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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.

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Examine a current physical activity, event, trend, or issue and it's impact on New Zealand society

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Examine a current physical activity, event, trend, or issue and it's impact on New Zealand society

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The most significant site to 'bookmark' or save to your web-browser. Especially if delivering senior physical education.
Must learn to;
1. Unpack Achievement Standard
2. Find assessment tasks
3. Examine clarifications of standards
4. Review credit value & title
4. Locate the 'evidence gathering template' (criteria)

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Assessment and Moderation now offer a variety of assessor support options to inspire and encourage good assessment practice. Read about NZQA Assessor Support options.

Like this page? Have suggestions for improvements? Give us your feedback.

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Assessment and Moderation now offer a variety of assessor support options to inspire and encourage good assessment practice. Read about NZQA Assessor Support options. Like this page? Have suggestions for improvements? Give us your feedback.

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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

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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.

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Here is the list of different sports and the performance rubrics.

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Analyse issues in safety management for outdoor activity to devise safety management strategies

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Curriculum Achievement Objectives by each learning area

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Curriculum Achievement Objectives by each learning area

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PAGE 38 onwards

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Deliver a short 20min lesson (based on on of the themes) - INDIVIDUALLY

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Deliver a short 20min lesson (based on on of the themes) - INDIVIDUALLY

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Focus on
1. Learning Intention
2. Success Criteria (how students are going to know they are successful)
3. Curriculum Links (what A/O/strand does this standard relate to)
4. Activities & Teaching Points

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UE Literacy requirements and list of Level 2, 3 and 4 Assessment Standards that contribute

Ten credits from the standards below (5 credits in reading and 5 credits in writing) are required to meet the University Entrance literacy requirements.

For standards that meet both reading and writing requirements it is possible to split the credits to fulfill the literacy requirement. For example, Art History 3.1 (91482, 4 credits) can contribute 2 credits to the reading requirement and 2 credits to the writing requirement.

New additions to the list are shown in bold.

Download this list as an Excel file (XLSX, 29KB) . Updated 28 February 2020.

Y=Yes meets UE requirement
N=No does not meet UE requirement

91404

Accounting 3.1

Demonstrate understanding of accounting concepts for a New Zealand reporting entity

91529

Agriculture and Horticultural Science 3.2

Research and report on the impact of factors on the profitability of a New Zealand primary product

Updated 28 February 2020

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Literacy requirements for University Entrance

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Ten credits from the standards below (5 credits in reading and 5 credits in writing) are required to meet the University Entrance literacy requirements. For standards that meet both reading and writing requirements it is possible to split the credits to fulfill the literacy requirement.

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NEW - list of approved lit/numeracy standards

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NEW - list of approved lit/numeracy standards

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Here is the latest new updated approved literacy and numeracy standards from NCEA website.

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Demonstrate interpersonal skills in a group and explain how these impact on others.

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Devise strategies for a physical activity outcome.

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Demonstrate understanding of the function of the body as it relates to the performance of physical activity.

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Demonstrate understanding of the application of biophysical principle to training for physical activity.

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Demonstrate understanding of societal influences on physical activity and the implications for self and others

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AS90962
Participate actively in a variety of physical activities and explain factors that influence own participation.

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Physical Education clarification

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AS90965: Demonstrate understanding of societal influences on physical activity and the implications for self and others

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

Societal influences

The focus must be on the societal influences that relate to physical activity. Refer to Explanatory Note 2 of the standard to see what these may include.

More than one societal influence is required to be described/explained/explained in detail.

Themes

The themes should relate to the chosen physical activity context. Themes could be explored that arise from the societal influences, for example the theme of the body arising from the societal influences of media and/or advertising.

Demonstrate understanding

Student responses must include:

a description of each societal influence has on physical activity

a description of how the implications of each of these societal influences for self and others.

Implications refer to how these societal influences connect to the physical activity for self and others. Others could include friends, family or whanau.

In-depth understanding

Student responses must include:

an explanation of how and why each societal influence impacts on physical activity with specific examples

an explanation of how and why the implications of each of these societal influences for self and others with specific examples.

Comprehensive understanding

Student responses must provide an explanation that has breadth and/or depth of understanding relating to societal influences on physical activity. This could also involve some level of critical thinking, questioning and challenging assumptions in relation to the societal influences.

Implications for self and others could involve the questioning of and challenging assumptions in relation to the societal influences such as: So, what? Now what? Now I know about these influences, what should I/we do about it?

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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. The focus must be on the societal influences that relate to physical activity. Refer to Explanatory Note 2 of the standard to see what these may include.

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Demonstrate Understanding

identifying the biophysical principle(s) being applied

how and why each biophysical principle is applied to training

specific examples from personal experiences.

Demonstrate in-depth understanding
Each biophysical principle must be explained in detail how and why they are applied to training for physical activity. A clear interrelationship between the biophysical principles is required to be explained. For example, methods and principles of training and exercise physiology.

Demonstrate comprehensive understanding
Student responses must evaluate how and why biophysical principles are applied to training. A clear interrelationship between the biophysical principles is required to be evaluated. This may include:

what biophysical principle(s) is the most/least beneficial when applied to training and reasons why applied to the training supported with specific examples from own experience

changes/modifications made to improve their training.

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Examine the role and significance of physical activity in the lives of young people in New Zealand

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Examine the role and significance of physical activity in the lives of young people in New Zealand

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Take purposeful action to assist others to participate in physical activity.

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Demonstrate strategies to improve the performance of a physical activity and describe the outcomes

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Physical Education clarification

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AS90969: Take purposeful action to assist others to participate in physical activity

Updated December 2018. This document has been updated to address new issues that have arisen from moderation.

Aim and plan of action

Student responses should include:

a clearly defined aim that meets the needs of the identified group

reasons why the aim was chosen

a plan of action that reflects forward thinking. For example, the inclusion of a backup plan which leads others to participate in physical activity. There also needs to be depth behind the planning.

Take purposeful action independently

Student responses are required to show evidence of having achieved a desired outcome and being responsive to the needs of the identified group.

The evidence needs to:

relate to the identified group participating in the physical activity

include feedback from the identified group about the quality of participation that relates to the intended aim(s). For example, surveys/interviews from the participants, photos, and videos of taking action to assist others.

Collection of evidence

Teacher evidence must provide an explanation as to whether the action taken was purposeful/with consideration/completed independently when assisting others to participate in physical activity. Where necessary, it may be beneficial for the teacher to provide a brief commentary to support the final grade awarded.

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Show: Physical Education homepage | All Physical Education clarifications Updated December 2018. This document has been updated to address new issues that have arisen from moderation. Student responses should include: a clearly defined aim that meets the needs of the identified group reasons why the aim was chosen a plan of action that reflects forward thinking.

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Examine the significance for self, others and society of a sporting event, a physical activity, or a festival.

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Physical Education clarification

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AS90967: Demonstrate strategies to improve the performance of a physical activity and describe the outcomes

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

Strategies

Students are required to demonstrate the influencing strategies to improve performance.

Strategies to improve the performance of a physical activity should be developed from knowledge of technique(s) and one of the following strategies: quality of practice, type of practice, amount of practice, knowledge of tactics and strategies, levels of related fitness, level of motivation or goal setting. These should be relevant to the students.

Technique relates to the basic movements of any physical activity, for example subroutines of a skill. This should not be confused with knowledge of tactics and strategies.

Performance improvement

Student responses must relate to the outcomes of the strategies applied for performance improvement.

Describe the outcomes

Student responses must include:

clearly identified strategies

a description of how each strategy influences the performance of the physical activity with specific examples

a description of how the student has applied each strategy for performance improvement with specific examples.

The strategies demonstrated should match those being described.

Collection of evidence

Teacher verification of the demonstration of strategies is required. Required evidence should include observation notes and/or recording sheets. Refer to the exemplars for examples of how the demonstration of the strategies may be interpreted.

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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 are required to demonstrate the influencing strategies to improve performance.

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Demonstrate self management strategies and describe the effects on participation in physical activity

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Physical Education clarification

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AS90963: Demonstrate understanding of the function of the body as it relates to the performance of physical activity

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

Experiencing physical activities

It is expected that students will experience suitable physical activities in order to relate the knowledge of the body function to the resulting movement/performance.

Demonstrate/demonstrate in-depth understanding

Student responses must provide a description/explanation of the function of the body as it relates to the performance of physical activity for at least two of the following: functional anatomy, principles of biomechanics (more than one principle) and physiological responses (acute and chronic responses as well as energy systems being applied in the identified physical activity).

Demonstrate comprehensive understanding

Student responses must include depth/breath of knowledge in all three areas of functional anatomy, principles of biomechanics and physiological responses which are related to the performance of a physical activity.

Labelling bones and muscles

The descriptions required need to relate clearly to the performance of physical activity rather than labelling bones and muscles. Students may use identification of bones and muscles to help support the description/explanation.

Verbal assessment

Comprehensive summary of evidence should be submitted for the moderation to support the teacher judgement. For example, for Merit, showing a clear explanation of how and why, with specific examples for each function of the body as it relates to the performance of a physical activity. Refer to the exemplars for examples of how verbal evidence can be annotated.

Overall judgement

An holistic judgement should be made as to whether or not the student has described/explained/explained in depth for the function of the body as it relates to the performance of physical activity, rather than quantitative marks such as 3/5 or 50%.

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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. It is expected that students will experience suitable physical activities in order to relate the knowledge of the body function to the resulting movement/performance.

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Physical Education clarification

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91331: Examine the significance for self, others and society of a sporting event, a physical activity, or a festival

Updated December 2017. The 'significance for self, others and society' section has been updated to address issues that have arisen from moderation.

Significance for self, others and society

When examining the significance for self, others and society, an explanation/evaluation of all three areas are required to be examined.

Relevant context

The context chosen around a specific sporting event, physical activity or activity should allow the students to have the opportunity to examine the significance for self, others and society.

When considering historical events, the work must make reference to the significance of the event for self, others and society.

Sociological factors and issues

Reference should be made to relevant sociological factors and issues when explaining how and why a sporting event, or physical activity or festival is significant. For Excellence, the interrelationship between sociological factors is required in the explanation.

Supporting evidence

Evidence is required to support the in-depth/critical examination criteria at Merit/Excellence. Examples of evidence include; quotations, case studies, research, examples, and personal accounts. Refer to Explanatory Note 2 of the standard.

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Show: Physical Education homepage | All Physical Education clarifications Updated December 2017. The 'significance for self, others and society' section has been updated to address issues that have arisen from moderation. When examining the significance for self, others and society, an explanation/evaluation of all three areas are required to be examined.

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Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills.

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Physical Education clarification

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91502: Examine a current physical activity event, trend, or issue and its impact on New Zealand society

Updated December 2018. This document has been updated to address new issues that have arisen from moderation.

Physical activity event, trend or issue

The physical activity event, trend or issue should be current, relevant, and meaningful to students.

When examining an issue, it must relate to a current physical activity issue rather than a health issue such as obesity.

New Zealand society

When selecting and examining a current physical activity event, trend or issue, the impact or potential impact on New Zealand society must be considered. This will allow for conclusions to be drawn about the impact or potential impact on New Zealand society.

Sociocultural factors

The student should consider relevant socio-cultural factors when examining the physical activity event, trend or issue. For example, societal, political, economic, environmental, ethical, cultural and historical factors. Focusing on the most relevant socio-cultural factors will allow for more depth in the student examination.

Different perspectives

Student responses must provide a detailed examination that includes a range of different perspectives. For example, these could be individuals, organisations, groups of people within society. The examination should be supported with researched evidence.

Drawing conclusions

Student responses must provide clearly identified conclusions about the impact or potential impact on New Zealand society. These conclusions should be justified and supported with researched evidence.

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 a current physical activity event, trend or issue which 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 event, trend or issue.

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Show: Physical Education homepage | All Physical Education clarifications Updated December 2018. This document has been updated to address new issues that have arisen from moderation. The physical activity event, trend or issue should be current, relevant, and meaningful to students.

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Analyse a physical skill performed by self or others.

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Examine the implementation and outcome(s) of a physical activity event or opportunity.

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what the factor is

how and why the factor influences their own participation

specific examples of how the factor influences their own participation in the chosen physical activity

a range of factors (at least three factors across all reflections).

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Physical Education clarification

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AS90970: Demonstrate self management strategies and describe the effects on participation in physical activity

Updated December 2018. This document has been updated to address new issues that have arisen from moderation.

Self management strategies

More than one self management strategy is required to be demonstrated and described.

The effects on participation in physical activity

As a result of applying each self management strategy, the effects must be described/ explained/explained in detail for the participant rather than the group.

Describe

Student responses must include:

clearly identified self management strategies

a description of how each self management strategy affects their own participation in the physical activity, with specific examples.

The strategies demonstrated should match those being described.

Collection of Evidence

Teacher verification of the demonstration of self management strategies is required. This evidence should include observational notes and/or recording sheets. Refer to the exemplars for examples of how the demonstration of the self management evidence may be interpreted.

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Show: Physical Education homepage | All Physical Education clarifications Updated December 2018. This document has been updated to address new issues that have arisen from moderation. More than one self management strategy is required to be demonstrated and described.

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Physical Education clarification

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91327: Examine the role and significance of physical activity in the lives of young people in New Zealand

Updated May 2015. This document has been updated in its entirety to address new issues that have arisen from moderation.

Experiencing physical activity opportunities

It is expected that students will have experienced physical activity opportunities, in order to provide a context for personal reflection and explanation.

Examining the role and significance

Student responses must provide an examination that includes:

how and why physical activity has a role in the lives of young people in New Zealand

how and why physical activity has significance in the lives of young people in New Zealand

specific examples to support the explanations, which should include personal experiences and research.

Examine in-depth

Student responses must provide a detailed explanation of how and why physical activity has a role and has significance in the lives of young people in New Zealand. This must include:

a range of viewpoints, e.g. personal or other groups of young people

how the range of viewpoints interrelate.

Critically examine

An interrelationship between the role and significance of physical activity is required. For example, the role of competition and the importance of physical activity in the lives of young people.

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Show: Physical Education homepage | All Physical Education clarifications Updated May 2015. This document has been updated in its entirety to address new issues that have arisen from moderation. It is expected that students will have experienced physical activity opportunities, in order to provide a context for personal reflection and explanation.

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Physical Education clarification

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91499: Analyse a physical skill performed by self or others

Updated December 2018. This document has been updated to address new issues that have arisen from moderation.

Analysis of a physical skill

When students are explaining biomechanical principles, it is expected that anatomical knowledge is inherent in their explanation rather than a separate anatomical analysis.

When explaining the component parts (for example, preparation, execution, follow through), the biomechanical principles must be beyond level 7 of the curriculum.

Focusing on the most relevant biomechanical principles for the selected physical skill will allow for more depth in the student analysis.

Interrelationship of biomechanical principles

Student responses must provide a detailed discussion about how the selected biomechanical principles from the analysis inter-relate to improve the performance of the physical skill. For example, levers and force summation.

Critically analyse

When drawing conclusions from the performance analysis, students must clearly identify the component parts of the skill that have the greatest impact (or not) on performance improvement using biomechanical principles. These conclusions should be justified and supported with specific examples from the analysis.

Factors

The factors that influence the person's ability to improve performance could be socio-cultural or other biophysical principles. Drawing conclusions from the performance analysis of these factors is required. These conclusions should be justified and supported with specific examples from the analysis.

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Show: Physical Education homepage | All Physical Education clarifications Updated December 2018. This document has been updated to address new issues that have arisen from moderation. When students are explaining biomechanical principles, it is expected that anatomical knowledge is inherent in their explanation rather than a separate anatomical analysis.

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Demonstrate understanding

Student responses must provide an explanation that includes:

what the biophysical principle being applied is

how and why each biophysical principle relates to the learning of physical skills

specific examples from personal experiences.

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Clarification

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Physical Education clarification

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AS90966: Demonstrate interpersonal skills in a group and explain how these skills impact on others

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

Explanation of how interpersonal skills impact on others

Using ongoing reflection, student responses must provide an explanation of how and why their own use of interpersonal skills in a group impact on others.

The explanation must include:

what the interpersonal skill is

how and why students' own use of interpersonal skills impacted on others in physical activity(s)

specific examples of how students' own use of interpersonal skills impacted on others in physical activity(s)

appropriate changes to improve these interpersonal skills for next time.

There is no step up required for the explanation.

The interpersonal skills reflected in the explanation should match those demonstrated.

For verbal responses, teacher annotations should be summarised to reflect the level of requirements for an explanation.

Collection of evidence

Teacher evidence of the demonstration of each interpersonal skill is required to show differentiation between Achieved, Merit and Excellence over a period of time. This evidence should include observation notes and/or recording sheets. Refer to the exemplars for examples of how the demonstration of interpersonal skills evidence may be interpreted.

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

When interpreting the evidence collected, the step up between Achieved and Merit is based on the consistency of the demonstration of interpersonal skills.

For Excellence, evidence is required that the student has applied each of their selected interpersonal skills in a perceptive manner that is not reliant on teacher direction. Where necessary, it may be beneficial for the teacher to provide a brief commentary to support the final grade awarded.

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Show: Physical Education homepage | All Physical Education clarifications

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Biophysical principles must be applied by the student as they relate to the learning of physical skills.

More than one biophysical principle is required to be demonstrated in relation to the learning of physical skills. These principles may include: skill learning, sports psychology, biomechanics or functional anatomy. Focusing on the most relevant biophysical principles will allow for more depth in the student explanation/evaluation.

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Consistently demonstrate social responsibility through applying a social responsibility model in physical activity.

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Evaluate leadership strategies that contribute to the effective functioning of a group

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Evaluation of leadership strategies

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

what the leadership strategy being applied is

how and whyeach leadership strategy is applied

specific examples of how each strategy is applied from personal application

a clear explanation of how each strategy contributes to the effective functioning of the group.

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Physical Education clarification

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91332: Evaluate leadership strategies that contribute to the effective functioning of a group

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

Leadership strategies

Leadership strategies are those that allow the person to take on a role of responsibility within the group. Refer to Explanatory Note 4 of the standard to see what these may include.

Effective functioning of a group

The student must make it clear in their explanation how each leadership strategy contributed to the effective functioning of a group, rather than themselves as a leader or an individual in a group. Refer to Explanatory Note 5 of the standard to see what these may include.

Ongoing reflection

For all levels of achievement, students must demonstrate ongoing reflection to explain how the strategies contributed to the functioning of the group.

For Merit and Excellence, ongoing reflection allows the student to make appropriate adaptions to the application of their selected leadership strategies. Evidence from the ongoing reflections can also be used as additional evidence to support specific examples and logical conclusions required in an evaluation.

Evaluation of leadership strategies

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

what the leadership strategy being applied is

how and whyeach leadership strategy is applied

specific examples of how each strategy is applied from personal application

a clear explanation of how each strategy contributes to the effective functioning of the group.

Evaluate comprehensively

Student responses must evaluate the application of the leadership strategies in relation to the effects these had on the effective functioning of the group. Coherent judgements that show some insight could consider any of the following:

what leadership strategies they may consider using again, why/why not?

positives and negatives of leadership strategies being applied

the leadership strategies that are the most/least beneficial in relation to the effective functioning of the group.

Specific examples from own experience will be used to support the evaluation. Logical conclusions should be made which are used to provide relevant suggestions for future application of the leadership strategies.

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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. Leadership strategies are those that allow the person to take on a role of responsibility within the group.

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Physical Education clarification

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91327: Examine the role and significance of physical activity in the lives of young people in New Zealand

Updated May 2015. This document has been updated in its entirety to address new issues that have arisen from moderation.

Experiencing physical activity opportunities

It is expected that students will have experienced physical activity opportunities, in order to provide a context for personal reflection and explanation.

Examining the role and significance

Student responses must provide an examination that includes:

how and why physical activity has a role in the lives of young people in New Zealand

how and why physical activity has significance in the lives of young people in New Zealand

specific examples to support the explanations, which should include personal experiences and research.

Examine in-depth

Student responses must provide a detailed explanation of how and why physical activity has a role and has significance in the lives of young people in New Zealand. This must include:

a range of viewpoints, e.g. personal or other groups of young people

how the range of viewpoints interrelate.

Critically examine

An interrelationship between the role and significance of physical activity is required. For example, the role of competition and the importance of physical activity in the lives of young people.

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Show: Physical Education homepage | All Physical Education clarifications Updated May 2015. This document has been updated in its entirety to address new issues that have arisen from moderation. It is expected that students will have experienced physical activity opportunities, in order to provide a context for personal reflection and explanation.

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Physical Education clarification

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91334: Consistently demonstrate social responsibility through applying a social responsibility model in physical activity

Updated December 2018. The 'collecting evidence' and 'wider context' sections have been updated to address issues that have arisen during moderation.

Collection of evidence

Teacher evidence of specific skills/descriptors of each level of social responsibility demonstrated is required to be collected over a period of time. This will allow for valid and fair judgements to be made when determining the consistency and level of demonstration through the application of Hellison's Social Responsibility Model. Refer to the exemplar for examples of how the collection of evidence may look.

Required evidence should include detailed recording sheets, observational notes, and marked checklists. A tick on the cover sheet or circling the grade is not sufficient evidence.

Final grades should be based on assessor observations of each student's performance level. The teacher may consider validated self and peer observation sheets as additional evidence to support judgements.

It is important for the assessor to view the student's work holistically throughout each task when deciding to award a grade against each of the criteria. Commentary is beneficial to support the final grade awarded if there are any variances.

Ongoing reflection

For all levels of achievement, students must use ongoing reflection to support demonstrating social responsibility in physical activity by applying a social responsibility model.

Evidence from the ongoing reflections can also be used as additional evidence to help determine the consistency of demonstration.

Wider context

Students must be able to demonstrate that they have:

consistently applied self-direction

used ongoing reflection

helped others and shown leadership within a social responsibility model in physical activity and in other aspects of their lives beyond school. For example, coaching a sports team, leading another year group on camp, leading other physical activity groups in the community.

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Show: Physical Education homepage | All Physical Education clarifications Updated December 2018. The 'collecting evidence' and 'wider context' sections have been updated to address issues that have arisen during moderation. Teacher evidence of specific skills/descriptors of each level of social responsibility demonstrated is required to be collected over a period of time.

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Physical Education clarification

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91328: Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills

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

Biophysical principles

Biophysical principles must be applied by the student as they relate to the learning of physical skills.

More than one biophysical principle is required to be demonstrated in relation to the learning of physical skills. These principles may include: skill learning, sports psychology, biomechanics or functional anatomy. Focusing on the most relevant biophysical principles will allow for more depth in the student explanation/evaluation.

Functional anatomy

Anatomical knowledge is inherent in the understanding of biomechanics. This anatomical knowledge should be explained rather than identifying joints or lists of muscles.

Demonstrate understanding

Student responses must provide an explanation that includes:

what the biophysical principle being applied is

how and why each biophysical principle relates to the learning of physical skills

specific examples from personal experiences.

For a verbal response, teacher annotation should be summarised to reflect the criteria of the standard.

Demonstrate in-depth understanding

Each biophysical principle must be explained in detail how and why they relate to the learning of physical skills. A clear interrelationship between the biophysical principles is required to be explained. For example, biomechanics (force summation) and skill learning (feedback).

Demonstrate comprehensive understanding

Student responses must include an evaluation of how and why biophysical principles relate to the learning of physical skills. A clear interrelationship between the biophysical principles is required to be evaluated. This may include:

what biophysical principle(s) is the most/least beneficial when learning physical skills and reasons why relating to the learning of physical skills supported with specific examples

changes/modifications made to improve the learning of the physical skill.

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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. Biophysical principles must be applied by the student as they relate to the learning of physical skills.

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Analyse the application of risk management strategies to a challenging outdoor activity

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Analyse the application of risk management strategies to a challenging outdoor activity

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

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

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Demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities

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Demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities

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Physical Education clarification

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91504: Analyse issues in safety management for outdoor activity to devise safety management strategies

Updated December 2018. This document has been updated to address new issues that have arisen from moderation.

Examination

When examining the safety management issues, students should provide a detailed investigation which is beyond level 7 of the curriculum. Refer to Explanatory Note 3 of the standard to see what these may include.

Analyse issues

Student responses must include:

clearly identified safety management issues for the selected outdoor activity

why this is a safety management issue for their outdoor activity

how and why factors can influence each safety management issue with specific examples

clearly identify safety management strategies that will address each safety management issue

how and why safety management strategies will address each safety management issue with specific examples.

A safety management issue is something that already exists such as inexperience of the instructor or participant. Whereas a risk is something that may or may not happen such as getting hypothermia or falling off your bike.

Focusing on the most relevant safety management issues will allow for more depth in the student analysis.

Wider implications

Wider implications maybe those issues that are beyond what is required at level 7 of the curriculum, for example, people, equipment and environment. Examples of these issues are provided in Explanatory Note 3 of the standard, such as, the impact on the ecosystem, school policies, legislation.

Critically analyse

Student responses must provide a critical analysis that includes:

identifying clearly the issues that have the greatest importance (or not). These judgements should be justified and supported with evidence from the analysis.

identifying clearly the assumptions and practices relating to safety management in the outdoors that relate to the actual activity being analysed. These assumptions are required to be questioned and challenged. For example, are the RAMS forms or policies relevant?

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Show: Physical Education homepage | All Physical Education clarifications Updated December 2018. This document has been updated to address new issues that have arisen from moderation. When examining the safety management issues, students should provide a detailed investigation which is beyond level 7 of the curriculum.

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AS90968: Demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities

Updated December 2018. This document has been updated to address new issues that have arisen from moderation.

Responsible behaviour

At least one responsible behaviour for safety is required to be demonstrated and described/explained/explained in detail, for safety during outdoor education activities.

Outdoor education activities

Outdoor education activities are those that take place outside the classroom and away from the school environment. These activities should take place in a challenging outdoor environment that includes a degree of risk, in order to allow students the opportunity to demonstrate understanding of responsible behaviour(s) for safety. At least two outdoor education activities are required to achieve the standard.

Show understanding

Student responses must include:

a clearly identified responsible behaviour

a description of how the responsible behaviour was applied for safety during each outdoor education activity, with specific examples.

The responsible behaviour demonstrated should match those being described/explained.

Collection of evidence

Teacher verification of the demonstration of the responsible behaviour(s) for safety during outdoor education activities is required. Evidence should include observation notes and/or recording sheets. Refer to the exemplars for examples of how the demonstration of the responsible behaviour may be interpreted.

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Show: Physical Education homepage | All Physical Education clarifications Updated December 2018. This document has been updated to address new issues that have arisen from moderation. At least one responsible behaviour for safety is required to be demonstrated and described/explained/explained in detail, for safety during outdoor education activities.

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Analyse issues in safety management for outdoor activity to devise safety management strategies (3.7)

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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 analyse issues in safety management for outdoor activity to devise safety management strategies.

This involves:

comprehensively examining the safety management issues for a selected outdoor activity

evaluating the issues in terms of their relative importance

questioning and challenging assumptions and practices relating to safety management in outdoor activities.

The student has comprehensively examined the safety management issues (school policy) for a selected outdoor activity (skiing) (1).

The student has evaluated the issues (school policy and information about people on the trip) in terms of their relative importance (2).

The student has started to question and challenge assumptions and practices related to safety management in outdoor activities (philosophy of outdoor education) (3).

For a more secure Excellence, the student would need to question and challenge in more detail assumptions and practices relating to safety management in the outdoors.

High Merit

Commentary

For Merit, the student needs to analyse, in depth, issues in safety management for outdoor activity to devise safety management strategies.

This involves examining the wider implications and/or impacts of:

the factors influencing the safety management issues

the inter-relationship between factors influencing the safety management issues.

The student has examined the wider implications and impacts of the factors influencing the safety management issues (not following the use of procedure in RAMS forms) (1) for skiing. The student has examined the inter-relationship between factors that influenced the safety management issue (skier ability) (2).

The student has comprehensively examined safety management issues (the knowledge and experience of students and instructors) for the selected outdoor activity (skiing) (3).

The student has attempted to evaluate the issues in terms of their relative importance (4).

To reach Excellence, the student would need to:

evaluate more issues in terms of their relative importance

question and challenge assumptions and practices relating to outdoor education.

Low Merit

Commentary

For Merit, the student needs to analyse, in depth, issues in safety management for outdoor activity to devise safety management strategies.

This involves examining the wider implications and/or impacts of:

the factors influencing the safety management issues

the inter-relationship between factors influencing the safety management issues.

The student has examined the wider implications and impact of the factors influencing the issues (school policy and cell-phones) (1). The student has briefly examined the inter-relationship between the factors (related to people) influencing the safety management issues (equipment) (2).

For a more secure Merit, the student would need to examine in more depth the impact of the inter-relationship between factors influencing the safety management issues (people).

High Achieved

Commentary

For Achieved, the student needs to analyse issues in safety management for outdoor activity to devise safety management strategies.

This involves:

examining the safety management issues for a selected outdoor activity

considering factors that influence the issues

devising safety management strategies to address the safety management issues.

The student has examined the safety management issues for the selected outdoor activity (skiing) and considered the factors that influence the issue (equipment: the type of clothing that should be worn) (1).

The student has devised risk management strategies to address the safety management issues (2).

The student has briefly examined the impacts of the factors (food and people's knowledge) influencing the safety management issue (people) (3).

To reach Merit, the student would need to examine the wider implications and impacts of:

the factors in more detail influencing the issues

the inter-relationship between factors influencing the safety management issue).

Low Achieved

Commentary

For Achieved, the student needs to analyse issues in safety management for outdoor activity to devise safety management strategies.

This involves:

examining the safety management issues for a selected outdoor activity

considering factors that influence the issues

devising safety management strategies to address the safety management issues.

The student has examined the safety management issues (people) for the selected outdoor activity (skiing) and considered factors (food) that influence the issues (1).

The student has devised safety management strategies to address the safety management issues (2).

For a more secure Achieved, the student would need to examine in more detail the other safety management issues (equipment) for a selected outdoor activity considering factors (clothing, weather) that influence the issues.

High Not Achieved

Commentary

For Achieved, the student needs to analyse issues in safety management for outdoor activity to devise safety management strategies.

This involves:

examining the safety management issues for a selected outdoor activity

considering factors that influence the issues

devising safety management strategies to address the safety management issues

The student has briefly examined the safety management issues (environment) for a selected outdoor activity (skiing), considering some factors that influence the issue (1).

The student has devised safety management strategies to address the safety management issues (2).

To reach Achieved, the student would need to examine in more detail the safety management issues for a selected outdoor activity considering more factors that influence the issues.

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Physical Education - annotated exemplar Level 3 AS91504

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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.

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Evaluate the effectiveness of a performance improvement programme.

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Physical Education clarification

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AS90962: Participate actively in a variety of physical activities and explain factors that influence own participation

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

Explain factors that influence own participation

Using ongoing reflection, student responses must provide an explanation of the most relevant factors that influence their own participation.

The explanation must include:

what the factor is

how and why the factor influences their own participation

specific examples of how the factor influences their own participation in the chosen physical activity

a range of factors (at least three factors across all reflections).

There is no step up required for the explanation. For verbal responses, teacher annotations should be summarised to reflect the level of requirements for an explanation.

Participate actively

Students need to participate actively in a variety of physical activities over a period of time.

For Excellence, students must consistently show a high level of effort and engagement in participation. This must include students' regular contributions to support others to be active and/or showing a sustained effort to improve. Refer to the exemplars for examples of how the level of participation evidence may be interpreted.

Collection of evidence

Teacher evidence of students' active participation in a variety of physical activities over a period of time is required. This evidence should include observational notes, verified self or peer assessment and/or teacher recording sheets.

The teacher may consider validated self and peer observation sheets as additional evidence to support judgements when determining the level of active participation.

Overall judgement

An holistic judgement should be made as to whether or not the student has participated actively with a (consistently) high level of effort and engagement in a variety of physical activities, rather than quantitative marks such as 80% participation to reach Merit.

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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. Using ongoing reflection, student responses must provide an explanation of the most relevant factors that influence their own participation.

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91500: Evaluate the effectiveness of a performance improvement programme

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

Biophysical principles and socio-cultural factors

The biophysical principles and socio-cultural factors used must relate to the student's actual programme improvement programme being evaluated.

The weighting between the evidence provided for the biophysical principles and socio-cultural factors may not be equal, however, evidence of both is required.

More than one biophysical principle and more than one socio-cultural factor should be used in the evaluation. Refer to Explanatory Notes 5 and 6. Methods and principles of training could be considered alongside other biophysical principles. Technocentricity, healthism, scientism, commodification, gender stereotypes could be considered along with other socio-cultural factors.

Focusing on the most relevant biophysical principles and socio-cultural factors will allow for more depth in the student evaluation.

Components of fitness are not considered a biophysical principle.

Making judgements

Student responses must provide clearly identified judgements about the effectiveness of the student's actual performance improvement programme using relevant biophysical principles and socio-cultural factors. These judgements should be justified (why/why not) and supported with specific examples from the training programme experience.

For Merit, coherent judgements should be clear and connected.

For Excellence, coherent and insightful judgements should be clear, connected and show deeper understanding. The judgements should be used to make clear and reasoned modifications to improve the effectiveness of the programme.

Questioning and challenging assumptions

Student responses must provide a critical evaluation that includes clearly identifying assumptions that relate to the students' actual performance improvement programme. These assumptions are required to be questioned and challenged.

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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. The biophysical principles and socio-cultural factors used must relate to the student's actual programme improvement programme being evaluated.

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91333: Analyse the application of risk management strategies to a challenging outdoor activity

Updated December 2017. The 'relevance of identified risks' section has been updated to address issues in moderation.

Selection of a challenging outdoor activity

The context for this standard should be a challenging outdoor activity where a student is required to demonstrate personal competence in a risky situation. Refer to Explanatory Note 6 to see what these may include.

Personal application of risk management strategies

Risk management strategies must be applied by the student as they relate to the challenging outdoor activity.

Relevance of identified risks

The risks selected by the student/teacher should be relevant and meaningful to the challenging outdoor activity.

The submission of RAMS, SAPs and SOPs forms can be used as planning tools, and be used to identify the relevant risks.

For Merit and Excellence, student responses must explain in detail/evaluate how and why the risk management strategies are relevant to the identified risk(s). This should include evidence that the most relevant strategies have been applied and explained in relation to the activity.

Analysing risk management strategies

Student responses must provide an explanation that includes:

a clearly identified risk

what the risk management strategy is

how and why each risk management strategy is applied

specific examples of how each strategy is applied.

The analysis of each risk management strategy should include what happens before, during and after the activity.

Analyse comprehensively

Student responses must provide an evaluation which may consider the following:

the risk management strategies applied that were most relevant to the identified risk

justifing why with supporting evidence from own personal experiences

positives and negatives

concluding which strategies worked best and why

future suggestions/modifications to the application of risk management strategies.

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Show: Physical Education homepage | All Physical Education clarifications Updated December 2017. The 'relevance of identified risks' section has been updated to address issues in moderation. The context for this standard should be a challenging outdoor activity where a student is required to demonstrate personal competence in a risky situation.