Explanatory Note 1
Demonstrate understanding of influences on movement in Aotearoa New Zealand involves:
- describing how influences may affect a movement context.
Explain influences on movement in Aotearoa New Zealand involves:
- giving reasons for how and why the influences affect a movement context.
Evaluate influences on movement in Aotearoa New Zealand involves:
- making judgements about how and why influences affect a movement context.
Explanatory Note 2
Influences on movement come from:
- te ao Māori aspects
- biophysical aspects
- sociocultural aspects.
Explanatory Note 3
Movement contexts may include:
- te ao Māori, Pacific, and other cultural activities
- team or individual activities or sports
- outdoor education activities.
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.
- PE 92019
- Assessment Specifications
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External Assessment Specifications
Candidates will create a presentation in their chosen format that demonstrates their understanding of influences on a movement context in Aotearoa New Zealand. The presentation could be a web page, letter of opinion, formal speech, report, information pamphlet, slideshow or concept map, or other appropriate format.
The presentation will respond to a prompt that candidates will apply to a chosen movement
A prompt will be made available term 1, week 5.
Te ao Māori will be a compulsory aspect. Candidates will then select one of the other TWO aspects (biophysical or sociocultural) for assessment as the second aspect.
Candidates must select and focus on one influence from each of the two aspects for their
Candidates’ presentations may include a combination of visual images, moving images, written responses, or voiceovers/verbal responses, and should not exceed a total volume equivalent to 800 words (written) or 4 minutes (oral / video).
Candidates’ curation of various types of evidence should follow the guidelines below. There is flexibility within these to allow variation based on candidates’ preferred response types.
For example, presentations with longer written responses should be balanced by shorter audio recordings:
- digital format containing supporting images and 750–800 words (slideshows should be no more than 8 slides in length)
- written text of 750–800 words (should contain images)
- video or audio of 3–4 minutes
- combination of text, images, and audio/video recording (equivalent combination of the above).
The final presentation should be a digital submission collated as one file. Further information on acceptable formats and file sizes will be provided in term 1.
Evidence of participation should be collected during the year as participation occurs. This should be included in the portfolio as still or moving images.
While participating in a movement context usually requires active participation, participation in a supporting role, such as officiating, coaching, or managing, is acceptable.
There is no required time allowance, but a minimum of 4 hours is suggested for candidates to individually create their presentation
Submission and Authenticity
Submission instructions and authenticity requirements will be provided to schools.
Note that digital submissions will not be returned to candidates.
Conditions of Assessment
Candidates’ presentations must be their own work. Teachers must provide no direct scaffolding, instruction or guidance during the production of the presentations.
Teacher involvement in the production of candidates’ presentations is limited to:
- planning and execution of practical experiences through which candidates can then apply the influences on the movement. These provide opportunities for candidates to apply their learning through various practical experiences
- ensuring that candidates have undertaken a range of practical experiences through which they can explore and apply their movement influences
- ensuring candidates are aware of the expectations around word limits and time limits.
Teachers can ensure authenticity of student work by:
- ensuring candidates’ work is their own
- not providing guidance outside what is permissible, if any, as specified here in the Assessment Specifications.
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.
This Achievement Standard assesses understanding of intrinsic and extrinsic influences on movement in Aotearoa New Zealand. This includes influences that contribute positively to, or impede, engagement in movement. Ākonga will also consider the diverse ways of understanding movement contexts and the moving body.
In this Achievement Standard, ākonga will consider three influences on movement:
- te ao Māori aspects - such as the ways in which creation narratives, pūrākau, and values inform tikanga and participation in movement, the body is tapu, and the connection between movement and taiao
- biophysical aspects - such as functional anatomy, biomechanics, exercise physiology, sports psychology, skill acquisition, and nutrition, as they relate to human body movement
- sociocultural aspects - such as whānau, hapū, or iwi, Pacific knowledges and values, accessibility, gender, racism, and media.
As part of the teaching and learning programme, learners should have the opportunity to learn about the three influences on movement in a range of different contexts. This can occur in a 'hands on', teacher-directed fashion, until learners are ready to be assessed.
The assessment activity will then be an individual student response, framed by referring to the identified aspects. This could include a mix of written, verbal or recorded notes they have created through their experiences, which can then be extrapolated by the student to create their presentation evidence.
To demonstrate their understanding of influences on movement, ākonga will need to reflect on their own movements, or those of others, with reference to te ao Māori aspects, and either biophysical or sociocultural aspects. For example, ākonga might choose to research the whakapapa of a movement, to explain the workings of a specific joint when performing a movement, or to examine how gender stereotypes impact on movement.
Movement contexts may include:
- te ao Māori activities
- Pacific and other cultural activities
- team or individual sports
- physical activities
- outdoor education activities.
Literacy and Numeracy Requirements
This standard has been tagged for literacy meaning that it can be used to meet the NCEA Literacy and Numeracy Literacy and Numeracy | Te Reo Matatini me Te Pāngarau requirements until the new unit standards become mandatory.