve stroke timing. Different movement contexts may require similar activities or goals, so movement strategies developed in one applied setting may be adapted for use in other applied settings.

Big
Idea

Participation in movement enriches our lives

This Big Idea focuses on the importance of taking part in movement and the joy movement can bring to people’s lives. It recognises that learning to move and taking part in movement allows us to find enjoyment and enrichment, and to create meaning for ourselves through movement. This not only contributes to an improvement in performance but has a positive impact on hauora.

Ākonga will explore the meaning of tapu and how it relates to their bodies. Tapu is important in protecting the mauri of the person or object.

In Physical Education, ākonga learn that their bodies are made up of different parts. Each part holds its own unique significance and tapu, and together these parts form the tapu of the body as a whole. Respect for the tikanga around tapu should be taught and adhered to.

Participating in movement is essential to understanding how movement develops. In Physical Education we work with others in movement contexts, reflect critically on movement, and develop personal and shared understandings of movement. Through these we can think about how physical activity contributes to our identities and skills, and deepens our understanding of how movement can enrich our lives.

At Curriculum Level 6, the focus is on skill development and learning to move, as well as understanding how engagement in movement can be a source of enjoyment. This will progress to looking at refining movements and reflecting on strategies through which to refine movements at Levels 7 and 8. Movement strategies in team sports might include moving into space to receive a pass (for example, from a teammate) or hitting the ball away from opponents in order to make it difficult for them to retrieve or return the ball. In parkour, a movement strategy could be reducing contact time with a surface to improve fluidity and efficiency, while in waka ama it might be devising group calling strategies to improve stroke timing. Different movement contexts may require similar activities or goals, so movement strategies developed in one applied setting may be adapted for use in other applied settings.

Title: Through movement, we develop diverse capabilities

Big Idea Body:

This Big Idea focuses on the capabilities and interpersonal skills which we gain through movement. It recognises that movement is a powerful vehicle for learning social, emotional, intellectual, and cultural capabilities. These capabilities include effective listening, whanaungatanga, assertiveness, manaakitanga, showing empathy, problem solving, negotiation and compromise, mediation, and giving and receiving feedback, all of which in turn support the wellbeing of the self, others, and society. Developing these capabilities also helps ākonga to work more effectively with others and to respond to new or challenging situations. For example, ākonga may draw on these capabilities to engage with barriers to participation in movement, and to tackle other issues related to wider social injustice in movement contexts.

At Curriculum Level 6, ākonga will build their own capabilities, and gain a sense of how and why these capabilities may impact others' participation in movement. In building unity, fostering strong relationships, and working collectively to promote kotahitanga, ākonga will gain new skills and grow their understanding of tikanga in movement contexts. They will refine and reflect on the ways in which they relate to others, and develop an understanding of the implications of these interactions. This will enable them to participate more effectively in movement contexts, offering opportunities to explore different roles within a group, to collaborate towards achieving shared goals, and to manage challenging situations. At Level 7, ākonga will use rangatiratanga to explore reciprocal relationships in the gaining and sharing of knowledge, to take on different leadership roles, and to better understand how one’s actions influence others. This culminates at Level 8, with ākonga adopting a future-focused approach when responding to challenges within Physical Education, and being increasingly responsive when implementing strategies across different contexts.

Big
Idea

Through movement, we develop diverse capabilities

This Big Idea focuses on the capabilities and interpersonal skills which we gain through movement. It recognises that movement is a powerful vehicle for learning social, emotional, intellectual, and cultural capabilities. These capabilities include effective listening, whanaungatanga, assertiveness, manaakitanga, showing empathy, problem solving, negotiation and compromise, mediation, and giving and receiving feedback, all of which in turn support the wellbeing of the self, others, and society. Developing these capabilities also helps ākonga to work more effectively with others and to respond to new or challenging situations. For example, ākonga may draw on these capabilities to engage with barriers to participation in movement, and to tackle other issues related to wider social injustice in movement contexts.

At Curriculum Level 6, ākonga will build their own capabilities, and gain a sense of how and why these capabilities may impact others' participation in movement. In building unity, fostering strong relationships, and working collectively to promote kotahitanga, ākonga will gain new skills and grow their understanding of tikanga in movement contexts. They will refine and reflect on the ways in which they relate to others, and develop an understanding of the implications of these interactions. This will enable them to participate more effectively in movement contexts, offering opportunities to explore different roles within a group, to collaborate towards achieving shared goals, and to manage challenging situations. At Level 7, ākonga will use rangatiratanga to explore reciprocal relationships in the gaining and sharing of knowledge, to take on different leadership roles, and to better understand how one’s actions influence others. This culminates at Level 8, with ākonga adopting a future-focused approach when responding to challenges within Physical Education, and being increasingly responsive when implementing strategies across different contexts.

Title: There are diverse ways of understanding movement contexts and the moving body

Big Idea Body:

This Big Idea focuses on the capabilities and interpersonal skills which we gain through movement. It recognises that movement is a powerful vehicle for learning social, emotional, intellectual, and cultural capabilities. These capabilities include effective listening, whanaungatanga, assertiveness, manaakitanga, showing empathy, problem solving, negotiation and compromise, mediation, and giving and receiving feedback, all of which in turn support the wellbeing of the self, others, and society. Developing these capabilities also helps ākonga to work more effectively with others and to respond to new or challenging situations. For example, ākonga may draw on these capabilities to engage with barriers to participation in movement, and to tackle other issues related to wider social injustice in movement contexts.

At Curriculum Level 6, ākonga will build their own capabilities, and gain a sense of how and why these capabilities may impact others' participation in movement. In building unity, fostering strong relationships, and working collectively to promote kotahitanga, ākonga will gain new skills and grow their understanding of tikanga in movement contexts. They will refine and reflect on the ways in which they relate to others, and develop an understanding of the implications of these interactions. This will enable them to participate more effectively in movement contexts, offering opportunities to explore different roles within a group, to collaborate towards achieving shared goals, and to manage challenging situations. At Level 7, ākonga will use rangatiratanga to explore reciprocal relationships in the gaining and sharing of knowledge, to take on different leadership roles, and to better understand how one’s actions influence others. This culminates at Level 8, with ākonga adopting a future-focused approach when responding to challenges within Physical Education, and being increasingly responsive when implementing strategies across different contexts.

Big
Idea

There are diverse ways of understanding movement contexts and the moving body

This Big Idea focuses on the capabilities and interpersonal skills which we gain through movement. It recognises that movement is a powerful vehicle for learning social, emotional, intellectual, and cultural capabilities. These capabilities include effective listening, whanaungatanga, assertiveness, manaakitanga, showing empathy, problem solving, negotiation and compromise, mediation, and giving and receiving feedback, all of which in turn support the wellbeing of the self, others, and society. Developing these capabilities also helps ākonga to work more effectively with others and to respond to new or challenging situations. For example, ākonga may draw on these capabilities to engage with barriers to participation in movement, and to tackle other issues related to wider social injustice in movement contexts.

At Curriculum Level 6, ākonga will build their own capabilities, and gain a sense of how and why these capabilities may impact others' participation in movement. In building unity, fostering strong relationships, and working collectively to promote kotahitanga, ākonga will gain new skills and grow their understanding of tikanga in movement contexts. They will refine and reflect on the ways in which they relate to others, and develop an understanding of the implications of these interactions. This will enable them to participate more effectively in movement contexts, offering opportunities to explore different roles within a group, to collaborate towards achieving shared goals, and to manage challenging situations. At Level 7, ākonga will use rangatiratanga to explore reciprocal relationships in the gaining and sharing of knowledge, to take on different leadership roles, and to better understand how one’s actions influence others. This culminates at Level 8, with ākonga adopting a future-focused approach when responding to challenges within Physical Education, and being increasingly responsive when implementing strategies across different contexts.

Key Competencies in Physical Education

Developing Key Competencies through Physical Education

Ākonga who study Physical Education develop a wide range of skills which enable them to understand what it is to be physically educated and to promote physical education throughout their lives.

Thinking

Students of Physical Education will:

  • understand that participation in movement is complicated and may be individualised
  • look at health and wellbeing through a variety of lenses and perspectives
  • consider appropriate ways of knowing
  • reflect upon the impact of their actions
  • devise ways of working together which encourage everybody to participate in movement to the fullest extent
  • understand that the body can be used to express thoughts, feelings, and identity, and that learning to move in creative and useful ways contributes to who we are.

Using language, symbols, and text

Students of Physical Education will:

  • devise and implement strategies to improve their own, and others', skills, hauora, and knowledge
  • communicate in a range of ways, so that they can manage and thrive in the diverse environments with which they engage.

Relating to others

Students of Physical Education will:

  • understand that people have different attitudes and approaches to movement and physical activity
  • relate to these differences through direct experiences in movement contexts
  • understand the unique challenges and barriers to movement which people may face
  • formulate shared approaches to encouraging more active participation in movement.

Managing self

Students of Physical Education will:

  • share, reflect on, and understand that the self is located within an intricate web of interpersonal, environmental, institutional, and community contexts, and that these create complexity and uniqueness when interpreting the self
  • learn to manage themselves in challenging situations through kotahitanga and the roles they can play in kotahitanga
  • adapt to diverse environments and understand that participating in new environments may clarify their own role in Physical Education and their approaches to it.

Participating and contributing

Students of Physical Education will:

  • construct environments that encourage people to participate actively
  • contribute to setting and challenging narratives about health and wellbeing in their communities and wider society
  • promote and advocate for ecologically sustainable, safe, and positive relationships with physical activity
  • understand that their leadership can have a positive influence the hauora of others.

Key Competencies

This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Developing Key Competencies through Physical Education

Ākonga who study Physical Education develop a wide range of skills which enable them to understand what it is to be physically educated and to promote physical education throughout their lives.

Thinking

Students of Physical Education will:

  • understand that participation in movement is complicated and may be individualised
  • look at health and wellbeing through a variety of lenses and perspectives
  • consider appropriate ways of knowing
  • reflect upon the impact of their actions
  • devise ways of working together which encourage everybody to participate in movement to the fullest extent
  • understand that the body can be used to express thoughts, feelings, and identity, and that learning to move in creative and useful ways contributes to who we are.

Using language, symbols, and text

Students of Physical Education will:

  • devise and implement strategies to improve their own, and others', skills, hauora, and knowledge
  • communicate in a range of ways, so that they can manage and thrive in the diverse environments with which they engage.

Relating to others

Students of Physical Education will:

  • understand that people have different attitudes and approaches to movement and physical activity
  • relate to these differences through direct experiences in movement contexts
  • understand the unique challenges and barriers to movement which people may face
  • formulate shared approaches to encouraging more active participation in movement.

Managing self

Students of Physical Education will:

  • share, reflect on, and understand that the self is located within an intricate web of interpersonal, environmental, institutional, and community contexts, and that these create complexity and uniqueness when interpreting the self
  • learn to manage themselves in challenging situations through kotahitanga and the roles they can play in kotahitanga
  • adapt to diverse environments and understand that participating in new environments may clarify their own role in Physical Education and their approaches to it.

Participating and contributing

Students of Physical Education will:

  • construct environments that encourage people to participate actively
  • contribute to setting and challenging narratives about health and wellbeing in their communities and wider society
  • promote and advocate for ecologically sustainable, safe, and positive relationships with physical activity
  • understand that their leadership can have a positive influence the hauora of others.

Key Competencies

This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Connections

Physical Education is connected with the subject Health Studies. They both stem from the Health and Physical Education Learning Area within The New Zealand Curriculum, with a shared whakataukī, and focus on wellbeing.

Physical Education is connected with the subject Health Studies. They both stem from the Health and Physical Education Learning Area within The New Zealand Curriculum, with a shared whakataukī, and focus on wellbeing.

Learning Pathway

The knowledge and experiences that ākonga gain through their engagement with Physical Education support a wide range of pathways, including:

  • careers that involve working with people, such as education, health, justice, and the social services
  • further study that relates to movement and the body, such as diplomas and certificates in Hauora; degree programmes in social and health sciences through universities; and recreation and tourism programmes through polytechnics.

The knowledge and experiences that ākonga gain through their engagement with Physical Education support a wide range of pathways, including:

  • careers that involve working with people, such as education, health, justice, and the social services
  • further study that relates to movement and the body, such as diplomas and certificates in Hauora; degree programmes in social and health sciences through universities; and recreation and tourism programmes through polytechnics.
[ Multiple File Download ]

Document List: [{"file_url":"https:\/\/ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com\/s3fs-public\/2023-04\/PE%20L1%20Course%20Outline%201_0.docx?VersionId=FDGk4l_nSyrPOytYLPp404CklvHMGhcM","file_size":65208},{"file_url":"https:\/\/ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com\/s3fs-public\/2023-04\/PE%20L1%20Course%20Outline%202_0.docx?VersionId=E2oSjcWu9zW_Ns5PXwexIiUrJTLUZ_aK","file_size":75245},{"file_url":"https:\/\/ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com\/s3fs-public\/2023-04\/PE%20L1%20Course%20Outline%203_0.docx?VersionId=pN8u2EF00nz6kQTraL4Iqp50k1Zgaaoc","file_size":91461},{"file_url":"https:\/\/ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com\/s3fs-public\/2022-08\/PE%20Level%202%20Course%20Outline%201%20.docx?VersionId=CSApLfy.0_KnTKCHXaFrBVG.d57AnkUu","file_size":64275},{"file_url":"https:\/\/ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com\/s3fs-public\/2022-08\/PE%20Level%202%20Course%20Outline%202%20.docx?VersionId=FjQJfQJlo85pIkOjpZeOPhuB3EH6WPsH","file_size":61860}]

Documents Count: 5

[ File Resource ]

  • Title: PE Level 1 Course Outline 1
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20L1%20Course%20Outline%201_0.docx?VersionId=FDGk4l_nSyrPOytYLPp404CklvHMGhcM
  • File Extension: docx
  • File Size: 64KB
  • PE Level 1 Course Outline 1.docx
Download
Download

PE Level 1 Course Outline 1

docx 64KB Download Download Download

[ File Resource ]

  • Title: PE Level 1 Course Outline 2
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20L1%20Course%20Outline%202_0.docx?VersionId=E2oSjcWu9zW_Ns5PXwexIiUrJTLUZ_aK
  • File Extension: docx
  • File Size: 73KB
  • PE Level 1 Course Outline 2.docx
Download
Download

PE Level 1 Course Outline 2

docx 73KB Download Download Download

[ File Resource ]

  • Title: PE Level 1 Course Outline 3
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20L1%20Course%20Outline%203_0.docx?VersionId=pN8u2EF00nz6kQTraL4Iqp50k1Zgaaoc
  • File Extension: docx
  • File Size: 89KB
  • PE Level 1 Course Outline 3.docx
Download
Download

PE Level 1 Course Outline 3

docx 89KB Download Download Download

[ File Resource ]

  • Title: PE Level 2 Course Outline 1
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-08/PE%20Level%202%20Course%20Outline%201%20.docx?VersionId=CSApLfy.0_KnTKCHXaFrBVG.d57AnkUu
  • File Extension: docx
  • File Size: 63KB
  • PE Level 2 Course Outline 1.docx
Download
Download

PE Level 2 Course Outline 1

docx 63KB Download Download Download

[ File Resource ]

  • Title: PE Level 2 Course Outline 2
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-08/PE%20Level%202%20Course%20Outline%202%20.docx?VersionId=FjQJfQJlo85pIkOjpZeOPhuB3EH6WPsH
  • File Extension: docx
  • File Size: 60KB
  • PE Level 2 Course Outline 2.docx
Download
Download

PE Level 2 Course Outline 2

docx 60KB Download Download Download
The following files are available for download online:

[ File Resource ]

  • Title: PE Level 1 Course Outline 1
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20L1%20Course%20Outline%201_0.docx?VersionId=FDGk4l_nSyrPOytYLPp404CklvHMGhcM
  • File Extension: docx
  • File Size: 64KB
  • PE Level 1 Course Outline 1.docx
Download
Download

PE Level 1 Course Outline 1

docx 64KB Download Download Download

[ File Resource ]

  • Title: PE Level 1 Course Outline 2
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20L1%20Course%20Outline%202_0.docx?VersionId=E2oSjcWu9zW_Ns5PXwexIiUrJTLUZ_aK
  • File Extension: docx
  • File Size: 73KB
  • PE Level 1 Course Outline 2.docx
Download
Download

PE Level 1 Course Outline 2

docx 73KB Download Download Download

[ File Resource ]

  • Title: PE Level 1 Course Outline 3
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20L1%20Course%20Outline%203_0.docx?VersionId=pN8u2EF00nz6kQTraL4Iqp50k1Zgaaoc
  • File Extension: docx
  • File Size: 89KB
  • PE Level 1 Course Outline 3.docx
Download
Download

PE Level 1 Course Outline 3

docx 89KB Download Download Download

[ File Resource ]

  • Title: PE Level 2 Course Outline 1
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-08/PE%20Level%202%20Course%20Outline%201%20.docx?VersionId=CSApLfy.0_KnTKCHXaFrBVG.d57AnkUu
  • File Extension: docx
  • File Size: 63KB
  • PE Level 2 Course Outline 1.docx
Download
Download

PE Level 2 Course Outline 1

docx 63KB Download Download Download

[ File Resource ]

  • Title: PE Level 2 Course Outline 2
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-08/PE%20Level%202%20Course%20Outline%202%20.docx?VersionId=FjQJfQJlo85pIkOjpZeOPhuB3EH6WPsH
  • File Extension: docx
  • File Size: 60KB
  • PE Level 2 Course Outline 2.docx
Download
Download

PE Level 2 Course Outline 2

docx 60KB Download Download Download

[ File Resource ]

  • Title: PE Level 1 Course Outline 1
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20L1%20Course%20Outline%201_0.docx?VersionId=FDGk4l_nSyrPOytYLPp404CklvHMGhcM
  • File Extension: docx
  • File Size: 64KB
  • PE Level 1 Course Outline 1.docx
Download
Download

PE Level 1 Course Outline 1

docx 64KB Download Download Download

[ File Resource ]

  • Title: PE Level 1 Course Outline 2
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20L1%20Course%20Outline%202_0.docx?VersionId=E2oSjcWu9zW_Ns5PXwexIiUrJTLUZ_aK
  • File Extension: docx
  • File Size: 73KB
  • PE Level 1 Course Outline 2.docx
Download
Download

PE Level 1 Course Outline 2

docx 73KB Download Download Download

[ File Resource ]

  • Title: PE Level 1 Course Outline 3
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/PE%20L1%20Course%20Outline%203_0.docx?VersionId=pN8u2EF00nz6kQTraL4Iqp50k1Zgaaoc
  • File Extension: docx
  • File Size: 89KB
  • PE Level 1 Course Outline 3.docx
Download
Download

PE Level 1 Course Outline 3

docx 89KB Download Download Download

[ File Resource ]

  • Title: PE Level 2 Course Outline 1
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-08/PE%20Level%202%20Course%20Outline%201%20.docx?VersionId=CSApLfy.0_KnTKCHXaFrBVG.d57AnkUu
  • File Extension: docx
  • File Size: 63KB
  • PE Level 2 Course Outline 1.docx
Download
Download

PE Level 2 Course Outline 1

docx 63KB Download Download Download

[ File Resource ]

  • Title: PE Level 2 Course Outline 2
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-08/PE%20Level%202%20Course%20Outline%202%20.docx?VersionId=FjQJfQJlo85pIkOjpZeOPhuB3EH6WPsH
  • File Extension: docx
  • File Size: 60KB
  • PE Level 2 Course Outline 2.docx
Download
Download

PE Level 2 Course Outline 2

docx 60KB Download Download Download

Introduction to Sample Course Outlines

Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Physical Education course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.

Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Physical Education course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.

Assessment Matrix

Conditions of Assessment for internally assessed standards

These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on: 

  • specific requirements for all assessments against this Standard 
  • appropriate ways of, and conditions for, gathering evidence 
  • ensuring that evidence is authentic. 

Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment. 

The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence. 
 

Gathering Evidence 

Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints. 

It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence. 

It is also recommended where possible, that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions. 

A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). 

Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair. 

Ensuring Authenticity of Evidence 

Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.  

Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student use of a journal or photographic entries to record progress. 

These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on: 

  • specific requirements for all assessments against this Standard 
  • appropriate ways of, and conditions for, gathering evidence 
  • ensuring that evidence is authentic. 

Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment. 

The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence. 
 

Gathering Evidence 

Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints. 

It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence. 

It is also recommended where possible, that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions. 

A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). 

Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair. 

Ensuring Authenticity of Evidence 

Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.  

Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student use of a journal or photographic entries to record progress. 

1.1
Apply movement strategies in an applied setting

Assessor involvement during the assessment event is limited to providing general feedback. For example, identifying sections of student work that would benefit from further development.  

Students may work on assessment evidence in and out of class time, over a period of time specified by the assessor. This can include using evidence from participation in a movement context outside of class; however, teachers will need to verify the live marking of the movement strategies.

Students must be assessed in an applied setting. This means it must be an authentic situation (game, tournament, competition, festival, event, etc) where they are applying their movement strategies to unpredictable external cues. These cues could involve environmental factors, teammates, opposition players, or fellow competitors.

Students will be assessed on the live performance of their chosen range of movement strategies. This can be evidenced through a teacher verification sheet and student-submitted evidence of their application of strategies. If student-submitted evidence does not correlate to the teacher verification sheet, teacher annotations can provide the details and examples of how the Standard has been met.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language. 

1.2
Demonstrate understanding of how kotahitanga is promoted in movement through application of strategies

Assessor involvement during the assessment event is limited to providing general feedback which suggests sections of student work that would benefit from further development.  

Students may work on assessment responses in and out of class time, over a period of time specified by the assessor. They may evaluate how kotahitanga is promoted in movement throughout the process, or at the end.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language. 

2.1
Explain how the application of principles and concepts improves performance in a movement context

Ākonga will gather evidence of their learning throughout the teaching and learning programme, and may evaluate how the application of principles and concepts improves performance either throughout the process or at the end of the programme.

Ākonga may work on the assessment in and out of class time, over a period of time specified by the kaiako.

Ākonga can present their evidence via any medium that allows them to demonstrate clearly that they have met the requirements of the Standard.

Where a collaborative approach to collecting evidence is used, kaiako must ensure that each ākonga has met the requirements of the Standard individually.

Kaiako should ensure the authenticity of assessment responses by checking for understanding throughout the assessment process. This could be through monitoring progress, or interviewing ākonga to confirm their understanding.

Ākonga will need to sign an authenticity of work statement.  

2.2
Explain how the application of leadership strategies influences kotahitanga in a movement context

Ākonga will need to be put in a position of leadership of others, with a common goal or purpose being set to be achieved as a collective.

Teacher verification of ākonga demonstrating strategies to influence kotahitanga in movement will be gathered in or out of class. This evidence may take the form of observation notes, recording sheets, or a video where appropriate with a completed checklist of skills and strategies.

Ākonga may work on assessment responses in and out of class time, over a period of time specified by the teacher. They may evaluate their leadership strategies either as they go or at the end of the programme.

Ākonga can present their evidence via any medium that allows them to demonstrate clearly that they have met the requirements of the Standard.

Where a collaborative approach to collecting evidence is used, teachers must ensure that each ākonga has met the requirements of the Standard individually.

Teachers should ensure the authenticity of assessment responses by checking for understanding throughout the assessment process. This could be through monitoring progress, or interviewing ākonga to confirm their understanding.

Ākonga will need to sign an authenticity of work statement.  

Footer

Te Poutāhū - Curriculum Centre Ministry of Education New Zealand home
  • About this site
  • Contact Us
  • Copyright
  • Privacy
Shielded site logo
© 2023 Ministry of Education New Zealand Government / Te Kāwanatanga o Aotearoa