What is Physical Education about?
[ Video Resource ]
- Title: Physical Education
- Description: Physical Education Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 6 minutes
- Video URL: https://player.vimeo.com/video/571923263
- Transcript: In conversation with Kylie Thompson Phil Washbourn Michelle Ogilvie Transcript below: Straight off the bat they'll notice much fewer standards. Down to four standards. That's going to encourage schools to get a snapshot of learning
In conversation with
Kylie Thompson
Phil Washbourn
Michelle Ogilvie
Transcript below:
Straight off the bat they'll notice much fewer standards. Down to four standards. That's going to encourage schools to get a snapshot of learning, rather than plan their programmes around the assessments.
A big change has been definitely the introduction of the four standards. Two of which are internal and two external. I think going into this there was a lot of fear almost around what that would look like.
It's been great unpacking that there won't be exams and looking at the methods that we can assess those through. I think that really gives students an opportunity to be centred in the assessment and the learning. They can choose what they wish to be assessed on and put their best foot forward, I guess.
The first one, looking at equal status for mātauranga Māori, is a massive change for our learning area, I think. Teachers will notice that straight off the bat. That opening up of accessibility across all of the standards has been something at the top of our minds as we've been developing these standards too.
It's been good looking at the universal design for learning through that. Looking at how we make things more equitable for the whole of New Zealand. How we can look at the different perspectives.
I think basing it from the Significant Learning, and that being a starting point, has definitely made it be able to be meaningful as well for the different schools. And a little bit flexible so that we can meet our students needs through the different ways that we might assess later on.
We've based a lot of our thinking around the framework of learning in, through, and about movement. That's being front and centre, that connection between movement being integral to hauora.
While acknowledging that we're not in one standard looking at the in, or the other one the through. They're all interlinking. We have tried to highlight those dimensions of movement back to Hauora.
The SEG's been a great experience to be really coming to grips with what our Learning Area is, and what the core ideas are.
Those Big Ideas took a lot of working, a lot of debate. There's a lot of passion in the room. People are committed to the Learning Area. It's not easy to come to a complete common ground. But I think we did that.
It's been a really challenging but positive process. I've loved working with the range of people. From university, to NZQA, Ministry people, also teachers. It's been great having that diversity of knowledge as we've come together to look at those Big Ideas.
Significant Learning, what that could mean and look like for assessment as well. I think similarly that the discussion was always robust.
At times it's been a really challenging process. But it's important work. It's always going to be messy and challenging.
I think we've taken our roles pretty seriously in trying to continually consult with people around us. I know you have been back to your schools and talked to lots of teachers, and teachers in different regions and things. So that opportunity, we haven't taken it lightly. We've always been aware of the importance of the work.
I've also loved how we have looked at what has been working. We haven't gone in to think we need to change everything. We've looked at what was working. Then we've worked on then what could change.
There are challenges here that people are going to have to grapple with. I think the sector though has got it. There's a lot of capable people out there who can do this. It's not asking too much. I think embrace the changes. See them as opportunities for development. Sometimes we want to play safe and do what we have always done. Education is always changing, and our sector has done it before.
In terms of advice, I would say, to remain positive. To remember what level one is about. That it's a broad framework of assessment standards. We're not trying to assess absolutely everything in a teaching and learning programme.
Engaging in a way that celebrates your strengths within your own teaching and learning. Make the most of it. Make the most of the change, it's a great opportunity.
Subject-specific terms can be found in the glossary.
Movement is integral to the human experience. It facilitates a lifelong understanding of our bodies, contributes to our hauora, and allows us to live physically active lives. Movement is affected by and affects who we are, how we experience and interact with others, and our relationship to and place in society.
Physical Education develops the social, emotional, intellectual, and cultural capabilities of ākonga. These capabilities inform the ways in which ākonga understand tikanga in movement contexts, provide diverse ways of participating in physical activities, and contribute to movement's wider benefits to hauora.
At each Curriculum level, ākonga learn to move and experience movement by participating fully in physical activities. As a result of this learning taking place in diverse settings, ākonga come to understand and experience diverse perspectives on movement.
Physical Education invites ākonga to engage with how movement affects them, those around them, and their wider communities. Ākonga recognise and understand the challenges which affect participation in movement, and respond to any movement barriers with full and active participation. Through their learning journey in Physical Education, ākonga will develop and refine their understanding of what it means to be physically educated and promote physical education throughout their lives.
Subject-specific terms can be found in the glossary.
Movement is integral to the human experience. It facilitates a lifelong understanding of our bodies, contributes to our hauora, and allows us to live physically active lives. Movement is affected by and affects who we are, how we experience and interact with others, and our relationship to and place in society.
Physical Education develops the social, emotional, intellectual, and cultural capabilities of ākonga. These capabilities inform the ways in which ākonga understand tikanga in movement contexts, provide diverse ways of participating in physical activities, and contribute to movement's wider benefits to hauora.
At each Curriculum level, ākonga learn to move and experience movement by participating fully in physical activities. As a result of this learning taking place in diverse settings, ākonga come to understand and experience diverse perspectives on movement.
Physical Education invites ākonga to engage with how movement affects them, those around them, and their wider communities. Ākonga recognise and understand the challenges which affect participation in movement, and respond to any movement barriers with full and active participation. Through their learning journey in Physical Education, ākonga will develop and refine their understanding of what it means to be physically educated and promote physical education throughout their lives.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Physical Education Big Idea.
The Health and Physical Education Learning Area curriculum, including its whakataukī, inform this subject's Significant Learning – learning that is critical for ākonga to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes Level-appropriate contexts ākonga should encounter in their education. The Learning Area's whakataukī is:
He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Levels 6, and indicative for levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Physical Education. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa. The Big Ideas for Physical Education are:
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Physical Education Big Idea.
The Health and Physical Education Learning Area curriculum, including its whakataukī, inform this subject's Significant Learning – learning that is critical for ākonga to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes Level-appropriate contexts ākonga should encounter in their education. The Learning Area's whakataukī is:
He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Levels 6, and indicative for levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Physical Education. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa. The Big Ideas for Physical Education are:
Big Idea Body:
This Big Idea captures the essence of why we study Physical Education: movement is fundamental to our lives. It contributes to our development as individuals and as members of our communities. It also contributes to our ability to help others to develop and to be members of our communities.
Movement education makes a significant contribution to hauora. We learn in movement by developing physical skills and experiencing enjoyment. By looking at different perspectives through our participation in movement, we are able to develop a range of capabilities. By learning about how and why people move, we come to understand what influences our own and others' movement.
In Physical Education, ākonga will have the opportunity to explore what movement means to them through different approaches to hauora. They will engage in Māori, Pacific, individual, team, and sports activities.
Hauora offers a holistic understanding of wellbeing. Learning about hauora may be enriched by exploring cultural models such as Te Whare Tapa Whā, Te Wheke, Fonofale, etc. Many of these models encompass whakapapa, mauri, mana, and connection to whenua and te taiao. The ways in which we move, and approach movement, can influence all aspects of hauora. Aotearoa New Zealand’s diverse movement contexts also provide ākonga with rich opportunities through which to explore the relationship between movement and te taiao. These include whenua, maunga, moana, awa, roto, whetū, maramataka, and ngahere. For example, ākonga may choose to reflect on their connections to place and space through mana atua and mana tangata.
Movement is essential to hauora
This Big Idea captures the essence of why we study Physical Education: movement is fundamental to our lives. It contributes to our development as individuals and as members of our communities. It also contributes to our ability to help others to develop and to be members of our communities.
Movement education makes a significant contribution to hauora. We learn in movement by developing physical skills and experiencing enjoyment. By looking at different perspectives through our participation in movement, we are able to develop a range of capabilities. By learning about how and why people move, we come to understand what influences our own and others' movement.
In Physical Education, ākonga will have the opportunity to explore what movement means to them through different approaches to hauora. They will engage in Māori, Pacific, individual, team, and sports activities.
Hauora offers a holistic understanding of wellbeing. Learning about hauora may be enriched by exploring cultural models such as Te Whare Tapa Whā, Te Wheke, Fonofale, etc. Many of these models encompass whakapapa, mauri, mana, and connection to whenua and te taiao. The ways in which we move, and approach movement, can influence all aspects of hauora. Aotearoa New Zealand’s diverse movement contexts also provide ākonga with rich opportunities through which to explore the relationship between movement and te taiao. These include whenua, maunga, moana, awa, roto, whetū, maramataka, and ngahere. For example, ākonga may choose to reflect on their connections to place and space through mana atua and mana tangata.
Big Idea Body:
This Big Idea focuses on the importance of taking part in movement and the joy movement can bring to people’s lives. It recognises that taking part in movement enriches us by creating meaning and enjoyment. We can use movement to enrich the lives of others as well. This will positively impact hauora and can also contribute to an improvement in performance.
In Physical Education, ākonga explore how their bodies are made up of different parts. Each part holds its own unique significance and tapu, and together they form the tapu of the body as a whole. Tapu and noa are important in protecting the mauri and mana of the person and respect for the tikanga around tapu and noa should be taught and adhered to.
Participating in movement is essential to understanding its development. In Physical Education we work with others in movement contexts, reflect critically on movement, and develop personal and shared understandings of movement. Through these we can think about how physical activity contributes to our identities and deepens our understanding of how movement enriches our lives.
Participation in movement enriches our lives
This Big Idea focuses on the importance of taking part in movement and the joy movement can bring to people’s lives. It recognises that taking part in movement enriches us by creating meaning and enjoyment. We can use movement to enrich the lives of others as well. This will positively impact hauora and can also contribute to an improvement in performance.
In Physical Education, ākonga explore how their bodies are made up of different parts. Each part holds its own unique significance and tapu, and together they form the tapu of the body as a whole. Tapu and noa are important in protecting the mauri and mana of the person and respect for the tikanga around tapu and noa should be taught and adhered to.
Participating in movement is essential to understanding its development. In Physical Education we work with others in movement contexts, reflect critically on movement, and develop personal and shared understandings of movement. Through these we can think about how physical activity contributes to our identities and deepens our understanding of how movement enriches our lives.
Big Idea Body:
This Big Idea focuses on the capabilities and interpersonal skills we gain through movement. It recognises that movement is a vehicle for learning spiritual, social, emotional, political, intellectual, and cultural capabilities. These capabilities include effective listening, assertiveness, showing empathy, problem solving, negotiation and compromise, mediation, and giving and receiving feedback. Developing these capabilities also helps ākonga to work more effectively with others and to respond to new or challenging situations. In working collectively to promote kotahitanga, ākonga will gain new skills and grow their understanding of tikanga. They will refine and reflect on the ways in which they relate to others and develop an understanding of the implications of these interactions. This will let them explore different roles within a group, collaborate towards achieving shared goals, and manage challenging situations.
Through movement we develop diverse capabilities
This Big Idea focuses on the capabilities and interpersonal skills we gain through movement. It recognises that movement is a vehicle for learning spiritual, social, emotional, political, intellectual, and cultural capabilities. These capabilities include effective listening, assertiveness, showing empathy, problem solving, negotiation and compromise, mediation, and giving and receiving feedback. Developing these capabilities also helps ākonga to work more effectively with others and to respond to new or challenging situations. In working collectively to promote kotahitanga, ākonga will gain new skills and grow their understanding of tikanga. They will refine and reflect on the ways in which they relate to others and develop an understanding of the implications of these interactions. This will let them explore different roles within a group, collaborate towards achieving shared goals, and manage challenging situations.
Big Idea Body:
This Big Idea focuses on exploring understandings about how the body works, and on ways to maintain and enhance physical experiences. It also encourages us to look at the sociocultural factors which influence movement itself and movement contexts.
Understandings of the body and movement are contested and should be examined critically from multiple and diverse worldviews. Through this engagement, ākonga will grow their knowledge of te ao Māori me ōna tikanga. This knowledge is informed by their own movement experiences and understandings, and the concerns of their wider communities. Ākonga will engage with a range of biophysical, sociocultural, kinaesthetic, and embodied ways of knowing. They will do this through te ao Māori and Pacific contexts, as well as a range of cultural perspectives.
Each of our ākonga will have their own values, many of which are rich and have a deep cultural history. It is important that we recognise the diverse cultural values of our ākonga and consult with our own communities to better reflect their needs.
There are diverse ways of understanding movement contexts and the moving body
This Big Idea focuses on exploring understandings about how the body works, and on ways to maintain and enhance physical experiences. It also encourages us to look at the sociocultural factors which influence movement itself and movement contexts.
Understandings of the body and movement are contested and should be examined critically from multiple and diverse worldviews. Through this engagement, ākonga will grow their knowledge of te ao Māori me ōna tikanga. This knowledge is informed by their own movement experiences and understandings, and the concerns of their wider communities. Ākonga will engage with a range of biophysical, sociocultural, kinaesthetic, and embodied ways of knowing. They will do this through te ao Māori and Pacific contexts, as well as a range of cultural perspectives.
Each of our ākonga will have their own values, many of which are rich and have a deep cultural history. It is important that we recognise the diverse cultural values of our ākonga and consult with our own communities to better reflect their needs.
Key Competencies in Physical Education
Developing Key Competencies through Physical Education
Ākonga who study Physical Education develop a wide range of skills which enable them to understand what it is to be physically educated and to promote physical education throughout their lives.
Thinking
Students of Physical Education will:
- understand that participation in movement is complicated and may be individualised
- look at health and wellbeing through a variety of lenses and perspectives
- consider appropriate ways of knowing
- reflect upon the impact of their actions
- devise ways of working together which encourage everybody to participate in movement to the fullest extent
- understand that the body can be used to express thoughts, feelings, and identity, and that learning to move in creative and useful ways contributes to who we are.
Using language, symbols, and text
Students of Physical Education will:
- devise and implement strategies to improve their own, and others', skills, hauora, and knowledge
- communicate in a range of ways, so that they can manage and thrive in the diverse environments with which they engage.
Relating to others
Students of Physical Education will:
- understand that people have different attitudes and approaches to movement and physical activity
- relate to these differences through direct experiences in movement contexts
- understand the unique challenges and barriers to movement which people may face
- formulate shared approaches to encouraging more active participation in movement.
Managing self
Students of Physical Education will:
- share, reflect on, and understand that the self is located within an intricate web of interpersonal, environmental, institutional, and community contexts, and that these create complexity and uniqueness when interpreting the self
- learn to manage themselves in challenging situations through kotahitanga and the roles they can play in kotahitanga
- adapt to diverse environments and understand that participating in new environments may clarify their own role in Physical Education and their approaches to it.
Participating and contributing
Students of Physical Education will:
- construct environments that encourage people to participate actively
- contribute to setting and challenging narratives about health and wellbeing in their communities and wider society
- promote and advocate for ecologically sustainable, safe, and positive relationships with physical activity
- understand that their leadership can have a positive influence the hauora of others.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Developing Key Competencies through Physical Education
Ākonga who study Physical Education develop a wide range of skills which enable them to understand what it is to be physically educated and to promote physical education throughout their lives.
Thinking
Students of Physical Education will:
- understand that participation in movement is complicated and may be individualised
- look at health and wellbeing through a variety of lenses and perspectives
- consider appropriate ways of knowing
- reflect upon the impact of their actions
- devise ways of working together which encourage everybody to participate in movement to the fullest extent
- understand that the body can be used to express thoughts, feelings, and identity, and that learning to move in creative and useful ways contributes to who we are.
Using language, symbols, and text
Students of Physical Education will:
- devise and implement strategies to improve their own, and others', skills, hauora, and knowledge
- communicate in a range of ways, so that they can manage and thrive in the diverse environments with which they engage.
Relating to others
Students of Physical Education will:
- understand that people have different attitudes and approaches to movement and physical activity
- relate to these differences through direct experiences in movement contexts
- understand the unique challenges and barriers to movement which people may face
- formulate shared approaches to encouraging more active participation in movement.
Managing self
Students of Physical Education will:
- share, reflect on, and understand that the self is located within an intricate web of interpersonal, environmental, institutional, and community contexts, and that these create complexity and uniqueness when interpreting the self
- learn to manage themselves in challenging situations through kotahitanga and the roles they can play in kotahitanga
- adapt to diverse environments and understand that participating in new environments may clarify their own role in Physical Education and their approaches to it.
Participating and contributing
Students of Physical Education will:
- construct environments that encourage people to participate actively
- contribute to setting and challenging narratives about health and wellbeing in their communities and wider society
- promote and advocate for ecologically sustainable, safe, and positive relationships with physical activity
- understand that their leadership can have a positive influence the hauora of others.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Physical Education is connected with the subject Health Studies. They both stem from the Health and Physical Education Learning Area within The New Zealand Curriculum, with a shared whakataukī, and focus on wellbeing.
Physical Education is connected with the subject Health Studies. They both stem from the Health and Physical Education Learning Area within The New Zealand Curriculum, with a shared whakataukī, and focus on wellbeing.
Learning Pathway
The knowledge and experiences that ākonga gain through their engagement with Physical Education support a wide range of pathways, including:
- careers that involve working with people, such as education, health, justice, and the social services
- further study that relates to movement and the body, such as diplomas and certificates in Hauora; degree programmes in social and health sciences through universities; and recreation and tourism programmes through polytechnics.
The knowledge and experiences that ākonga gain through their engagement with Physical Education support a wide range of pathways, including:
- careers that involve working with people, such as education, health, justice, and the social services
- further study that relates to movement and the body, such as diplomas and certificates in Hauora; degree programmes in social and health sciences through universities; and recreation and tourism programmes through polytechnics.
Introduction to Sample Course Outlines
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Physical Education course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long Physical Education course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Assessment Matrix
Conditions of Assessment for internally assessed standards
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student use of a journal or photographic entries to record progress.
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student use of a journal or photographic entries to record progress.
Assessor involvement during the assessment event is limited to providing general feedback. For example, identifying sections of student work that would benefit from further development.
Students may work on assessment evidence in and out of class time, over a period of time specified by the assessor.
Students must be assessed in an applied setting. This means it must be an authentic situation (game, tournament, competition, festival, event, etc) where they are applying their movement strategies to unpredictable external cues. These cues could involve environmental factors, teammates, opposition players, or fellow competitors.
Students will be assessed on the live performance of their chosen range of movement strategies. This can be evidenced through an assessor observation sheet and student-submitted evidence of their application of strategies. If student-submitted evidence does not correlate to the assessor observations, assessor annotations can provide the details and examples of how the Standard has been met.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Assessor involvement during the assessment event is limited to providing general feedback which suggests sections of student work that would benefit from further development.
Students may work on assessment responses in and out of class time, over a period of time specified by the assessor. They may evaluate how a purpose is promoted in movement throughout the process, or at the end.
Ensure the inclusion of discussion of kotahitanga in the context of the application of strategies as part of evidence is provided at all achievement level. The evidence that shows understanding of kotahitanga is necessary to pass the standard but does not contribute to the A, M, and E grade.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Ākonga will gather evidence of their learning throughout the teaching and learning programme, and may evaluate how the application of principles and concepts improves performance either throughout the process or at the end of the programme.
Ākonga may work on the assessment in and out of class time, over a period of time specified by the kaiako.
Ākonga can present their evidence via any medium that allows them to demonstrate clearly that they have met the requirements of the Standard.
Where a collaborative approach to collecting evidence is used, kaiako must ensure that each ākonga has met the requirements of the Standard individually.
Kaiako 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.
Ākonga will need to be put in a position of leadership of others, with a common goal or purpose being set to be achieved as a collective.
Teacher verification of ākonga demonstrating strategies to influence kotahitanga in movement will be gathered in or out of class. This evidence may take the form of observation notes, recording sheets, or a video where appropriate with a completed checklist of skills and strategies.
Ākonga may work on assessment responses in and out of class time, over a period of time specified by the teacher. They may evaluate their leadership strategies either as they go or at the end of the programme.
Ākonga can present their evidence via any medium that allows them to demonstrate clearly that they have met the requirements of the Standard.
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.