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 the ability of ākonga to understand two perspectives of two different religious or spiritual communities on an issue. Ākonga will explore two religious or spiritual principles that inform each of these perspectives. They will then discuss how these two perspectives may affect the wider social context, regarding the same issue.

Ākonga will write about a provided religious or spiritual community, and then select a different religious or spiritual community to explore. They will identify a perspective for each religious or spiritual community, in relation to one issue. Ākonga will explore two principles, one for each religious or spiritual community’s perspective that relates to the same issue. They will use these principles as evidence of the two perspectives. While the religious or spiritual community must be different, the perspectives and principles related to the issue may have similarities or differences. This way, ākonga will develop an understanding and appreciation of the diversity and shared understandings that exist between different religious and spiritual communities.

Reference to the wider social context involves considering how the perspectives, held by the different religious or spiritual communities, influence the wider social context. For example, an issue could be related to the current climate crisis. Ākonga may explore how a religious Pacific community's perspective is informed by the principle of caring for our common home. They may consider how this community's perspective influences those who are most affected by the current climate crisis in the Pacific region.

Ākonga may also consider a perspective from a te ao Māori spiritual community on the same issue of climate change, supported by the principle of kaitiakitanga. They may explore how connections to the land through whakapapa and whanaungatanga are sacred, and how the living and spiritual worlds are connected through mauri. They would consider how this perspective impacts responses to climate change in an Aotearoa New Zealand context.

This Achievement Standard relates to the Big Idea that religious and spiritual traditions can inform the way that individuals and communities engage with contemporary issues. It also relates to the Significant Learning about how different religious and spiritual traditions and their perspectives apply to ethical, social, political, and economic issues. Beliefs and practices that are central to a religious or spiritual tradition may influence the principles behind a community's perspective on an issue. Different religious or spiritual communities may have similar or opposing perspectives on an issue.

This Achievement Standard provides an opportunity to explore te ao Māori and Pacific perspectives, supported by the following Significant Learning: consider the relationship between different religious and spiritual communities in Aotearoa New Zealand and the Pacific.

Making reliable judgements

Engaging with this Achievement Standard will provide an opportunity for ākonga to consider the wider social context of religious or spiritual communities' perspectives on an issue. This may include changing wider social perceptions of an issue or recognising the interactions between religious or spiritual communities and society.

Religious or spiritual perspectives are typically based on principles. Principles are standards that individuals, communities, and societies may use to help to define what is ethically and morally acceptable.

An issue must be based on a material problem and may be broad or narrow in its context, depending on what is most relevant to the chosen communities.

Collecting evidence

Refer to the External Assessment Specifications for further information.

Possible contexts

This Achievement Standard presents rich opportunities for ākonga to engage with issues, such as social, environmental, and economic issues, to gain understanding of what shapes religious or spiritual communities' perspectives on an issue. Ākonga may engage with local Pacific and te ao Māori communities involved with a religious or spiritual tradition, to develop a deeper understanding of a religious or spiritual community’s perspectives on an issue. For example, ākonga may explore the principle of kaitiakitanga through connections to local te ao Māori religious or spiritual perspectives on an issue relating to our environment.

Kaiako may encourage and guide ākonga to explore local religious or spiritual communities from different cultural contexts, in order to support understanding of diverse perspectives. This may include visiting and engaging with a local Islamic mosque, a Pacific church community, or a local marae. Kaiako must ensure that ākonga are guided on the protocols and tikanga involved in visiting these spaces and honouring diverse perspectives.

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).