Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of the application of strategies in movement involves:
- describing the reason for applying strategies in movement
- describing the applied strategies, using examples.
Explain the application of strategies in movement involves:
- discussing how and why the strategies are applied, using examples.
Evaluate the application of strategies in movement involves:
- drawing conclusions about the effectiveness of how the strategies are applied, using examples.
Explanatory Note 2
As part of the evidence provided, students must discuss kotahitanga in the context of the application of strategies. Kotahitanga is a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action.
Explanatory Note 3
For the purposes of this standard, students will need to participate in movement as part of a group.
Explanatory Note 4
Movement involves working in a group.
Examples include:
- Māori, Pacific, or other cultural activities
- team activities or sports
- outdoor education activities.
Explanatory Note 5
For the purposes of this standard, strategies are plans of action. Strategies may be characterised by aspects of:
- tuākana-tēina
- co-operation
- vā.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
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
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 a purpose is promoted in movement throughout the process, or at the end.
Ensure the inclusion of discussion of kotahitanga in the context of the application of strategies as part of evidence is provided at all achievement level. The evidence that shows understanding of kotahitanga is necessary to pass the standard but does not contribute to the A, M, and E grade.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Useful Pages
Unpacking the Standard
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
This Achievement Standard assesses the ability of ākonga to engage collaboratively in movement and to understand the application of strategies, in the context of kotahitanga.
For the purposes of this Achievement Standard, ākonga will need to participate in movement as part of a group. This participation helps substantiate and provide evidence for assessment.
To attain this Standard, ākonga must include the discussion of kotahitanga in the context of the application of strategies.
Ākonga will need to reflect on the application of at least two strategies. Both strategies must be applied and then reflected on from their own experience. However, not all experiences need to be from the same movement. Ākonga may choose to focus on one strategy during one movement, and then apply the second strategy in another movement. They may also apply both strategies during one movement, but all strategies must be focused on kotahitanga.
Kotahitanga is a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action. Strategies are applied to develop kotahitanga, which foster and enhance relationships, respect, and unity in group movement contexts.
The term kotahitanga has strong links to socio-political movements, which were ways to unite Māori who were not connected by whakapapa through hapū or iwi. The application of the term continues today through various kaupapa across Aotearoa New Zealand. It is important to be aware of the history of kotahitanga, but also to note that in Physical Education kotahitanga manifests as working together and working towards a common goal.
The Significant Learning reflected in this Achievement Standard includes:
- develop capabilities and explore strategies to promote kotahitanga
- manage self in challenging movement contexts
- apply an understanding of tikanga.
Making reliable judgements
Ākonga will need to demonstrate at least two strategies in movement. They will reflect on kotahitanga in the context of the application of their strategies, supported by examples from their personal experience. It is important that ākonga both reflect on their own application of the strategies and demonstrate understanding of kotahitanga in this context.
At higher levels of achievement, ākonga will use critical thinking to draw conclusions about how effectively their strategies were applied, in the context of kotahitanga and giving examples from their own experience.
Each ākonga must meet the requirements of the Achievement Standard individually and will need to sign an authenticity of work statement.
Collecting evidence
Ākonga may work on assessment responses in and out of class time, creating reflections during the experience or following its completion.
Ākonga can collect and present evidence via any suitable medium, as long as it clearly demonstrates the requirements of the Achievement Standard have been met. This may take the form of notes, photos, videos, or voice recordings. Ensure that ākonga are clearly identified in any photo or video evidence.
Possible contexts
Examples of a movement include:
- Māori activities
- cultural activities
- dance
- team sports
- outdoor education activities.
Strategies are actions that may be characterised by aspects of:
- tuākana-tēina
- manaakitanga
- vā
- cooperation
- rangatiratanga
- kuleana/tautua
- problem solving
- whakarongo
- ako
- alofa/ofa/aloha/aroha
- effective communication
- vaka
- whanaungatanga.
Teachers will need to ensure that the strategies selected by ākonga are appropriate for the movement in which they will be applied.
The intent of the Standard
This Achievement Standard assesses the ability of ākonga to engage collaboratively in movement and to understand the application of strategies, in the context of kotahitanga.
For the purposes of this Achievement Standard, ākonga will need to participate in movement as part of a group. This participation helps substantiate and provide evidence for assessment.
To attain this Standard, ākonga must include the discussion of kotahitanga in the context of the application of strategies.
Ākonga will need to reflect on the application of at least two strategies. Both strategies must be applied and then reflected on from their own experience. However, not all experiences need to be from the same movement. Ākonga may choose to focus on one strategy during one movement, and then apply the second strategy in another movement. They may also apply both strategies during one movement, but all strategies must be focused on kotahitanga.
Kotahitanga is a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action. Strategies are applied to develop kotahitanga, which foster and enhance relationships, respect, and unity in group movement contexts.
The term kotahitanga has strong links to socio-political movements, which were ways to unite Māori who were not connected by whakapapa through hapū or iwi. The application of the term continues today through various kaupapa across Aotearoa New Zealand. It is important to be aware of the history of kotahitanga, but also to note that in Physical Education kotahitanga manifests as working together and working towards a common goal.
The Significant Learning reflected in this Achievement Standard includes:
- develop capabilities and explore strategies to promote kotahitanga
- manage self in challenging movement contexts
- apply an understanding of tikanga.
Making reliable judgements
Ākonga will need to demonstrate at least two strategies in movement. They will reflect on kotahitanga in the context of the application of their strategies, supported by examples from their personal experience. It is important that ākonga both reflect on their own application of the strategies and demonstrate understanding of kotahitanga in this context.
At higher levels of achievement, ākonga will use critical thinking to draw conclusions about how effectively their strategies were applied, in the context of kotahitanga and giving examples from their own experience.
Each ākonga must meet the requirements of the Achievement Standard individually and will need to sign an authenticity of work statement.
Collecting evidence
Ākonga may work on assessment responses in and out of class time, creating reflections during the experience or following its completion.
Ākonga can collect and present evidence via any suitable medium, as long as it clearly demonstrates the requirements of the Achievement Standard have been met. This may take the form of notes, photos, videos, or voice recordings. Ensure that ākonga are clearly identified in any photo or video evidence.
Possible contexts
Examples of a movement include:
- Māori activities
- cultural activities
- dance
- team sports
- outdoor education activities.
Strategies are actions that may be characterised by aspects of:
- tuākana-tēina
- manaakitanga
- vā
- cooperation
- rangatiratanga
- kuleana/tautua
- problem solving
- whakarongo
- ako
- alofa/ofa/aloha/aroha
- effective communication
- vaka
- whanaungatanga.
Teachers will need to ensure that the strategies selected by ākonga are appropriate for the movement in which they will be applied.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.