# data[].attributes.body
te ao Māori aspects to understand: 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 to understand: anatomy, biomechanics, physiology, nutrition.
Sociocultural aspects to understand: whānau, values, racism, gender, etc.

These are put into the movement contexts of:

te ao Māori activities

Pacific and other cultural activities

dance

team or individual sports

physical activities

outdoor education activities

# data[].attributes.body
https://ncea.education.govt.nz/health-and-physical-education/physical-education/1/2?view=activities

You will develop and use strategies to promote kotahitanga in a group movement context.

# data[].attributes.body
- Developing movement skills.
- Managing oneself in different movement settings in particular skills.
- Reflecting on how the environment can effect a skill.
- Encouraging ākonga to participate in a variety of movement contexts in applied settings.
- Recognise that the body as a whole is made up of parts which hold unique significance and tapu, and must be protected and nurtured through movement.
- Transfer of skills between settings or activities.

# data[].attributes.body
The purpose: Students will demonstrate understanding of strategies that promote kotahitanga in movement.

movements include working in a group.

Examples of a selected movement may include:

te ao Māori activities

Pacific activities

cultural activities

team activities or sports

outdoor education activities.

https://ncea.education.govt.nz/health-and-physical-education/physical-education/1/2?view=standard

# data[].attributes.attachment_link.readable_text
This Achievement Standard assesses the ability of ākonga to engage collaboratively in movement and explore the concept of kotahitanga. Kotahitanga is a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action. Strategies can be used to develop kotahitanga which foster and enhance relationships, respect, and unity in group movement contexts.

The term kotahitanga has strong links to socio-political movements, which were ways to unite Māori who were not connected by whakapapa through hapū or iwi. The application of the term continues today through various kaupapa across Aotearoa New Zealand. It is important to be aware of the history of kotahitanga, but also to note that, in Physical Education, kotahitanga manifests as working together and working towards a common goal.

The Significant Learning reflected in this Standard includes:

developing capabilities and exploring strategies to promote kotahitanga in movement contexts

managing self in challenging movement contexts

and developing an understanding of tikanga in movement contexts.

For this Standard, ākonga will need to use and then reflect on whether or not strategies improved kotahitanga, when used in an applied setting. They will provide reasons to support their interpretation and suggest future developments of the strategies to further improve group cohesion.

As part of the teaching and learning programme, learners should have the opportunity to learn about kotahitanga in different contexts. This can occur in a 'hands on', teacher-directed fashion to provide the practical experiences. Learners can add to their portfolio throughout the year, as appropriate, to provide naturally occurring 'hands off' evidence. This evidence is to be ākonga-driven and not monitored or commented on by the teacher during the process.

The Assessment Activity is an individual student response, framed by referring to their ongoing reflections. This could include a mix of written, verbal or recorded physical experiences, accompanied by the reflection, which is then combined by the student to create their portfolio assessment evidence. While it is intended that portfolio evidence 'falls out' of a programme of teaching and learning, candidates must create their portfolio items without teacher scaffolding, as a measure of what they independently know and can do.

Examples of a selected movement may include:

te ao Māori activities

cultural activities

dance

team sports

outdoor education activities.

Strategies that promote kotahitanga are planned actions that may be characterised by:

tuākana/tēina

manaakitanga

vā

co-operation

problem solving

effective communication

whanaungatanga

mediating conflict

leadership.

# data[].attributes.attachment_link.title
Demonstrate understanding of strategies that promote kotahitanga in movement | NCEA

# data[].attributes.attachment_link.description
This Achievement Standard assesses the ability of ākonga to engage collaboratively in movement and explore the concept of kotahitanga. Kotahitanga is a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action. Strategies can be used to develop kotahitanga which foster and enhance relationships, respect, and unity in group movement contexts.

# data[].attributes.body
Examples of a selected movement may include:

te ao Māori activities

cultural activities

dance

team sports

outdoor education activities.

Strategies that promote kotahitanga are planned actions that may be characterised by:

tuākana/tēina

manaakitanga

vā

co-operation

problem solving

effective communication

whanaungatanga

mediating conflict

leadership.

# data[].attributes.body
Achievement - Ability to use a range of skills and strategies in each context
Merit - Ability to consistently use controlled skills and strategies in each context context
Excellence -  Applying controlled skills and strategies with accuracy and efficiency in each context

# data[].attributes.body
- Intrinsic & extrinsic influences on movement in Aotearoa.
- Influences which positively contribute, or impede engagement in movement.
- Three influences of movement include: te ao Māori, biophysical, and sociocultural.

# data[].attributes.headline
NEW - list of approved lit/numeracy standards

# data[].attributes.subject
NEW - list of approved lit/numeracy standards

# data[].attributes.body
Here is the latest new updated approved literacy and numeracy standards from NCEA website.

# data[].attributes.headline
Demonstrate understanding of influences on movement in Aotearoa New Zealand

# data[].attributes.subject
Demonstrate understanding of influences on movement in Aotearoa New Zealand

# data[].attributes.body
Please unpack this standard
1. What is is about
2. Criteria
3. Content to know and understand (including key terminology
4. Any other detail worth sharing.

# data[].attributes.attachment_link.readable_text
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

dance

team or individual sports

physical activities

outdoor education activities.

# data[].attributes.attachment_link.title
Demonstrate understanding of influences on movement in Aotearoa New Zealand | NCEA

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
1.3 - Demonstrate understanding of the relationship between movement and hauora

# data[].attributes.subject
1.3 - Demonstrate understanding of the relationship between movement and hauora

# data[].attributes.body
Please unpack this standard
1. What is is about
2. Criteria
3. Content to know and understand (including key terminology
4. Any other detail worth sharing.

# data[].attributes.attachment_link.readable_text
This Achievement Standard requires ākonga to participate in a diverse range of movement contexts over time and to share a personal interpretation of their experiences of these. Ākonga are assessed on their understanding of how movement contributes to hauora. Movement is integral to Physical Education, so ākonga must take part in the activities themselves, either as active participants or in supporting roles.

Hauora is a te ao Māori concept of holistic wellbeing. Understanding of hauora may be enriched through various models of wellbeing, such as: Te Whare Tapa Whā, Fonofale, Te Wheke, or other cultural models.

Drawing on their own experiences with movement, ākonga will use one of these models to evaluate the relationship between movement and hauora, and identify ways to enhance hauora through movement.

As part of the teaching and learning programme, learners should have the opportunity to learn about a range of wellbeing models, and how to use these as a framework for reflecting on holistic wellbeing, in different contexts. This can occur in a 'hands on', teacher-directed fashion until learners are ready to be assessed. Learners can add to their portfolio throughout the year as appropriate to provide naturally occurring 'hands off' evidence. This evidence is to be ākonga driven and not monitored or commented on by the teacher during the process.

The Assessment Activity will then be an individual student response, framed by referring to the identified wellbeing model. This could include a mix of written, verbal or recorded physical experiences, accompanied by the reflection, which is then combined by the student to create their portfolio assessment evidence. While it is intended that portfolio evidence 'falls out' of a programme of teaching and learning, candidates must create their portfolio items without teacher scaffolding, as a measure of what they independently know and can do.

The range of movement contexts may include:

te ao Māori activities

Pacific and other cultural activities

dance

play

fitness

recreation

physical activities

outdoor education

sport.

# data[].attributes.attachment_link.title
Demonstrate understanding of the relationship between movement and hauora | NCEA

# data[].attributes.attachment_link.description
This Achievement Standard requires ākonga to participate in a diverse range of movement contexts over time and to share a personal interpretation of their experiences of these. Ākonga are assessed on their understanding of how movement contributes to hauora.

# data[].attributes.headline
1.2 - Demonstrate understanding of strategies that promote kotahitanga in movement

# data[].attributes.subject
1.2 - Demonstrate understanding of strategies that promote kotahitanga in movement

# data[].attributes.body
Please unpack this standard
1. What is is about
2. Criteria
3. Content to know and understand (including key terminology
4. Any other detail worth sharing.

# data[].attributes.attachment_link.readable_text
This Achievement Standard assesses the ability of ākonga to engage collaboratively in movement and explore the concept of kotahitanga. Kotahitanga is a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action. Strategies can be used to develop kotahitanga which foster and enhance relationships, respect, and unity in group movement contexts.

The term kotahitanga has strong links to socio-political movements, which were ways to unite Māori who were not connected by whakapapa through hapū or iwi. The application of the term continues today through various kaupapa across Aotearoa New Zealand. It is important to be aware of the history of kotahitanga, but also to note that, in Physical Education, kotahitanga manifests as working together and working towards a common goal.

The Significant Learning reflected in this Standard includes:

developing capabilities and exploring strategies to promote kotahitanga in movement contexts

managing self in challenging movement contexts

and developing an understanding of tikanga in movement contexts.

For this Standard, ākonga will need to use and then reflect on whether or not strategies improved kotahitanga, when used in an applied setting. They will provide reasons to support their interpretation and suggest future developments of the strategies to further improve group cohesion.

As part of the teaching and learning programme, learners should have the opportunity to learn about kotahitanga in different contexts. This can occur in a 'hands on', teacher-directed fashion to provide the practical experiences. Learners can add to their portfolio throughout the year, as appropriate, to provide naturally occurring 'hands off' evidence. This evidence is to be ākonga-driven and not monitored or commented on by the teacher during the process.

The Assessment Activity is an individual student response, framed by referring to their ongoing reflections. This could include a mix of written, verbal or recorded physical experiences, accompanied by the reflection, which is then combined by the student to create their portfolio assessment evidence. While it is intended that portfolio evidence 'falls out' of a programme of teaching and learning, candidates must create their portfolio items without teacher scaffolding, as a measure of what they independently know and can do.

Examples of a selected movement may include:

te ao Māori activities

cultural activities

dance

team sports

outdoor education activities.

Strategies that promote kotahitanga are planned actions that may be characterised by:

tuākana/tēina

manaakitanga

vā

co-operation

problem solving

effective communication

whanaungatanga

mediating conflict

leadership.

# data[].attributes.attachment_link.title
Demonstrate understanding of strategies that promote kotahitanga in movement | NCEA

# data[].attributes.attachment_link.description
This Achievement Standard assesses the ability of ākonga to engage collaboratively in movement and explore the concept of kotahitanga. Kotahitanga is a mātauranga Māori concept that refers to unity, togetherness, solidarity, and collective action. Strategies can be used to develop kotahitanga which foster and enhance relationships, respect, and unity in group movement contexts.

# data[].attributes.body
Please unpack this standard
1. What is is about
2. Criteria
3. Content to know and understand (including key terminology
4. Any other detail worth sharing.

# data[].attributes.attachment_link.readable_text
This Achievement Standard assesses students' demonstration of movements in contexts.

It draws on many aspects of Significant Learning such as:

developing movement skills,

managing self in challenging movement contexts,

and reflecting on how places and spaces influence movement with reference to contexts.

By encouraging ākonga to participate in a variety of movement contexts in applied settings, this Standard also allows them to recognise that the body as a whole is made up of parts which hold unique significance and tapu, and must be protected and nurtured through movement.

To meet this Standard, ākonga must use a range of movement skills and strategies in at least two movement contexts. Each applied setting may not be used more than once for assessment, unless the movement contexts use diverse skill sets within the applied setting, such as kayaking and waka ama.

The Standard aims to offer all ākonga the opportunity to develop and refine their movement skills and strategies in a variety of movement contexts in applied settings.

Movement contexts may include:

te ao Māori activities

Pacific activities

cultural activities

dance

team or individual sports

physical activities

outdoor education activities.

Movement skills and strategies may include:

offensive and defensive skills

pacing

speed

strategic play

tactical positioning

spatial awareness

expressiveness.

Control in movement skills and strategies may include:

coordination

fluidity

use of space

timing

ihi, wehi, wana in an appropriate movement context

anticipating and responding to environmental cues.

# data[].attributes.attachment_link.title
Demonstrate movements in contexts | NCEA

# data[].attributes.attachment_link.description
This Achievement Standard assesses students' demonstration of movements in contexts. It draws on many aspects of Significant Learning such as: developing movement skills, managing self in challenging movement contexts, and reflecting on how places and spaces influence movement with reference to contexts.

# data[].attributes.body
This is EXTREMELY IMPORTANT. It should be the founding document for all senior Physical Education courses. Key term is 'learning' matrix not 'assessment matrix'. Ensure you familiarise yourself with this.

# data[].attributes.headline
How the Requirements to NCEA are changing

# data[].attributes.subject
How the Requirements to NCEA are changing

# data[].attributes.attachment_link.readable_text
Over the next few years, NCEA will transition from its current form into a new qualification. Although this information is intended for teachers, we encourage learners and whānau to use this guidance as well.

In 2024:

The new NCEA Level 1 achievement standards will be fully implemented.

Current Level 1 achievement standards expire at the end of 2023

NCEA Levels 1, 2 and 3 will each become 60-credit qualifications

The te reo matatini, pāngarau, literacy, and numeracy co-requisite, which sits outside of the new NCEA qualification, will become mandatory

Learners will only be awarded an NCEA qualification once they have met the 20-credit co-requisite

Learners need to complete the co-requisite once only.

Over the next few years, NCEA will transition from its current form into a new qualification. Although this information is intended for teachers, we encourage learners and whānau to use this guidance as well.

In 2024:

The new NCEA Level 1 achievement standards will be fully implemented.

Current Level 1 achievement standards expire at the end of 2023

NCEA Levels 1, 2 and 3 will each become 60-credit qualifications

The te reo matatini, pāngarau, literacy, and numeracy co-requisite, which sits outside of the new NCEA qualification, will become mandatory

Learners will only be awarded an NCEA qualification once they have met the 20-credit co-requisite

Learners need to complete the co-requisite once only.

Changes and new requirements for all three levels of NCEA come into effect from 2024. These changes have been signalled since 2020 when the seven NCEA changes were announced.

From January 2024, NCEA Level 2 and Level 3 will each require 60 credits at certificate level or above.

NCEA Level 1 currently requires learners to achieve at least 80 credits at Level 1 or above. This includes the literacy and numeracy requirements of the qualification.

NCEA Levels 2 and 3 also currently require 80 credits, but learners can 'carry over' 20 credits from the level below. This provision will cease, so learners will not be able to carry over 20 credits from Level 1 through to Level 2, or 20 credits from Level 2 to Level 3.

The 60-credit NCEA Levels 1, 2, and 3 will not include the 20-credit te reo matatini, pāngarau, literacy, and numeracy co-requisite, which sits alongside these qualifications.

From 2024, to be awarded any level of NCEA, learners will need to achieve the new 20-credit co-requisite

Credits used towards the co-requisite cannot be used towards the 60-credit NCEA. Essentially, the number of credits required to gain each level of NCEA remains the same, with the literacy and numeracy requirements separated out into a 'one-off' co-requisite.

During 2024 and 2025, learners will be able to meet the 20-credit co-requisite through achieving either the new standards in Literacy-Writing, Literacy-Reading, Numeracy, Te Reo Matatini, and Pāngarau or gaining 20 credits from a small list of literacy and numeracy-rich standards.

What stays the same?

Unit Standards as well as Achievement Standards can be used towards the 60-credit NCEA Level 1, 2 and 3 qualifications.

Any credits learners already have can be used towards the new NCEA qualifications.

There is no time limit on completing an NCEA. If learners gain part of their qualification, they can return to study at any time.

Course and certificate endorsement requirements also remain the same. Students will be required to gain 14 or more credits in a course at Achieved, Merit or Excellence (including at least 3 external and 3 internal credits) to gain a course endorsement. Certificate endorsement continues to require 50 or more credits at Merit or Excellence level.

Changes and new requirements for all three levels of NCEA come into effect from 2024. These changes have been signalled since 2020 when the seven NCEA changes were announced.

From January 2024, NCEA Level 2 and Level 3 will each require 60 credits at certificate level or above.

NCEA Level 1 currently requires learners to achieve at least 80 credits at Level 1 or above. This includes the literacy and numeracy requirements of the qualification.

NCEA Levels 2 and 3 also currently require 80 credits, but learners can 'carry over' 20 credits from the level below. This provision will cease, so learners will not be able to carry over 20 credits from Level 1 through to Level 2, or 20 credits from Level 2 to Level 3.

The 60-credit NCEA Levels 1, 2, and 3 will not include the 20-credit te reo matatini, pāngarau, literacy, and numeracy co-requisite, which sits alongside these qualifications.

From 2024, to be awarded any level of NCEA, learners will need to achieve the new 20-credit co-requisite

Credits used towards the co-requisite cannot be used towards the 60-credit NCEA. Essentially, the number of credits required to gain each level of NCEA remains the same, with the literacy and numeracy requirements separated out into a 'one-off' co-requisite.

During 2024 and 2025, learners will be able to meet the 20-credit co-requisite through achieving either the new standards in Literacy-Writing, Literacy-Reading, Numeracy, Te Reo Matatini, and Pāngarau or gaining 20 credits from a small list of literacy and numeracy-rich standards.

What stays the same?

Unit Standards as well as Achievement Standards can be used towards the 60-credit NCEA Level 1, 2 and 3 qualifications.

Any credits learners already have can be used towards the new NCEA qualifications.

There is no time limit on completing an NCEA. If learners gain part of their qualification, they can return to study at any time.

Course and certificate endorsement requirements also remain the same. Students will be required to gain 14 or more credits in a course at Achieved, Merit or Excellence (including at least 3 external and 3 internal credits) to gain a course endorsement. Certificate endorsement continues to require 50 or more credits at Merit or Excellence level.

All NCEA subjects and wāhanga ako are being re-developed with four achievement standards - 2 internally assessed, 2 externally assessed - worth 20 credits in total. Kaiako are free to design NCEA courses using achievement standards from across two or more NCEA subjects. For the purposes of NCEA pilots during 2023, schools and kura must deliver courses that use all four achievement standards within a single subject.

To be eligible for course endorsement, students must gain 14 or more credits from a single course, with at least one externally assessed standard achieved. This is a continuation of current course endorsement requirements.

All NCEA subjects and wāhanga ako are being re-developed with four achievement standards - 2 internally assessed, 2 externally assessed - worth 20 credits in total. Kaiako are free to design NCEA courses using achievement standards from across two or more NCEA subjects. For the purposes of NCEA pilots during 2023, schools and kura must deliver courses that use all four achievement standards within a single subject.

To be eligible for course endorsement, students must gain 14 or more credits from a single course, with at least one externally assessed standard achieved. This is a continuation of current course endorsement requirements.

From 2024, learners will need to achieve a 20-credit co-requisite using either the new literacy and numeracy, te reo matatini and pāngarau standards or an approved list of literacy and numeracy-rich assessment standards to be awarded an NCEA.

If learners meet the NCEA literacy and numeracy requirements before the new Level 1 achievement standards are phased through (prior to 2024), this achievement will be recognised towards the new co-requisite.

This includes all current avenues, as well as the new literacy and numeracy, te reo matatini and pāngarau standards for schools, kura, and other providers who have used these between 2021 and 2023. Learners will have until the end of 2026 to take advantage of this recognition, giving them a three-year grace period.

From 2024, learners will need to achieve a 20-credit co-requisite using either the new literacy and numeracy, te reo matatini and pāngarau standards or an approved list of literacy and numeracy-rich assessment standards to be awarded an NCEA.

If learners meet the NCEA literacy and numeracy requirements before the new Level 1 achievement standards are phased through (prior to 2024), this achievement will be recognised towards the new co-requisite.

This includes all current avenues, as well as the new literacy and numeracy, te reo matatini and pāngarau standards for schools, kura, and other providers who have used these between 2021 and 2023. Learners will have until the end of 2026 to take advantage of this recognition, giving them a three-year grace period.

The only time that a learner cannot use a standard towards an NCEA qualification is if they have already achieved a standard where the learning significantly overlaps. Information on new exclusions

The only time that a learner cannot use a standard towards an NCEA qualification is if they have already achieved a standard where the learning significantly overlaps. Information on new exclusions

Implementation timing for NCEA Changes was amended in April 2023.

New achievement standards for NCEA Level 2 subjects will be implemented in 2026.

New achievement standards for NCEA Level 3 subjects will be implemented in 2027.

Using new NCEA Level 1 materials in 2024 and existing Level 2 and 3 courses in 2025/2026

Schools and kura will support ākonga through courses using the new NCEA Level 1 materials in 2024 and on to existing Level 2 courses in 2025.

Information in this resource Supporting ākonga through the new NCEA Level 1 materials in 2024 and onto the existing Level 2 and 3 courses in 2025/2026 is intended to support schools and kura to understand what this transition means for them. It contains general guidance and some subject specific information for several subjects aligned to The New Zealand Curriculum.

Further information for kaiako of kaupapa ako Māori subjects and teaching and learning aligned to Te Marautanga o Aotearoa is in development.

Supporting ākonga through the new NCEA Level 1 materials in 2024 and on to the existing Level 2 and 3 courses in 2025/2026

Implementation timing for NCEA Changes was amended in April 2023.

New achievement standards for NCEA Level 2 subjects will be implemented in 2026.

New achievement standards for NCEA Level 3 subjects will be implemented in 2027.

Using new NCEA Level 1 materials in 2024 and existing Level 2 and 3 courses in 2025/2026

Schools and kura will support ākonga through courses using the new NCEA Level 1 materials in 2024 and on to existing Level 2 courses in 2025.

Information in this resource Supporting ākonga through the new NCEA Level 1 materials in 2024 and onto the existing Level 2 and 3 courses in 2025/2026 is intended to support schools and kura to understand what this transition means for them. It contains general guidance and some subject specific information for several subjects aligned to The New Zealand Curriculum.

Further information for kaiako of kaupapa ako Māori subjects and teaching and learning aligned to Te Marautanga o Aotearoa is in development.

Supporting ākonga through the new NCEA Level 1 materials in 2024 and on to the existing Level 2 and 3 courses in 2025/2026

[ File Resource ]

Title: New materials in 2024 to existing courses in 2025

Description: Supporting ākonga through the new NCEA Level 1 materials in 2024 and on to the existing Level 2 and 3 courses in 2025/2026

File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-06/Supporting%20%C4%81konga%20through%20the%20new%20NCEA%20Level%201%20materials%20in%202024%20and%20onto%20existing%20Level%202%20courses%20in%202025_2.pdf?VersionId=ZirLtk9lQ4.V4gChGW6S4qagrYK8AoEv

File Extension: pdf

File Size: 273KB

The following file is available for download online:

New materials in 2024 to existing courses in 2025.pdf

Description: Supporting ākonga through the new NCEA Level 1 materials in 2024 and on to the existing Level 2 and 3 courses in 2025/2026

New materials in 2024 to existing courses in 2025

Supporting ākonga through the new NCEA Level 1 materials in 2024 and on to the existing Level 2 and 3 courses in 2025/2026

Supporting ākonga through the new NCEA Level 1 materials in 2024 and on to the existing Level 2 and 3 courses in 2025/2026

New materials in 2024 to existing courses in 2025

Supporting ākonga through the new NCEA Level 1 materials in 2024 and on to the existing Level 2 and 3 courses in 2025/2026

Supporting ākonga through the new NCEA Level 1 materials in 2024 and on to the existing Level 2 and 3 courses in 2025/2026

# data[].attributes.attachment_link.title
Understanding How NCEA Requirements Are Changing

# data[].attributes.attachment_link.description
Understand what you need to know about transitioning to the new NCEA requirements.

# data[].attributes.attachment_link.readable_text
What's Changing

We're in the process of strengthening NCEA by making a series of changes to improve well-being, equity, coherence, pathways and credibility - for students and teachers alike.

The changes, which were confirmed by Cabinet in February 2020, will be the most significant reform of NCEA since the qualification was introduced in 2002.

In light of feedback from key stakeholder groups - those who undertake NCEA (learners and their parents/whānau), those who deliver NCEA (school leaders and educators), those who administer the qualification (NZQA) and those who use the completed qualification (employers, tertiary providers, iwi, etc) - we will be working to ensure we implement the NCEA changes in a way which is responsive to the diverse and evolving needs of our education system and communities, and recognises the complex nature of NCEA.

We will also provide the best resourcing, tools and guidance, minimise disruption to learning programmes as much as possible, and continue to engage with New Zealanders as we implement the changes.

The NCEA Change Programme is a work programme led by the Ministry of Education to deliver the package of seven changes aimed at strengthening NCEA:

1. Make NCEA more accessible - zero fees, fewer barriers for learners with disabilities and learning support needs.

2. Equal status for mātauranga Māori in NCEA - develop new ways to recognise mātauranga Māori, build teacher capability, and improve resourcing and support for Māori learners and te ao Māori pathways.

3. Strengthen literacy and numeracy requirements and assessments - ensure students with an NCEA have functional literacy and numeracy skills that will ready them to transition into tertiary education or the workplace.

4. Fewer, larger standards - new achievement standards and resources will be developed to replace existing standards and ensure the qualification achieved credentials the most significant learning in a learning area or subject.

5. Simplify NCEA's structure - credits can no longer be carried over to the next level and resubmissions will only be allowed where they take students from a 'Not Achieved' grade to an 'Achieved' grade. Sixty credits are required to pass each NCEA level.

6. Clearer pathways to further education or work - develop a Vocational Entrance Award to clearly signal when a student is ready to transition into higher level vocational education and strengthen vocational pathways through NCEA.

7. Keep NCEA Level 1 optional - ensure Level 1 provides students with the broad, foundational knowledge needed to support specialization at Levels 2 and 3.

The changes were informed by insights and feedback gathered during the public engagement on the NCEA Review in 2018, and were confirmed by the Government in February 2020.

Thousands of people across the country took part in the Review from May to October 2018 and provided feedback in different ways - including Quick Survey (6,758 people); workshops, fono and hui (8000+ people); NCEA and Big Opportunities Survey (920 people); 54 focus groups (493 people); 20 regional workshops (476 people); and submissions (155 individuals, 116 groups and 95 organisations). An overwhelming majority favoured changes to strengthen NCEA.

The Ministry of Education is working with schools, young people, families/whānau, communities and other key stakeholders to deliver the NCEA changes. The changes will be phased in over five years, with new achievement standards at Levels 1, 2 and 3 in place by January 2025.

Videos: NCEA Change Programme

We are working with kura/schools and communities as well as parents/whānau to strengthen NCEA so our ākonga/learners have a solid foundation to be successful in life and in a global economy. The changes also seek to place equal value on mātauranga Māori (Māori knowledge) and te ao Māori (Māori world view), and make NCEA more robust, consistent, inclusive and accessible for ākonga of all abilities and backgrounds.

Title:

Changes to strengthen NCEA

Description:

Hear from the sector about the key goals in the future of the qualification

Video Duration:

4m

Vimeo ID:

563521201

Video URL:

https://player.vimeo.com/video/563521201

Transcript:

Transcript (English)

It's time we had a look at NCEA because it's a qualification that's been around since 2002 and it's a great qualification, it's really well respected nationally, but we can make it better.

It needs to be rigorous. It needs to be clearly understood. It needs to be robust, and the changes that have been put in place I think address all of those things.

Making NCEA more accessible is one of the key changes so that involves making sure that all students have access to it. And accessibility isn't just about financial accessibility, it's also about making sure that students who have different learning needs are still able to access the standards and there aren't things that are stopping them able to demonstrate what they know how to do.

Māori as stakeholders fed back that there wasn't a parity of esteem or equal value or status for mātauranga Māori and this needed to change. For that to happen it means that we need to ensure that there is equal status for mātauranga Māori, te ao Māori within NCEA and that we're looking at new ways to recognise mātauranga Māori, but also that there is adequate resourcing and support provided to develop teacher capability, but also to support our Māori learners and te ao Māori pathways.

So one of the changes that we had to make for NCEA was to strengthen numeracy and literacy standards and that was because students were leaving school without being literate or numerate. So there's going to be literacy and numeracy co-requisites for NCEA and what that means is these credits will sit outside the 60 credits that are required for each level. Students can gain these credits anytime from year 9 right up until they leave school.

Having fewer larger standards is one of the key changes and it's created quite a lot of discussion amongst many people. The feedback that was received from students, teachers, and families was that students were doing too much assessment, they have been doing too much assessment. Focusing on that, the learning hasn't been so important and it's really been getting in the way of students well-being and students achieving well.

We need to simplify NCEA's structure, by having 60 credits required to pass at each year level and not carrying credits over from one year level to the next, by focusing on quality and not quantity that's a positive change as well. Students don't need 200 credits at level one and a similar amount at level two, the quality of the credits is more important, and by limiting the number of credits that can be accumulated year on year then everybody is sitting the same number of credits and it means students can concentrate on trying to get as many credits endorsed as possible.

One of the big changes that we'll see is students having clearer pathways, whether it's to further education, work, or training. It means that students will know fully that they're on the right track. One of the challenges that we've heard is that for many students they have had courses that may or may not have led them to where they wanted to go, so it's been really important to develop clear pathways that students understand and so do their teachers.

Keeping level 1 NCEA as an option is something that's come out of this review and that level 1 qualification is going to be a broad balanced foundational qualification with the changes that are coming in, and it's up to schools individually whether or not they want to have their students sit level 1 NCEA in year 11.

These changes are going to come in over a period of time, so we'll be piloting the level 1 standards and then they'll be being implemented in 2023. And that process will follow through with the qualification being fully implemented in January 2025. We're taking time over this to make sure that we know that we're getting it right thoroughly testing things in schools before they go out to teachers.

Transcript (te reo)

Kua tae ki te wā kia tirohia e tātou te NCEA nā te mea kua noho hei tohu mai anō i te tau 2002, ā, he tohu tino pai e tino whakautetia ana e te motu, engari ka taea e tātou te whakapai ake.

Me tōtika. Me tino mārama. Me pakari, ā, ko ngā panonitanga kua whakaritea ka whakatau i ēnei mea katoa, ki ōku whakaaro.

Ko te whakarite kia āhei ake te whakaurunga ki te NCEA tētahi o ngā panonitanga matua nō reira kei roto i tērā mahi, ko te whakarite kia whai urunga ngā ākonga katoa, ā, ko te whakaurunga ehara noa i te āheinga ā-pūtea engari ko te whakarite kē kia taea tonu e ngā ākonga whai mateaa koranga rerekē te whai wāhi ki ngā paerewa, ā, kāore he mea e aukati ana i a rātou mai i te whakaatu i tā rātou e taea ana.

I whakahoki kōrero mai ngā kaiwhaipānga Māori kāore he tauritenga rangatira, he tauritenga uara, he tauritenga mana rānei mō te mātauranga Māori, ā, me panoni i tēnei. E tutuki ai tēnei me whakarite rawa tātou i te mana ōrite mō te mātauranga Māori, te ao Māori hoki i roto i te NCEA, ā, e titiro ana tātou ki ētahi huarahi hou mō te whakamana i te mātauranga Māori engari kia whakaratoa hoki ngā rauemi me ngā tautokotanga rawaka hei whakawhanake i te āheinga o ngā kaiako, engari ki te tautoko hoki i ā tātou ākonga Māori me ngā huarahi ao Māori.

Nā, ko tētahi o ngā panonitanga i oti i a mātou mō te NCEA ko te whakapakari ake i ngā paerewa pāngarau me te reo matatini, ā, ko te take i pērā ai i te mea e wehe ana ngā tamariki i te kura me te iti o te mōhio ki te reo matatini me te pāngarau. Nō reira ka whakaritea ngā akoranga i te reo matatini me te pāngarau mō te NCEA, ā, ko te tikanga o tērā ka noho ēnei whiwhinga i waho o ngā whiwhinga 60 e hiahiatia ana i ia kaupae. Ka taea e ngā ākonga te whiwhi i ēnei whiwhinga i ngā wā katoa mai i te tau 9 tae rawa ki te wehenga i te kura.

Ko te whakarite kia iti ake ngā paerewa nunui tētahi o ngā panonitanga matua, ā, kua pupū ake ngā kōrero maha i waenganui i te iwi. Ko ngā whakahoki kōrero i whiwhi mātou mai i ngā ākonga, ngā kaiako me ngā whānau he nui rawa ngā aromatawai e mahia ana e ngā ākonga, he nui rawa ngā mahi aromatawai. Nā te aro nui atu ki ērā, kua mātāmuritia te mahi ako, ā, e whakapōrearea ana i te oranga o ngā ākonga me te eke panukutanga o ngā ākonga.

Me whakangāwari tātou i te hanganga o te NCEA, mā te whakarite kia 60 whiwhinga noa te hiahiatanga i ia kaupae tau, ā, e kore e kawea ngā whiwhinga mai i tētahi tau ki tētahi, mā te aronui atu ki te kounga, kaua ki te rahinga he panonitanga pai hoki tērā. Kāore he take o te 200 whiwhinga ki ngā ākonga i te kaupae tuatahi, me taua nui hoki i te kaupae tuarua, he hiranga ake te kounga o ngā whiwhinga, ā, mā te whakatepe i te nui o ngā whiwhinga ka taea te kohi mai i tētahi tau ki tētahi, ā, mā te nui ōrite o ngā whiwhinga e kawea ana e te katoa, ā, ko te tikanga o tēnei ka taea e ngā ākonga te arotahi atu ki te whakamanatanga o ngā whiwhinga nui rawa ka taea.

Ko tētahi o ngā panonitanga nui ka kite tātou ko te wāteatanga o ngā huarahi mārama ake mā ngā ākonga,ahakoa i te mātauranga, te mahi, te whakangungu rānei. Ko te tikanga o tēnei ka mōhio mārika te ākonga mēnā ia kei runga i te huarahi tika. Ko tētahi o ngā wero kua rongo nei mātou, mō te huhua o ngā ākonga i whai akoranga rātou tērā pea ka ārahi,kāore rānei i ārahi,i a rātou ki te wāhi e hiahiatia ia e rātou,nā reira, he take tino nui tonu te whakawhanake i ngā huarahi mārama, e mārama ai ki ngā ākonga,tae atu ki ngā kaiako.

Ko te pupuri tonu i te kaupae 1 o te NCEA hei kōwhiringa tētahi o ngā āhuatanga i puta mai i tēnei arotake, ā, ka noho te tohu kaupae 1hei tohu tūāpapa tauritenga whānui i runga anō i ngā panonitanga e kuhu haere mai ana, ā, kei ia kura te tikanga mēnā ka hiahia rātou kia mahia e ō rātou ākonga te kaupae 1 NCEA i te tau 11.

Ka uru mai ētahi panonitanga hei te pahemotanga o te wā, nō reira ka takitaki mātou i ngā paerewa kaupae 1, ā, kātahi ka tīmata te whakatinanahia hei te 2023. Ā, ka whāia haeretia te tukanga nei kia whakatinanahia katoahia te tohu nei hei te Kohitātea 2025. E āta mahi ana mātou i runga i tēnei, kia mātua mōhio ai kei te tika ā mātou mahi mā te āta whakamātautau i ngā āhuatanga i roto i ngā kura i mua o te tukunga ki ngā kaiako.

Transcript (English)

It's time we had a look at NCEA because it's a qualification that's been around since 2002 and it's a great qualification, it's really well respected nationally, but we can make it better.

It needs to be rigorous. It needs to be clearly understood. It needs to be robust, and the changes that have been put in place I think address all of those things.

Making NCEA more accessible is one of the key changes so that involves making sure that all students have access to it. And accessibility isn't just about financial accessibility, it's also about making sure that students who have different learning needs are still able to access the standards and there aren't things that are stopping them able to demonstrate what they know how to do.

Māori as stakeholders fed back that there wasn't a parity of esteem or equal value or status for mātauranga Māori and this needed to change. For that to happen it means that we need to ensure that there is equal status for mātauranga Māori, te ao Māori within NCEA and that we're looking at new ways to recognise mātauranga Māori, but also that there is adequate resourcing and support provided to develop teacher capability, but also to support our Māori learners and te ao Māori pathways.

So one of the changes that we had to make for NCEA was to strengthen numeracy and literacy standards and that was because students were leaving school without being literate or numerate. So there's going to be literacy and numeracy co-requisites for NCEA and what that means is these credits will sit outside the 60 credits that are required for each level. Students can gain these credits anytime from year 9 right up until they leave school.

Having fewer larger standards is one of the key changes and it's created quite a lot of discussion amongst many people. The feedback that was received from students, teachers, and families was that students were doing too much assessment, they have been doing too much assessment. Focusing on that, the learning hasn't been so important and it's really been getting in the way of students well-being and students achieving well.

We need to simplify NCEA's structure, by having 60 credits required to pass at each year level and not carrying credits over from one year level to the next, by focusing on quality and not quantity that's a positive change as well. Students don't need 200 credits at level one and a similar amount at level two, the quality of the credits is more important, and by limiting the number of credits that can be accumulated year on year then everybody is sitting the same number of credits and it means students can concentrate on trying to get as many credits endorsed as possible.

One of the big changes that we'll see is students having clearer pathways, whether it's to further education, work, or training. It means that students will know fully that they're on the right track. One of the challenges that we've heard is that for many students they have had courses that may or may not have led them to where they wanted to go, so it's been really important to develop clear pathways that students understand and so do their teachers.

Keeping level 1 NCEA as an option is something that's come out of this review and that level 1 qualification is going to be a broad balanced foundational qualification with the changes that are coming in, and it's up to schools individually whether or not they want to have their students sit level 1 NCEA in year 11.

These changes are going to come in over a period of time, so we'll be piloting the level 1 standards and then they'll be being implemented in 2023. And that process will follow through with the qualification being fully implemented in January 2025. We're taking time over this to make sure that we know that we're getting it right thoroughly testing things in schools before they go out to teachers.

Transcript (te reo)

Kua tae ki te wā kia tirohia e tātou te NCEA nā te mea kua noho hei tohu mai anō i te tau 2002, ā, he tohu tino pai e tino whakautetia ana e te motu, engari ka taea e tātou te whakapai ake.

Me tōtika. Me tino mārama. Me pakari, ā, ko ngā panonitanga kua whakaritea ka whakatau i ēnei mea katoa, ki ōku whakaaro.

Ko te whakarite kia āhei ake te whakaurunga ki te NCEA tētahi o ngā panonitanga matua nō reira kei roto i tērā mahi, ko te whakarite kia whai urunga ngā ākonga katoa, ā, ko te whakaurunga ehara noa i te āheinga ā-pūtea engari ko te whakarite kē kia taea tonu e ngā ākonga whai mateaa koranga rerekē te whai wāhi ki ngā paerewa, ā, kāore he mea e aukati ana i a rātou mai i te whakaatu i tā rātou e taea ana.

I whakahoki kōrero mai ngā kaiwhaipānga Māori kāore he tauritenga rangatira, he tauritenga uara, he tauritenga mana rānei mō te mātauranga Māori, ā, me panoni i tēnei. E tutuki ai tēnei me whakarite rawa tātou i te mana ōrite mō te mātauranga Māori, te ao Māori hoki i roto i te NCEA, ā, e titiro ana tātou ki ētahi huarahi hou mō te whakamana i te mātauranga Māori engari kia whakaratoa hoki ngā rauemi me ngā tautokotanga rawaka hei whakawhanake i te āheinga o ngā kaiako, engari ki te tautoko hoki i ā tātou ākonga Māori me ngā huarahi ao Māori.

Nā, ko tētahi o ngā panonitanga i oti i a mātou mō te NCEA ko te whakapakari ake i ngā paerewa pāngarau me te reo matatini, ā, ko te take i pērā ai i te mea e wehe ana ngā tamariki i te kura me te iti o te mōhio ki te reo matatini me te pāngarau. Nō reira ka whakaritea ngā akoranga i te reo matatini me te pāngarau mō te NCEA, ā, ko te tikanga o tērā ka noho ēnei whiwhinga i waho o ngā whiwhinga 60 e hiahiatia ana i ia kaupae. Ka taea e ngā ākonga te whiwhi i ēnei whiwhinga i ngā wā katoa mai i te tau 9 tae rawa ki te wehenga i te kura.

Ko te whakarite kia iti ake ngā paerewa nunui tētahi o ngā panonitanga matua, ā, kua pupū ake ngā kōrero maha i waenganui i te iwi. Ko ngā whakahoki kōrero i whiwhi mātou mai i ngā ākonga, ngā kaiako me ngā whānau he nui rawa ngā aromatawai e mahia ana e ngā ākonga, he nui rawa ngā mahi aromatawai. Nā te aro nui atu ki ērā, kua mātāmuritia te mahi ako, ā, e whakapōrearea ana i te oranga o ngā ākonga me te eke panukutanga o ngā ākonga.

Me whakangāwari tātou i te hanganga o te NCEA, mā te whakarite kia 60 whiwhinga noa te hiahiatanga i ia kaupae tau, ā, e kore e kawea ngā whiwhinga mai i tētahi tau ki tētahi, mā te aronui atu ki te kounga, kaua ki te rahinga he panonitanga pai hoki tērā. Kāore he take o te 200 whiwhinga ki ngā ākonga i te kaupae tuatahi, me taua nui hoki i te kaupae tuarua, he hiranga ake te kounga o ngā whiwhinga, ā, mā te whakatepe i te nui o ngā whiwhinga ka taea te kohi mai i tētahi tau ki tētahi, ā, mā te nui ōrite o ngā whiwhinga e kawea ana e te katoa, ā, ko te tikanga o tēnei ka taea e ngā ākonga te arotahi atu ki te whakamanatanga o ngā whiwhinga nui rawa ka taea.

Ko tētahi o ngā panonitanga nui ka kite tātou ko te wāteatanga o ngā huarahi mārama ake mā ngā ākonga,ahakoa i te mātauranga, te mahi, te whakangungu rānei. Ko te tikanga o tēnei ka mōhio mārika te ākonga mēnā ia kei runga i te huarahi tika. Ko tētahi o ngā wero kua rongo nei mātou, mō te huhua o ngā ākonga i whai akoranga rātou tērā pea ka ārahi,kāore rānei i ārahi,i a rātou ki te wāhi e hiahiatia ia e rātou,nā reira, he take tino nui tonu te whakawhanake i ngā huarahi mārama, e mārama ai ki ngā ākonga,tae atu ki ngā kaiako.

Ko te pupuri tonu i te kaupae 1 o te NCEA hei kōwhiringa tētahi o ngā āhuatanga i puta mai i tēnei arotake, ā, ka noho te tohu kaupae 1hei tohu tūāpapa tauritenga whānui i runga anō i ngā panonitanga e kuhu haere mai ana, ā, kei ia kura te tikanga mēnā ka hiahia rātou kia mahia e ō rātou ākonga te kaupae 1 NCEA i te tau 11.

Ka uru mai ētahi panonitanga hei te pahemotanga o te wā, nō reira ka takitaki mātou i ngā paerewa kaupae 1, ā, kātahi ka tīmata te whakatinanahia hei te 2023. Ā, ka whāia haeretia te tukanga nei kia whakatinanahia katoahia te tohu nei hei te Kohitātea 2025. E āta mahi ana mātou i runga i tēnei, kia mātua mōhio ai kei te tika ā mātou mahi mā te āta whakamātautau i ngā āhuatanga i roto i ngā kura i mua o te tukunga ki ngā kaiako.

Title:

Ngā panonitanga hei whakapa...

Description:

Ngā panonitanga hei whakapakari ake i te NCEA (Changes to strengthen NCEA)

Video Duration:

4m

Vimeo ID:

566317889

Video URL:

https://player.vimeo.com/video/566317889

Transcript:

Transcript (te reo)

E whakahaeretia ana ngā panonitanga NCEA i te mea he pūnaha tēnei kua 20 tau te roa e whakamahia ana, ā, kāore hoki e noho tapu ana, engari e kitea ana a NCEA hei wāhanga nui o tō tātou āheinga ki te whakatutuki, whakatinana rānei i te moemoeā nui mō te mātauranga.

Kua whakaritea ki te NCEA kia māmā ake te uru a te ākonga. Ko ōna whakaritenga ko te kore utu kia whai kaha anō te iwi hauā, anō kia aro ki ngā ahurea, ki te reo, ki ngā tuakiri o ngā iwi puta noa i Aotearoa.

Nō reira i te wā e whakaaro ana tātou mō te Mātauranga Māori, ina hoki whakamuri, kāore i tino whai wāhi ki te whakanui i tana whai wāhitanga ki tō tātou tirohanga ki te ao, ā, ko te tikanga o tēnei he hiki i tōna tūnga me te mārama ki tōna tirohanga waiwai o te Mātauranga Māori e tuku nei i a tātou kia whai wāhi atu ki te ao.

Ko te whakapakari i te reo matatini me te pāngarau tētahi o ngā panonitanga ka tino hiahiatia. Inarā mō te hunga mahi i te wehenga atu o ngā ākonga i ngā taiao kura ki ngā huarahi mahi me ngā whare mātauranga matua. Ko te kōrero whakahoki e kī ana kāore tonu i pai rawa te reo matatini o ā tātou tamariki, kāore rānei i mōhio ki te rāwekeweke tau i tētahi āhuatanga matatau. Nā ko te panonitanga tuatoru, te whakapakari i te reo matatini me te pāngarau, tūturu koia he whakaritenga noho tahi mō te NCEA. E kī ana mātou tērā tētahi āheinga ki te mahi i tēnei mahi kia rite mai koe. Ko te panonitanga tuawhā e pā ana kia ruarua iho, engari kia nui ake ngā paerewa. I tēnei wā ānō nei e haere ana ki te whare kai, ā, he tino nui ngā kōwhiringa, engari e noho ana au i runga i te kūare ki ngā mea e hiakai ai au. Ko te tikanga o ngā paerewa ruarua iho, nui ake hoki, ka taea e ngā ākonga ngā whiringa poto ake. E kōrero ana tātou mō te wana o te angitu. I ōku whakaaro, ka āheitia tēnei i ngā paerewa ruarua iho, nui ake.

Ko te panonitanga tuarima ko te mea nui kia whakamāmā ai i te anga o te NCEA. Ko te hua nui katoa mā ngā ākonga ko te whakarato i te māramatanga mō te anga o te NCEA, me te tango i te pōhēhētanga. Ināianei kua mārama ake, ā, kāore hoki he kawenga whiwhinga, ā, me te āheinga kia taea e ngā ākonga te tāpae anō i ngā mahi, e neke ai mai te 'kāore i tutuki' ki te 'paetae' anake. Nā, kia mārama ake ngā aratohu kia māmā ake ai mā ngā tamariki me ngā whānau ki te aro ki te āhuatanga whaitake, arā, ko te mātauranga.

Ko tētahi atu āhuatanga whaitake i ōku whakaaro ko ngā āhuatanga o te reremahi, otirā e whakarato ana i ngā huarahi mārakerake mā ngā ākonga i a rātou e koke ana i roto i te pūnaha. Kāore ā tātou ākonga katoa i whiwhi i te āheinga ki te whai whakaaro mō te whakamahere rautaki i te huarahi mārakerake, ā, me te whiwhi hopunga o tērā i tētahi ara e kitea ai e rātou, e te hunga ahumahi hoki.

Ko tērā panonitanga ka noho te kaupae tahi o te NCEA hei kōwhiringa noa iho mō ia kura, nō reira kei ia kura te tikanga mēnā ka whai i tērā huarahi i ō rātou akomanga.

He wā whakaihiihi tēnei mō te urunga ki te mātauranga.I ngā wā o mua i te NCEA he wā anō i kitea e koe ngā āraitanga whakauru. Engari i roto i ngā rauemi hou e puta mai ana, i tua atu i te whakamihi i ngā whakaaro, ngā mōhiotanga me ngā mahi iwi taketake, e whakaatu ana, e miramira ana tātou i ngā pūkenga mai i ngā whānau o Te Moana-nui-a-Kiwa, e whakarite ana i tō rātou awenga, kitenga hoki i roto i ngā tāpaetanga o te arotake NCEA RAS. I te wā e kitea ana i te herenga mārakerake i konei... i ngā mahi o nāianei i te kura, engari i ērā huarahi o anamata hoki, te ara ahumahi, te ara mātauranga matua, me ngā āheinga mahi hoki e whai whakaarotia ana.

Ina whakaaro tātou, pātai rānei i te āhua o te pakeke haeretanga o te NCEA, o tōna kore e tino hāngai i ēnei wā pērā i mua, tatū noa ki te wāhanga me te āheinga o te whakakite, me te whakanui i te Mātauranga Māori. Nō reira i ōku whakaaro, i a tātou e kōrero ana mō tētahi tohu, huarahi rānei o te aromatawai i tā tātou e mōhio ana, e piki ana ngā pātai kia whai whakaaro tātou ki te āhua o tēra, e pā ana ki tō tātou reo, ahurea me te tuakiri, kaua ā-takitahi anake, engari ā-motu hoki.

Transcript (English)

NCEA changes are being made because it's a system that we've had for about 20 years now, and it doesn't actually exist in a silo, but NCEA is seen as a really significant part of our ability to be able to achieve or realise the larger vision in education.

These changes have been included to NCEA to allow easier access for students. It is a cost-free provision and enables people with disabilities and is cognisant of culture,language and the identities of all people throughout New Zealand.

So when we're thinking about mātauranga Māori, if we think historically, we've not had the opportunity to be able to celebrate its contribution to the way we see the world. And that is about elevating its status and understanding the critical insight that mātauranga Māori provides us to be able to engage in the world.

Strengthening literacy and numeracy was definitely a necessary change. From the workforce in particular, when ākonga left from school settings to go to vocational pathways and/or tertiary institutions, the feedback through Kōrero Mātauranga was telling us that our kids weren't literate enough, or that they weren't able to deal with the numbers in a proficient manner and way. So change three, strengthening literacy and numeracy, is definitely about having it as a co-requisite to NCEA. We're saying that there's an opportunity to do it when you're ready. Change number four has a lot to do with fewer and larger standards. At the moment it's like going into a restaurant and there's this great big smorgasbord, but I'm sitting there, not knowing what to eat. Fewer and larger standards means that ākonga have that chance, have the opportunity to be a lot more concise. We talked about the thrill of success. I think fewer, larger standards will enable that.

The most important aspect of the fifth change is the simplification of the NCEA framework. The biggest benefit for students is to provide a lot more clarity around the structure of NCEA and to remove a lot of the confusion. Now it is much clearer; there is no carry-over of credits. And in order for students to be allowed a resubmission, it's from the 'Not Achieved' to 'Achieved' only. So the much clearer guidelines make it easier for kids and whānau to focus on what's really important, which is the learning.

I think another important element of what we're doing within this workstream is to be able to provide clearer pathways for students as they progress through the system. Not all of our ākonga have actually had the opportunity to be able to think about strategically clear pathway planning, and then to equally have the record of that in a way that's discernible to themselves and also to the workforce.

That change means that Level 1 of NCEA is now optional for each school. So each school has the option to follow this approach in their classrooms.

It's an exciting time to be in education. Traditionally in NCEA you can sometimes see that there were barriers to access. However, in the new material that we're seeing, not only are we acknowledging indigenous ways of knowing, being, and doing, we're showing and highlighting the skillsets from our Pacific whānau, ensuring that they have a presence and a visibility within what's being offered in the NCEA RAS review. When we're also seeing a clear tie between... here you're currently working at school, but actually those next future pathways - the vocational line, the tertiary line, and job opportunities - are also being considered.

If we wonder about or we ask ourselves about how NCEA was perhaps aging or no longer quite as fit-for-purpose as it once was, it's particularly in the area of being able to recognise and celebrate matāuranga Māori. And so I think that now when we're talking about a qualification or a way of actually assessing what we know, increasingly we're being asked to think about what does that look like in terms of our language, our culture and identity, not only individually, but also nationally.

Transcript (te reo)

E whakahaeretia ana ngā panonitanga NCEA i te mea he pūnaha tēnei kua 20 tau te roa e whakamahia ana, ā, kāore hoki e noho tapu ana, engari e kitea ana a NCEA hei wāhanga nui o tō tātou āheinga ki te whakatutuki, whakatinana rānei i te moemoeā nui mō te mātauranga.

Kua whakaritea ki te NCEA kia māmā ake te uru a te ākonga. Ko ōna whakaritenga ko te kore utu kia whai kaha anō te iwi hauā, anō kia aro ki ngā ahurea, ki te reo, ki ngā tuakiri o ngā iwi puta noa i Aotearoa.

Nō reira i te wā e whakaaro ana tātou mō te Mātauranga Māori, ina hoki whakamuri, kāore i tino whai wāhi ki te whakanui i tana whai wāhitanga ki tō tātou tirohanga ki te ao, ā, ko te tikanga o tēnei he hiki i tōna tūnga me te mārama ki tōna tirohanga waiwai o te Mātauranga Māori e tuku nei i a tātou kia whai wāhi atu ki te ao.

Ko te whakapakari i te reo matatini me te pāngarau tētahi o ngā panonitanga ka tino hiahiatia. Inarā mō te hunga mahi i te wehenga atu o ngā ākonga i ngā taiao kura ki ngā huarahi mahi me ngā whare mātauranga matua. Ko te kōrero whakahoki e kī ana kāore tonu i pai rawa te reo matatini o ā tātou tamariki, kāore rānei i mōhio ki te rāwekeweke tau i tētahi āhuatanga matatau. Nā ko te panonitanga tuatoru, te whakapakari i te reo matatini me te pāngarau, tūturu koia he whakaritenga noho tahi mō te NCEA. E kī ana mātou tērā tētahi āheinga ki te mahi i tēnei mahi kia rite mai koe. Ko te panonitanga tuawhā e pā ana kia ruarua iho, engari kia nui ake ngā paerewa. I tēnei wā ānō nei e haere ana ki te whare kai, ā, he tino nui ngā kōwhiringa, engari e noho ana au i runga i te kūare ki ngā mea e hiakai ai au. Ko te tikanga o ngā paerewa ruarua iho, nui ake hoki, ka taea e ngā ākonga ngā whiringa poto ake. E kōrero ana tātou mō te wana o te angitu. I ōku whakaaro, ka āheitia tēnei i ngā paerewa ruarua iho, nui ake.

Ko te panonitanga tuarima ko te mea nui kia whakamāmā ai i te anga o te NCEA. Ko te hua nui katoa mā ngā ākonga ko te whakarato i te māramatanga mō te anga o te NCEA, me te tango i te pōhēhētanga. Ināianei kua mārama ake, ā, kāore hoki he kawenga whiwhinga, ā, me te āheinga kia taea e ngā ākonga te tāpae anō i ngā mahi, e neke ai mai te 'kāore i tutuki' ki te 'paetae' anake. Nā, kia mārama ake ngā aratohu kia māmā ake ai mā ngā tamariki me ngā whānau ki te aro ki te āhuatanga whaitake, arā, ko te mātauranga.

Ko tētahi atu āhuatanga whaitake i ōku whakaaro ko ngā āhuatanga o te reremahi, otirā e whakarato ana i ngā huarahi mārakerake mā ngā ākonga i a rātou e koke ana i roto i te pūnaha. Kāore ā tātou ākonga katoa i whiwhi i te āheinga ki te whai whakaaro mō te whakamahere rautaki i te huarahi mārakerake, ā, me te whiwhi hopunga o tērā i tētahi ara e kitea ai e rātou, e te hunga ahumahi hoki.

Ko tērā panonitanga ka noho te kaupae tahi o te NCEA hei kōwhiringa noa iho mō ia kura, nō reira kei ia kura te tikanga mēnā ka whai i tērā huarahi i ō rātou akomanga.

He wā whakaihiihi tēnei mō te urunga ki te mātauranga.I ngā wā o mua i te NCEA he wā anō i kitea e koe ngā āraitanga whakauru. Engari i roto i ngā rauemi hou e puta mai ana, i tua atu i te whakamihi i ngā whakaaro, ngā mōhiotanga me ngā mahi iwi taketake, e whakaatu ana, e miramira ana tātou i ngā pūkenga mai i ngā whānau o Te Moana-nui-a-Kiwa, e whakarite ana i tō rātou awenga, kitenga hoki i roto i ngā tāpaetanga o te arotake NCEA RAS. I te wā e kitea ana i te herenga mārakerake i konei... i ngā mahi o nāianei i te kura, engari i ērā huarahi o anamata hoki, te ara ahumahi, te ara mātauranga matua, me ngā āheinga mahi hoki e whai whakaarotia ana.

Ina whakaaro tātou, pātai rānei i te āhua o te pakeke haeretanga o te NCEA, o tōna kore e tino hāngai i ēnei wā pērā i mua, tatū noa ki te wāhanga me te āheinga o te whakakite, me te whakanui i te Mātauranga Māori. Nō reira i ōku whakaaro, i a tātou e kōrero ana mō tētahi tohu, huarahi rānei o te aromatawai i tā tātou e mōhio ana, e piki ana ngā pātai kia whai whakaaro tātou ki te āhua o tēra, e pā ana ki tō tātou reo, ahurea me te tuakiri, kaua ā-takitahi anake, engari ā-motu hoki.

Transcript (English)

NCEA changes are being made because it's a system that we've had for about 20 years now, and it doesn't actually exist in a silo, but NCEA is seen as a really significant part of our ability to be able to achieve or realise the larger vision in education.

These changes have been included to NCEA to allow easier access for students. It is a cost-free provision and enables people with disabilities and is cognisant of culture,language and the identities of all people throughout New Zealand.

So when we're thinking about mātauranga Māori, if we think historically, we've not had the opportunity to be able to celebrate its contribution to the way we see the world. And that is about elevating its status and understanding the critical insight that mātauranga Māori provides us to be able to engage in the world.

Strengthening literacy and numeracy was definitely a necessary change. From the workforce in particular, when ākonga left from school settings to go to vocational pathways and/or tertiary institutions, the feedback through Kōrero Mātauranga was telling us that our kids weren't literate enough, or that they weren't able to deal with the numbers in a proficient manner and way. So change three, strengthening literacy and numeracy, is definitely about having it as a co-requisite to NCEA. We're saying that there's an opportunity to do it when you're ready. Change number four has a lot to do with fewer and larger standards. At the moment it's like going into a restaurant and there's this great big smorgasbord, but I'm sitting there, not knowing what to eat. Fewer and larger standards means that ākonga have that chance, have the opportunity to be a lot more concise. We talked about the thrill of success. I think fewer, larger standards will enable that.

The most important aspect of the fifth change is the simplification of the NCEA framework. The biggest benefit for students is to provide a lot more clarity around the structure of NCEA and to remove a lot of the confusion. Now it is much clearer; there is no carry-over of credits. And in order for students to be allowed a resubmission, it's from the 'Not Achieved' to 'Achieved' only. So the much clearer guidelines make it easier for kids and whānau to focus on what's really important, which is the learning.

I think another important element of what we're doing within this workstream is to be able to provide clearer pathways for students as they progress through the system. Not all of our ākonga have actually had the opportunity to be able to think about strategically clear pathway planning, and then to equally have the record of that in a way that's discernible to themselves and also to the workforce.

That change means that Level 1 of NCEA is now optional for each school. So each school has the option to follow this approach in their classrooms.

It's an exciting time to be in education. Traditionally in NCEA you can sometimes see that there were barriers to access. However, in the new material that we're seeing, not only are we acknowledging indigenous ways of knowing, being, and doing, we're showing and highlighting the skillsets from our Pacific whānau, ensuring that they have a presence and a visibility within what's being offered in the NCEA RAS review. When we're also seeing a clear tie between... here you're currently working at school, but actually those next future pathways - the vocational line, the tertiary line, and job opportunities - are also being considered.

If we wonder about or we ask ourselves about how NCEA was perhaps aging or no longer quite as fit-for-purpose as it once was, it's particularly in the area of being able to recognise and celebrate matāuranga Māori. And so I think that now when we're talking about a qualification or a way of actually assessing what we know, increasingly we're being asked to think about what does that look like in terms of our language, our culture and identity, not only individually, but also nationally.

Delivering the Change

We have been working in partnership with teachers, students, school leaders, parents and whānau, and other representatives from the sector to implement the changes to NCEA. The changes will be phased in over five years, with new Achievement Standards at Levels 1, 2, and 3 in place by January 2025.

We also want to ensure everything we develop to support the NCEA changes will meet the five principles of a strong NCEA qualification - coherence, credibility, equity and inclusion, pathways and well-being.

Mātauranga Māori

As part of Change 2 of the NCEA Change Package, Mana ōrite mō te mātauranga Māori, we are working to ensure there is equal status, support and resourcing for mātauranga Māori in NCEA, opening up greater opportunities for ākonga to access mātauranga Māori and the pathways that lead from it.

In practical terms, this means:

appropriately incorporating mātauranga Māori, te ao Māori and te reo Māori into the new New Zealand Curriculum-derived Achieved Standards and associated resource materials for use across English- and Māori-medium settings.

developing new Achievement Standards and associated teaching and learning resources to credential learning from Te Marautanga o Aoteraoa (TMoA).

developing new mātauranga Māori subjects to better acknowledge and support pathways that are relevant for and valued by Māori (for example, Māori Performing Arts).

ensuring that teachers are better resourced and supported to teach mātauranga Māori.

Curriculum Planning and Design

We understand the time and consultation required to review and design your local curriculum. To support you on your journey with NCEA, we have developed a range of guidance to support your local curriculum design alongside the changes.

This includes our Leading Local Curriculum Guide Series which will help you steer your view of your local curriculum. This series supports you to lead discussions with your staff or within curriculum or year groups on:

Designing rich opportunities and coherent pathways.

Using the right tools to notice and respond to progress.

Engaging conversations with parents and whānau about their learning and progress.

How you can equip your students for tomorrow's world.

Key Advisory Groups

The Professional Advisory Group, composed of current and former principals and teachers, was established to provide advice to the Minister of Education and the Ministry of Education on the NCEA Review.

We want to ensure everything we develop to support the NCEA changes will work in practice and meet the five principles of a strong NCEA qualification - coherence, credibility, equity and inclusion, pathways and well-being. To do this, we are working in partnership with a diverse range of people to implement the NCEA Change Programme.

We have established four NCEA panels to ensure a diversity of New Zealanders - Māori, Pacific communities, people with disabilities, and industry and vocational employers - have a voice in the design and implementation of the NCEA changes.

NCEA Change Programme Indicative Timelines (A3 poster)

# data[].attributes.attachment_link.description
We're in the process of strengthening NCEA by making a series of changes to improve well-being, equity, coherence, pathways and credibility - for students and teachers alike. The changes, which were confirmed by Cabinet in February 2020, will be the most significant reform of NCEA since the qualification was introduced in 2002.

# data[].attributes.attachment_link.readable_text
What is NCEA?

The National Certificate of Educational Achievement (NCEA) is the main school leaving qualification in Aotearoa New Zealand. Around 150,000 students study each year towards an NCEA.

Introduced in 2002, NCEA is widely considered credible and robust, both in Aotearoa New Zealand and overseas. It is recognised by employers and used by students as a stepping stone into employment, apprenticeships, and a wide range of further study options - from apprenticeships and trades training to degree-level study.

NCEA has three levels:

Level 1 - usually in Year 11

Level 2 - usually in Year 12

Level 3 - usually in Year 13

At present, a student needs to achieve a total of 80 credits to attain an NCEA qualification at each level.

Credits are gained towards an NCEA qualification if a student achieves a standard.

Each standard describes what a student needs to know, or what they must be able to achieve, in order to meet the standard. Some standards are internally assessed by teachers during the year, while others are assessed externally by NZQA at the end of the year (for example, in an exam or by a portfolio of work).

There are two types of standards that contribute to NCEA:

Achievement Standards - these recognise learning from our National Curriculum subjects. Students can achieve these standards with grades of: Achieved with Excellence, Achieved with Merit, Achieved, Not Achieved.

Unit Standards - these recognise learning in other areas (such as vocational learning and te ao Māori). These standards usually only offer Achieved or Not Achieved grades (i.e. they are either pass or fail).

The Vocational Pathways provide new ways to achieve NCEA Levels 1, 2 and 3, and develop pathways that progress to further study, training and employment.

The New Zealand Qualifications Authority (NZQA) administers NCEA and has a range of resources, including videos, about NCEA and how it works:
Information about NCEA is also available from the Ministry of Education

# data[].attributes.attachment_link.description
The National Certificate of Educational Achievement (NCEA) is the main school leaving qualification in Aotearoa New Zealand. Around 150,000 students study each year towards an NCEA. Introduced in 2002, NCEA is widely considered credible and robust, both in Aotearoa New Zealand and overseas.

# data[].attributes.attachment_link.readable_text
[ 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 &nbsp; 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.

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:

Title: Movement is essential to hauora

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.

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.

Title: Participation in movement enriches our lives

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.

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.

Title: Through movement we develop diverse capabilities

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.

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.

Title: There are diverse ways of understanding movement contexts and the moving body

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.

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.

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.

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.

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.

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.

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.

Sample Course Outlines are being produced 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 being produced 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.

Apply movement strategies in an applied setting

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.

Demonstrate understanding of the application of strategies in movement

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.

Explain how the application of principles and concepts improves performance in a movement context

Ākonga will gather evidence of their learning throughout the teaching and learning programme, and may evaluate how the application of principles and concepts improves performanceeither 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.

Explain how the application of leadership strategies influences kotahitanga in a movement context

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.

# data[].attributes.attachment_link.description
Resource page for NCEA Physical Education, where you can find the new achievement standards and guidance on teaching, learning, and assessment.

# data[].attributes.body
Here are the performance Rubrics at Level 3

# data[].attributes.body
Here is the list of different sports and the performance rubrics.

# data[].attributes.headline
Level 2 Conditions of Assessment & Performance Rubrics

# data[].attributes.subject
Level 2 Conditions of Assessment & Performance Rubrics

# data[].attributes.body
Here you will find the conditions of assessment

# data[].attributes.attachment_link.readable_text
Physical Education clarification

Show: Physical Education homepage | All Physical Education clarifications

AS90964: Demonstrate quality movement in the performance of a physical activity

Updated December 2017. This document has been updated to address new issues that have arisen from moderation.

Collection of evidence

Teacher evidence of quality of movement in the performance of a physical activity is required to support the final grade awarded. Teacher commentary is beneficial to support the final grade if there are any variances.

The consistency judgement requires evidence to be collected over a period of time. This evidence should include detailed recording sheets, observational notes, marked checklists and/or marked rubrics.

The teacher may consider validated self and peer observation sheets as additional evidence to support judgements.

Consistently demonstrate high quality of movement

A very high skill level refers to a student's ability to demonstrate such things as anticipation, timing, speed, accuracy, response to cues, coordination, consistency and/or mental ability to cope with pressure of the competition in the performance of a physical activity.

Developing resources

When developing own resources for this standard, these should include the appropriate factors and skills and should challenge students for Excellence for the selected physical activity at Level 6 of the curriculum. The physical activity rubrics in the 'Guidelines for assessing against standard 91330' could be used as a guide.

# data[].attributes.attachment_link.description
Show: Physical Education homepage | All Physical Education clarifications Updated December 2017. This document has been updated to address new issues that have arisen from moderation. Teacher evidence of quality of movement in the performance of a physical activity is required to support the final grade awarded.

# data[].attributes.body
The focus should be on the working of the group during physical activity, rather than the outcome from participating in the activity. For example, this is an active process that looks at what is happening during the physical activity and how people communicated and why, or who was the leader of the group/role in a group and how this came about and why. The student responses must clearly identify which group processes they are analysing

# data[].attributes.attachment_link.readable_text
Physical Education clarification

Show: Physical Education homepage | All Physical Education clarifications

91336: Analyse group processes in physical activity

Updated December 2018. The 'application of the group processes' section has been updated to address new issues that have arisen during moderation.

Identifying group processes

The focus should be on the working of the group during physical activity, rather than the outcome from participating in the activity. For example, this is an active process that looks at what is happening during the physical activity and how people communicated and why, or who was the leader of the group/role in a group and how this came about and why. The student responses must clearly identify which group processes they are analysing. Refer to Explanatory Note 3 to see what these may include.

Application of the group processes

The student is expected to be involved in the application of group processes in physical activity, so that they can use ongoing reflection as part of their analysis.

Analyse group processes

Student responses must provide an explanation using ongoing reflection that includes:

what the group process is

how and why each group process is experienced

specific examples of how each group process is experienced.

Analyse comprehensively

The student must demonstrate on-going reflection to evaluate group processes in relation to their nature and benefits, through experience in physical activity. They must consider:

what worked well/not so well

suggest alternative or modified processes, behaviours and/or practices for the future.

The evaluation should be supported with evidence from the experience in physical activity.

Ongoing reflection

For all levels of achievement, students must demonstrate ongoing reflection to explain/evaluate group processes through experience in physical activity. This must occur over a period of time to allow the student to be able to make the appropriate adaptations.

Evidence from the ongoing reflections can also be used as additional evidence to strengthen the specific examples and logical conclusions required in an evaluation.

Nature and benefits

For Merit and Excellence, the group processes that are selected by the student will be explained as to how they benefited the workings of the group. This explanation could include characteristics or features of the group processes experienced.

# data[].attributes.attachment_link.description
Show: Physical Education homepage | All Physical Education clarifications Updated December 2018. The 'application of the group processes' section has been updated to address new issues that have arisen during moderation. The focus should be on the working of the group during physical activity, rather than the outcome from participating in the activity.

# data[].attributes.body
Examine the role and significance of physical activity in the lives of young people in New Zealand

# data[].attributes.attachment_link.readable_text
Physical Education clarification

Show: Physical Education homepage | All Physical Education clarifications

91498: Evaluate physical activity experiences to devise strategies for lifelong well-being

Updated December 2017. This document has been updated to address new issues that have arisen from moderation.

Evaluate physical activity experiences

There must be a connection between the physical activity experiences, the judgements about the relationship between the experiences and the potential impact on lifelong well-being when devising strategies.

Making judgements

Student responses must provide clearly identified judgements about the relationship between the physical activity experiences. These judgements should be justified and supported with specific examples from the examination of personal activity experiences to date.

For Merit, coherent judgements should be clear and connected.

For Excellence, coherent and insightful judgements should be clear, connected and show deeper understanding.

Devise strategies

The devised strategies for lifelong well-being should show clear connections to the physical activity experiences to date, for example linking back to influences on previous physical activity experiences, such as, family, friends, environment, socio-economic.

Well-being

Students should include how dimensions of well-being interrelate when connecting the potential impact of the experiences on lifelong well-being and devising strategies for lifelong well-being.

Questioning and challenging assumptions

Student responses must provide a critical evaluation that includes clearly identifying assumptions that relate to their own physical activity experiences which are required to be questioned and challenged.

# data[].attributes.attachment_link.description
Show: Physical Education homepage | All Physical Education clarifications Updated December 2017. This document has been updated to address new issues that have arisen from moderation. There must be a connection between the physical activity experiences, the judgements about the relationship between the experiences and the potential impact on lifelong well-being when devising strategies.

# data[].attributes.attachment_link.readable_text
Evaluate the use of health promotion to influence participation in physical activity (3.6)

Show: All Physical Education exemplars

This annotated exemplar is intended for teacher use only. The student work shown does not always represent a complete sample of what is required. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.

Low Excellence

Commentary

For Excellence, the student needs to critically evaluate the use of health promotion to influence participation in physical activity.

This involves:

questioning and challenging assumptions about a health promotion process to make coherent and insightful judgements about the impact of the process on participation

using those judgements to identify and justify how the use of the health promotion process may be improved

The student has questioned and challenged assumptions about a health promotion process to make coherent and insightful judgements about the impact of the process (developing knowledge and insight) on participation (1).

The student has identified and justified how the use of health promotion process may be improved (2).

For a more secure Excellence, the student would need to:

question and challenge assumptions about other steps of the health promotion process to make coherent and insightful judgements about the impact of the process on participation

link clearly the judgements made from questioning and challenging assumptions to identify and justify how the use of health promotion may be improved

High Merit

Commentary

For Merit, the student needs to evaluate, in depth, the use of health promotion to influence participation in physical activity.

This involves:

reviewing in detail the steps in a health promotion process and their implementation

making coherent judgements about the impact of the process on participation

The student has reviewed in detail the steps (identifying the issue and understanding) in a health promotion process and its implementation (1).

The student has made coherent judgements about the impact of the process (the understanding step and the whole process) on participation (2).

The student has attempted to question assumptions about the health promotion process (3).

To reach Excellence, the student would need to question and challenge in more detail assumptions about a health promotion process to make coherent and insightful judgements about the impact on participation. They could then use these judgements to identify and justify how the use of the health promotion process may be improved.

Low Merit

Commentary

For Merit, the student needs to evaluate, in depth, the use of health promotion to influence participation in physical activity.

This involves:

reviewing in detail the steps in a health promotion process and their implementation

making coherent judgements about the impact of the process on participation

The student has reviewed in detail the step (developing knowledge and insight) in a health promotion process and its implementation (1).

The student has made some coherent judgements about the impact of the process (developing knowledge and insight) on participation of this step (2).

For a more secure Merit, the student would need to:

review in more detail the other steps in the health promotion process and their implementation

make more coherent judgements about the impact of the process on participation

High Achieved

Commentary

For Achieved, the student needs to evaluate the use of health promotion to influence participation in physical activity.

This involves:

reviewing the steps in a health promotion process and their implementation

making judgements about the impact of the process on participation

providing supporting examples

The student has reviewed a step (planning) in the health promotion process and its implementation (1).

The student has made judgements about the impact of the process on participation providing supporting examples (2).

The student has reviewed in detail a step (developing knowledge and insight) in the health promotion process (3).

The student has made a coherent judgement about the impact of the process on participation (4).

To reach Merit, the student would need to:

review in detail other steps in the health promotion process and their implementation

make more coherent judgements about the impact of the process on participation

Low Achieved

Commentary

For Achieved, the student needs to evaluate the use of health promotion to influence participation in physical activity.

This involves:

reviewing the steps in a health promotion process and their implementation

making judgements about the impact of the process on participation

providing supporting examples

The student has reviewed the steps (developing insight and knowledge, gathering and analysing, planning and evaluating) and their implementation (1).

The student has made a judgement about the impact of the process (developing insight and knowledge) on participation and supported with an example (2).

For a more secure Achieved, the student would need to make clear judgements about the impact of the process on participation supported with examples.

High Not Achieved

Commentary

For Achieved, the student needs to evaluate the use of health promotion to influence participation in physical activity.

This involves:

reviewing the steps in a health promotion process and their implementation

making judgements about the impact of the process on participation

providing supporting examples

The student has reviewed the step (gathering and analysing) of the health promotion process and its implementation (1).

To reach Achieved, the student would need to:

review more steps of the health promotion process and its implementation

make clear judgements about the impact of the process on participation

provide more supporting examples

# data[].attributes.attachment_link.title
Physical Education - annotated exemplar Level 3 AS91503

# data[].attributes.attachment_link.description
Show: All Physical Education exemplars This annotated exemplar is intended for teacher use only. The student work shown does not always represent a complete sample of what is required. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.

# data[].attributes.body
Evaluate physical activity experiences to devise strategies for lifelong well-being.

# data[].attributes.body
Hi team there are two tasks

# data[].attributes.attachment_link.readable_text
Physical Education clarification

Show: Physical Education homepage | All Physical Education clarifications

91503: Evaluate the use of health promotion to influence participation in physical activity

Updated December 2017. This document has been updated to address new issues that have arisen from moderation.

Health promotion

Students must be fully involved in applying a health promotion process to influence participation in physical activity over a period of time rather than a one-off experience. This will allow students to evaluate a health promotion process.

Action Competence Learning Process

It is suggested that the Action Competence Learning Process (ACLP) is used.

All steps of the process (identifying an issue, developing insight and knowledge, vision, understanding, planning, acting and evaluating) should be implemented and evaluated, since the process is as important as the outcome.

An important step of the process is for the student to clearly define the physical activity issue influencing participation for the targeted group, and identify why it is an issue.

Reviewing the steps in a health promotion process

Students should review each step of the health promotion process (ACLP) and its implementation, supported with evidence.

Making judgements

Judgements should be made about the impact of health promotion process (ACLP) on participation of the group of individuals involved. These judgements should be justified and supported with specific examples from the implementation of the process.

For Merit, coherent judgements should be clear and connected.

For Excellence, coherent and insightful judgements should be clear, connected and show deeper understanding. Judgements should be used to make clear and reasoned modifications to improve the health promotion process (ACLP).

Questioning and challenging assumptions

Student responses must provide a critical evaluation that includes clearly identifying assumptions that relate to the actual health promotion process taken. These assumptions are required to be questioned and challenged. For example, is the ACLP the right model to apply to influence participation in physical activity?

# data[].attributes.attachment_link.description
Show: Physical Education homepage | All Physical Education clarifications Updated December 2017. This document has been updated to address new issues that have arisen from moderation. Students must be fully involved in applying a health promotion process to influence participation in physical activity over a period of time rather than a one-off experience.

# data[].attributes.attachment_link.readable_text
Physical Education clarification

Show: Physical Education homepage | All Physical Education clarifications

91505: Examine contemporary leadership principles applied in physical activity contexts.

Updated December 2017. This document has been updated to address new issues that have arisen from moderation.

Contemporary leadership principles

Students will show their understanding of leadership in a broad sense and from a more contemporary perspective, rather than simply considering the autocratic, democratic and laissez-faire styles.

More than one contemporary leadership principle should be used in the examination.

Physical activity contexts

The contemporary leadership principles should be applied in more than one physical activity context.

Research

Clear evidence of research from a range of sources is expected for each contemporary leadership principle being examined related to physical activity contexts.

Drawing conclusions

Student responses must provide clearly identified conclusions about the contemporary leadership principles' relevance and suitability for physical activity contexts. These conclusions should be justified (why/why not) and supported with researched evidence and the student's own application of the contemporary leadership principles.

For Merit, coherent conclusions should be clear and connected.

For Excellence, coherent and insightful conclusions should be clear, connected and show deeper understanding.

Questioning and challenging assumptions

Student responses must provide a critical evaluation that includes clearly identifying assumptions about contemporary leadership principles and how these are applied. These assumptions are required to be questioned and challenged.

Referencing

Although referencing is a valuable skill when researching work, this is not part of the criteria. Students are assessed on their examination/critical examination of the contemporary leadership principles.

# data[].attributes.attachment_link.description
Show: Physical Education homepage | All Physical Education clarifications Updated December 2017. This document has been updated to address new issues that have arisen from moderation. Students will show their understanding of leadership in a broad sense and from a more contemporary perspective, rather than simply considering the autocratic, democratic and laissez-faire styles.

# data[].attributes.body
Examine contemporary leadership principles applied in physical activity contexts

# data[].attributes.body
-Assessment will be consistent with and reflect the underlying and interdependent concepts of the Health and Physical Education learning area: Hauora, attitudes and
values, the socio-ecological perspective, and health promotion (The New Zealand
Curriculum, Learning Media, Ministry of Education, 2007, p22).
-It is expected that students will have been involved in learning opportunities in a
skill/physical activity setting and applied biophysical principles as they relate to the
learning of physical skills. Experience of this contributes to the quality of
understanding required in this standard.
-Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.

# data[].attributes.attachment_link.readable_text
AS91789

Show: Physical Education homepage | All Physical Education clarifications

91789: Devise strategies for a physical activity outcome

Updated December 2018. The 'understanding the process of devising strategies' and 'devising strategies' sections have been updated to address issues in moderation.

Understanding the process of devising strategies

Students are required to develop, trial, and adjust the devised strategies with the intention to achieve their physical activity outcome rather than evaluating these strategies.

Physical activity outcome

A specific outcome should be considered for the physical activity rather than a range of outcomes.

Most relevant strategies

The strategies most relevant to achieving the physical activity outcome should be considered. This will allow for more depth in the student responses. Strategies that have been selected and explained should match those being trialled.

Devising strategies

Student responses must provide an explanation that includes:

clearly identifying the intended physical activity outcome

clearly identifying each strategy to be developed

how and why they are intending to apply each strategy to meet their intended physical activity outcome

specific examples of how they would apply each strategy.

Trialling and adjusting devised strategies

It is expected that strategies are trialled and adjusted before the physical activity outcome is completed rather than evaluating these strategies after the event/experience/ performance programme.

Student responses must provide:

evidence of the strategies being trialled, with supporting examples

an explanation of how and why adjustments are required to be made to each strategy after the trialling process to achieve the intended physical activity outcome. These adjustments should align with the student's reflection.

if no strategies require adjustment, this needs to be reflected in the explanation relating to the physical activity outcome.

# data[].attributes.attachment_link.description
Show: Physical Education homepage | All Physical Education clarifications Updated December 2018. The 'understanding the process of devising strategies' and 'devising strategies' sections have been updated to address issues in moderation. Students are required to develop, trial, and adjust the devised strategies with the intention to achieve their physical activity outcome rather than evaluating these strategies.