Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of how a significant narrative relates to a religious or spiritual tradition involves:
- describing the origin or context of a significant narrative that relates to a religious or spiritual tradition
- describing key messages in a significant narrative
- including relevant examples in the description.
Explain how a significant narrative relates to a religious or spiritual tradition involves:
- explaining how key messages from a significant narrative connect to a religious or spiritual tradition
- using examples to support the explanation.
Examine how a significant narrative relates to a religious or spiritual tradition involves:
- discussing how key messages from a significant narrative are applied within a religious or spiritual tradition
- using examples to develop the explanation.
Explanatory Note 2
Narratives are one of the seven characteristics of religious and spiritual traditions along with experience, religious or spiritual beliefs, ritual, moral and ethical teachings, social organisation, and material expression. The term narrative is inclusive of a range of oral and written sources, accounts, and commentaries which religious and spiritual traditions deem to be significant. Examples include:
- gospel/parable
- pūrākau/karakia/whakataukī
- acts/epistles
- tapasā
- Talmud
- Upanishads.
Explanatory Note 3
Examples refers to specific details, words, or phrases used to support and develop an explanation. Examples include:
- scriptures/quotes
- connections to the chosen tradition (beliefs or practices)
- religious or spiritual events
- religious or spiritual figures.
Explanatory Note 4
Key messages are significant ideas or communications which are implicitly or explicitly featured in a religious or spiritual narrative.
Explanatory Note 5
Applied within refers to examples of a religious or spiritual tradition actively demonstrating the key messages identified in the significant narrative through beliefs and practices.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Social Sciences Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
Assessor involvement during the assessment event is limited to providing guidance to students. Assessors may assist students by guiding the selection of the significant narrative and understanding how it is applied within a religious or spiritual tradition, and by monitoring and guiding the early direction of student’s work.
Students may research and gather information for this assessment individually or in groups. Students may have the opportunity to work on assessments both in and out of class time.
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.
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 gives ākonga the opportunity to engage with the Significant Learning centered around how historical and social contexts influence the development of significant religious or spiritual narratives and texts. It stems from the Big Idea that religious and spiritual traditions are influenced by significant narratives and texts. There is the opportunity within this Achievement Standard to engage with the Significant Learning regarding the exploration of Māori and Pacific understandings of religion and spirituality, including pūrākau.
The purpose of this Achievement Standard is to assess ākonga understanding of a significant narrative in relation to a religious or spiritual tradition. Ākonga will be able to show understanding of the key messages that are communicated through the narrative and examine how the identified key messages from the narrative can be applied within a religious or spiritual tradition. Ākonga will develop an understanding that significant narratives can have diverse interpretations and can influence how people express religious or spiritual beliefs and practices.
Making reliable judgements
'Relates to' means 'to make or show a connection between'. For this Achievement Standard, ākonga make a connection between a significant narrative and a religious or spiritual tradition. Before choosing a narrative, ākonga are encouraged to consider what makes a narrative significant in relation to a religious or spiritual tradition. When describing how key messages from the chosen narrative are applied within a religious or spiritual tradition, ākonga will support their claims with examples from the chosen narrative and the religious or spiritual tradition. For example, Judaism and Christianity have different interpretations of the Bible. A Christian interpretation of the Bible can be defined as a narrative about God, humanity, and salvation through Jesus. Whereas within Judaism, the interpretation focuses on God, people, and the land.
It is important to note the dynamic relationship between narratives and religious or spiritual traditions. Kaiako may ensure through teaching and learning that ākonga are aware that religious or spiritual traditions also inform the development of narratives over time. The diverse interpretations of these narratives can inform how religious or spiritual traditions express beliefs and practices.
Collecting evidence
This Achievement Standard provides an opportunity for ākonga to show their understanding of how significant narratives are connected to religious or spiritual traditions. Kaiako may guide selection of a narrative and key messages, including how to select relevant examples to support making connections between a narrative and a religious or spiritual tradition.
The term 'narrative' is inclusive of a range of oral and written sources/accounts/commentaries that religious and spiritual traditions deem to be significant. Significant oral and written narratives can be of varied genre, and define and guide the followers of a tradition. For example, in Māori tradition this is encapsulated in karakia, wairua, hīmene, waiata, whakapapa, and tikanga. In other traditions, narratives can be found in revelations, genealogies, histories, commentaries, debates, laws, and creation myths. In Islam, this includes the Qur'an and Hadith. In Catholicism, this includes the Bible, Encyclicals, and the Catechism.
Possible contexts
Ākonga are encouraged to access their own cultures and identities in their understanding of these significant narratives in the context of religious or spiritual traditions. Ākonga could find connections between te ao Māori spirituality and a narrative’s key messages. For example, ākonga may find key messages with a pūrākau that connect with te ao Māori spirituality. Connections with te ao Māori spirituality may include references to the significance of atua, mauri, mana, and tapu. Interpretations of te ao Māori spirituality through pūrākau should be guided and consulted with local kaumātua, as appropriate, and include supporting evidence.
The intent of the Standard
This Achievement Standard gives ākonga the opportunity to engage with the Significant Learning centered around how historical and social contexts influence the development of significant religious or spiritual narratives and texts. It stems from the Big Idea that religious and spiritual traditions are influenced by significant narratives and texts. There is the opportunity within this Achievement Standard to engage with the Significant Learning regarding the exploration of Māori and Pacific understandings of religion and spirituality, including pūrākau.
The purpose of this Achievement Standard is to assess ākonga understanding of a significant narrative in relation to a religious or spiritual tradition. Ākonga will be able to show understanding of the key messages that are communicated through the narrative and examine how the identified key messages from the narrative can be applied within a religious or spiritual tradition. Ākonga will develop an understanding that significant narratives can have diverse interpretations and can influence how people express religious or spiritual beliefs and practices.
Making reliable judgements
'Relates to' means 'to make or show a connection between'. For this Achievement Standard, ākonga make a connection between a significant narrative and a religious or spiritual tradition. Before choosing a narrative, ākonga are encouraged to consider what makes a narrative significant in relation to a religious or spiritual tradition. When describing how key messages from the chosen narrative are applied within a religious or spiritual tradition, ākonga will support their claims with examples from the chosen narrative and the religious or spiritual tradition. For example, Judaism and Christianity have different interpretations of the Bible. A Christian interpretation of the Bible can be defined as a narrative about God, humanity, and salvation through Jesus. Whereas within Judaism, the interpretation focuses on God, people, and the land.
It is important to note the dynamic relationship between narratives and religious or spiritual traditions. Kaiako may ensure through teaching and learning that ākonga are aware that religious or spiritual traditions also inform the development of narratives over time. The diverse interpretations of these narratives can inform how religious or spiritual traditions express beliefs and practices.
Collecting evidence
This Achievement Standard provides an opportunity for ākonga to show their understanding of how significant narratives are connected to religious or spiritual traditions. Kaiako may guide selection of a narrative and key messages, including how to select relevant examples to support making connections between a narrative and a religious or spiritual tradition.
The term 'narrative' is inclusive of a range of oral and written sources/accounts/commentaries that religious and spiritual traditions deem to be significant. Significant oral and written narratives can be of varied genre, and define and guide the followers of a tradition. For example, in Māori tradition this is encapsulated in karakia, wairua, hīmene, waiata, whakapapa, and tikanga. In other traditions, narratives can be found in revelations, genealogies, histories, commentaries, debates, laws, and creation myths. In Islam, this includes the Qur'an and Hadith. In Catholicism, this includes the Bible, Encyclicals, and the Catechism.
Possible contexts
Ākonga are encouraged to access their own cultures and identities in their understanding of these significant narratives in the context of religious or spiritual traditions. Ākonga could find connections between te ao Māori spirituality and a narrative’s key messages. For example, ākonga may find key messages with a pūrākau that connect with te ao Māori spirituality. Connections with te ao Māori spirituality may include references to the significance of atua, mauri, mana, and tapu. Interpretations of te ao Māori spirituality through pūrākau should be guided and consulted with local kaumātua, as appropriate, and include supporting evidence.
Literacy and Numeracy Requirements
This Achievement Standard has been approved for literacy in 2024 and 2025.
Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025.
Literacy and Numeracy Requirements
This Achievement Standard has been approved for literacy in 2024 and 2025.
Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025.