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 their hauora was influenced. Personal movement experiences refer to an individual’s own participation in and throughout a physical activity. They engage in movement in a way that is meaningful, able to be reflected on, and connected to their personal Hauora. 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 single discipline or sport, not a combination of different disciplines or sports. For example, if an ākonga has chosen volleyball as the physical discipline or sport, they will reflect on what personal movement experiences they engaged in, and how these movement experiences influenced their hauora. It is strongly recommended that the reflections are spaced out over time to allow for the opportunity to see more contrast in the influence on hauora. For example, when ākonga reflect on three separate lessons of volleyball games, rather than three games of volleyball within an individual lesson, they gain a deeper understanding of the factors that can influence their hauora. The influence of personal movement experiences is more observable over time. In the case of an outdoor experience, this could involve completing a reflection for each day of the experience. The outdoor experience must be the same on all three days, for example tramping different sections of the same track.

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 single discipline or sport they have chosen influences hauora, using the specified model and giving examples from their own experience.

It is important ākonga reflect on their own participation in the experiences and how these experiences impacted them personally, not the group or team. The focus of this Achievement Standard is the influence of personal movement experience on hauora rather than external factors such as weather, role (for example, if officiating), mood, or energy levels.

At higher levels of achievement ākonga should use critical thinking skills to draw conclusions about how and why movement experiences influence hauora, using examples from their chosen discipline or sport.  

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.

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

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.

To demonstrate understanding of the influences of personal movement experiences on hauora, ākonga must provide evidence supported by examples of participation. This could take the form of still or moving images, audio recordings, or detailed written examples. The candidates need to be clearly 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 single physical discipline or sport.

Examples of a discipline or sport that support this Achievement Standard include:

• mau rākau: training, performance at a whānau gathering, performance at a welcoming ceremony
• badminton: drills, friendly game, tournament
• climbing: indoor wall, outdoor wall, bouldering wall
• kayaking: in a pool, on a lake, in a river. 

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.