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

Conceptual thinking in the subject of History provides a lens that enables us to make sense of the past, not limited to conventional western paradigms. Historical concepts allow us to explore, interpret, and express the relationships between historical places, events, and people. The intent of this Achievement Standard is for ākonga to be able to demonstrate understanding of historical concepts both within and across historical contexts, encouraging them to think conceptually.

Making reliable judgements

Ākonga will select and engage with historical concepts and discuss their pertinence to historical sources. They must demonstrate their understanding of at least one concept by describing its role within multiple separate contexts that the sources provide. Deeper engagement requires them to explain both the concept(s) selected and its relevance within multiple contexts. For high-level thinking, they must examine the concept(s) within multiple separate contexts, as well as by applying it across these different contexts to demonstrate depth and range of conceptual thinking.

The use of historical evidence will be assessed with increasing skill of selection and discussion. It is good practice for ākonga to use appropriate attribution with the evidence they include.

Collecting evidence

This external assessment will take the form of an examination delivered during the end-of-year examination period. Ākonga will have 90 minutes to respond to a single question with multiple parts. 

Stimulus materials will be released one week prior to the assessment to allow them to engage with the sources and get a sense of the how and why behind this assessment and aid in the strengthening of the research and critical thinking skills required for it. During this time, kaiako can support understanding of key concepts and kupu by discussing the context with ākonga.

Ākonga will be assessed on the quality of their response to the question, rather than the length, which should be no more than 800 words.

Although this Achievement Standard is assessed externally, it is recommended that evidence for the Standard is captured at other points throughout the teaching programme in case of unexpected events and where derived grades are required.

Possible contexts

The possible contexts for this Achievement Standard will either involve New Zealanders or will have influenced New Zealanders in some way.

The stimulus material questions involve engaging with an Aotearoa New Zealand context. Additionally, there is a question related to another context that ākonga have studied in their teaching and learning program. This further context could include:

• another Aotearoa New Zealand context
• an international context involving New Zealanders
• an international context that includes an event influencing New Zealanders.

Teaching and learning throughout the year will need to involve contexts where the historical concepts identified in the assessment specifications can be explored.

For example, mana is often a driving force behind many historical events. Dame Whina Cooper’s leadership of the 1975 Māori Land March would be a suitable context because it demonstrates the exercise of her mana.

The concept of causation is evident in most historical contexts. For example, Aotearoa New Zealand’s refusal to impose quarantine, and refusals for assistance in Samoa, during the 1918 Influenza Pandemic was one of several causes of the independence movement in Samoa.

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.

Literacy and Numeracy Requirements

This Achievement Standard has been approved for literacy in the transition period (2024-2027). 

Full information on the co-requisite during the transition period: Standards approved for NCEA Co-requisite during the transition period (2024-2027).