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 requires ākonga to participate in personal movement experiences of an ongoing nature and to share a personal interpretation of how hauora was influenced. Ākonga will be assessed on their understanding of how the personal movement experiences influence hauora. Hauora must be explained using a model of health. Examples must be given from instances of their own participation in the experiences and should be gathered over time. The portfolio form of assessment supports this approach.

It is important that all experiences and therefore reflections come from the same movement context, not a combination of different movement contexts. It is strongly recommended that the reflections are spaced out over time so as to see more contrast in the influence on hauora. For example, with ākonga reflecting on three separate lessons of volleyball rather than three games of volleyball within an individual lesson. If using an outdoor experience, this could mean doing a reflection for each day of the experience.

As part of the teaching and learning programme, ākonga should have the opportunity to explore a range of models of health, but they will need to ensure that their evidence for this Achievement Standard is related to the specified model.

Movement is integral to Physical Education, so ākonga must take part in the activities themselves as active participants.

In this Achievement Standard, influence refers to the fact that the instances of participation in the experiences do not need to have an immediate, drastic impact on hauora. Instead, the effect can be less direct and is likely to evolve over time.

Hauora is a Māori philosophy of holistic wellbeing grounded in bodies of mātauranga unique to Aotearoa New Zealand. This goes beyond the physical aspects of wellbeing to include aspects such as the spiritual, the collective, and the environmental. A model of health is a guide to understanding hauora according to aspects or dimensions of the model.

The Significant Learning reflected in this Achievement Standard includes:

• make meaning from how movement may influence hauora
• manage self in challenging movement contexts
• recognise that the body holds unique significance and tapu, and must be protected and nurtured through movement.

Making reliable judgements

Ākonga will need to demonstrate an understanding of the influence of personal movement experiences on hauora. They will reflect on how the movement they have chosen influences hauora, using the specified model and giving examples from their own experience. Ākonga should reflect on sufficient instances of their participation in the personal movement experiences to reflect the ongoing nature of the experiences.

The focus is not on the ability of ākonga to define the model, nor do they need to discuss each aspect of the given model. Instead, the focus should be on the most relevant aspects of the identified model.

Ākonga need to use critical thinking to draw conclusions about how and why movement experiences influence hauora, giving examples from their application.

It is important throughout that ākonga reflect on their own instances of participation in the experiences and how they impacted them personally, not the group or team. The influence of the personal movement experiences on hauora is the focus, and the reflections should not focus entirely on how external factors such as weather, role (ie, if officiating), mood, or energy levels influence hauora.

Each ākonga must meet the requirements of the Achievement Standard individually and will need to sign an authenticity of work statement.

Collecting evidence

Refer to the External Assessment Specifications for further information.

Ākonga understanding of the influences of personal movement experiences on hauora must be supported by examples of participation. This could take the form of still or moving images, audio recordings, or detailed written examples. Candidates need to be identified in any given photo or video evidence.

The use of a portfolio should reflect the ongoing nature of the personal movement experiences, and ākonga reflections should be drawn from different instances of their participation in the same context. Reflections can occur during or after the instances of their participation in the experience. However, ākonga do not need to provide evidence of both.

Possible contexts

Personal movement experiences must come from the same movement context. A movement context is a single physical activity, game, discipline, or sport, such as mau rakau, badminton, or sea kayaking.

The movement context must come from one of the following categories:

• Māori, Pacific, or other cultural activities
• team or individual activities
• outdoor education activities.

The chosen movement experiences must all come from the same activity, such as badminton.

Teachers will need to ensure that the selected personal movement experiences are appropriate for the model of health being 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.