Explanatory Note 1
Demonstrate movements in context involves:
- selecting two applied settings in which to demonstrate movement skills and strategies
- using a range of movement skills and strategies with some control in each applied setting.
Consistently demonstrate movements in context involves:
- sustaining controlled movement skills and strategies in one selected setting most of the time.
Effectively demonstrate movements in context involves:
- applying movement skills and strategies in one selected setting with accuracy or efficiency
- anticipating and responding to environmental cues in the selected setting through movement skills and strategies.
Explanatory Note 2
An applied setting is an environment, space, or place, which is relevant and authentic to a movement context. It provides the situation in which to demonstrate movement skills and strategies. Examples of an applied setting include:
- te ao Māori movement contexts
- Pacific games and activities
- team or individual sports
- outdoor education activities
- tournament, modified, or competition games
- festivals or events.
Explanatory Note 3
Movement skills and strategies may include:
- offensive and defensive skills
- strategic play
- tactical positioning
- spatial awareness
Explanatory Note 4
Examples of control include:
- coordination – execution of the movement skill or strategy links together all its parts, or subparts, seamlessly
- fluidity – the movement skill or strategy flows
- use of space – the movement skill or strategy conveys awareness of surroundings through its direction, pathway, or focus
- power – execution of the movement skill or strategy is dynamic, efficient, and/or effective
- timing – the movement skill or strategy is in time with the beat of the music (particularly in a dance context), or executed at an appropriate pace (particularly in distance or timed events)
- ihi, wehi, wana – embodiment of the movement skill or strategy is engaging, exciting, or inspires awe.
Shared Explanatory Note
This Achievement Standard is derived from the Health and Physical Education Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
Collection of evidence should be achieved as follows.
- Ākonga should have the opportunity to be assessed for this standard across a variety of movement contexts. The movement contexts in which they achieve their best performance should then be used for this assessment.
- Ākonga will demonstrate a range of movements in two applied settings of their choice over a period of time specified by the teacher. This demonstration can take place either in class, or outside of school. Ākonga must negotiate the two applied settings with their teacher to ensure practicability.
- Teacher evidence of ākonga demonstrating movements in their selected applied settings will be gathered over time. For example, marked rubrics with additional teacher commentary or observation notes, or a video with a completed checklist of skills and strategies.
- Where relevant, digital and hard-copy templates of the rubrics should be provided.
Ensuring authenticity of evidence should be achieved as follows.
- 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 the demonstration of movements by observing these throughout the assessment process to confirm the level of demonstration.
- Ākonga will need to sign an authenticity of work statement.
Unpacking the Standard
This Achievement Standard assesses students' proficiency in executing movements that are appropriate to selected applied settings. Through its emphasis on learning to move, and on demonstrating this learning in authentic movement contexts, the Standard ensures that ākonga have the chance to be assessed directly on their participation in movement. It draws on many aspects of Significant Learning such as developing movement skills, managing self in challenging movement contexts, and reflecting on how places and spaces influence movement with reference to whenua. By encouraging ākonga to participate in a variety of movements and settings, this Standard also allows them to explore their body as a taonga to be challenged, nurtured, and developed.
In order to meet this Standard, ākonga will first need to participate in movements across a range of applied settings. They will then select two applied settings to focus on, one of which will be used to refine their movement skills and strategies. This diversity of movement contexts is essential as it ensures ākonga experience some of the different influences that may impact their own movement, and the movement of others, in different movement settings. The Standard aims to offer all ākonga, irrespective of their existing proficiency, the opportunity to develop their skilled movement vocabulary and expand on the contexts in which they are confident to perform skilled movements.