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 understanding of intrinsic and extrinsic influences on movement in Aotearoa New Zealand or the Pacific. Ākonga will also consider the diverse ways of understanding a movement context and the moving body.

For this Achievement Standard, ākonga will consider two of the following three aspects:

• te ao Māori aspects involving influences such as:
  • the ways in which creation narratives, pūrākau, and values inform tikanga and participation in movement
  • the body and tapu
  • the connection between movement and te taiao.
• biophysical aspects involving influences on movement such as:
  • functional anatomy
  • biomechanics
  • exercise physiology
  • sports psychology
  • skill acquisition
  • nutrition.
• sociocultural aspects involving influences such as:
  • whānau, hapū, or iwi
  • Pacific knowledges and values
  • accessibility
  • gender
  • racism
  • media.

As part of the teaching and learning programme, learners should have the opportunity to learn about the three aspects in a range of different contexts. This can occur in a ‘hands on’, teacher-directed fashion until learners are ready to be assessed.

The Significant Learning reflected in this Achievement Standard includes:

• understand a range of biophysical principles
• understand that sociocultural factors influence the moving body
• understand te ao Māori influences on the moving body.

Making reliable judgements

To demonstrate their understanding of influences on movement, ākonga will reflect on their own movements with reference to te ao Māori aspects, biophysical and sociocultural aspects.

Example one: ākonga may select a movement context such as waka ama and focus on: Aspect 1 (te ao Māori) — the influence of tikanga; and Aspect 2 (biophysical) — influence of force summation, to demonstrate their understanding of the influence of movement in Aotearoa New Zealand or the Pacific.

Example two: ākonga may select a movement context such as skateboarding and focus on: Aspect 1 (te ao Māori) — the influence of connection between movement and te taiao; and Aspect 2 (sociocultural) — the influence of youth culture, to demonstrate their understanding of the influence of movement in Aotearoa New Zealand or the Pacific.

While both influences must be applied to the same movement context, ākonga do not need to explain how these interrelate in their description. Each influence is to be considered independently of the other.

Only one influence from each aspect will be marked, so the focus is on depth of understanding. For example, if ākonga choose to show an understanding of anatomy, then a single in-depth joint movement would be sufficient. If looking at biomechanics, selecting one principle (such as balance and stability) is sufficient.

Collecting evidence

Refer to the External Assessment Specifications for further information.

Ākonga understanding of the influences on a movement context must be supported by examples of participation. This could take the form of photos, audio and video recordings, or detailed written examples.

Possible contexts

The identified experiences must be drawn from one 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.

Teachers will need to ensure that the selected movement context is appropriate for the influences 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.