Explanatory Note 1
Demonstrate understanding of strategies which promote kotahitanga in movement involves:
- using strategies to promote kotahitanga in a movement context.
Explain strategies which promote kotahitanga in movement involves:
- giving reasons how and why these strategies had an effect in a movement context.
Evaluate strategies which promote kotahitanga in movement involves:
- making judgements based on the effectiveness of strategies in a movement context
- reflecting on how strategies can be used together or adapted to promote kotahitanga in a movement context.
Explanatory Note 2
For the purposes of this standard, kotahitanga is understood as a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action.
Explanatory Note 3
Strategies are planned actions, which contribute to enhancing kotahitanga. For the purposes of this Standard, it is suggested that these actions be co-constructed. Examples of strategies may include:
- problem solving
- effective communication
- mediating conflict
Explanatory Note 4
It is suggested that the chosen movement context involves working in a group. For example:
- waka ama
- kapa haka
- Pacific games
- team sports
- outdoor education
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 will select and co-construct strategies to promote kotahitanga with their teacher.
- Teacher evidence of ākonga demonstrating strategies to promote kotahitanga in movement will be gathered in class time or, by exception, outside the classroom. This evidence may take the form of observation notes, recording sheets, or a video with a completed checklist of skills and strategies.
- Ākonga will collate evidence of their learning throughout the entire teaching and learning programme, and may evaluate their strategies either as they go or at the end of the programme.
- Ākonga may work on assessment responses in and out of class time, over a period of time specified by the teacher.
- Ākonga can present their evidence via any medium that allows them to demonstrate clearly that they have met the requirements of the Standard.
- For written evidence, there is a limit of 800 words, while for oral presentations, a time limit of 2–4 minutes for oral presentations. Where other media are used equivalent limits, agreed upon with the teacher, should be devised.
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 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.
Unpacking the Standard
This Achievement Standard assesses the ability of ākonga to engage in collaborative movement in an applied setting through kotahitanga. As an aspect of movement tikanga, kotahitanga can be used by ākonga to develop strategies which foster and enhance relationships, respect, and unity in group movement contexts. Ākonga will co-construct strategies with their kaiako, and then implement these in one or more applied settings. The Significant Learning reflected in this Standard includes managing self in challenging movement contexts, developing capabilities and exploring strategies to promote kotahitanga in movement contexts, and developing an understanding of tikanga in movement contexts.
For this Standard, ākonga will also need to reflect on whether or not their strategies, when used in an applied setting, improved group cohesiveness. They will provide reasons to support their interpretation and suggest adaptations of their strategies to further improve group cohesion in the future.