NCEA Physical Education
Level 2
ASSESSMENT FOLDER 2015
The year 12 Physical Education programme is assessed against five achievement
standards. Each has a credit weighting. When you gain credit for an achievement
standard the credits gained contribute towards your NCEA. You can also gain different
grades for each achievement standard: Achieved, Achieved with Merit, Achieved
with Excellence. The grade you achieve is determined by the quality of your work as
measured against national standards.
Remember: It is very important that you prepare well in advance of your internal
assessments as they contribute significantly to the total number of credits that you
can earn towards your NCEA.
Outlined below are the level two <Subject> achievement standards, the credit weighting of each and how they are assessed.
Achievement
Standard Number &
Version
Lit
Num
UE
Lit
UE
Num
91328
V2

No
No
No
91329
V2

No
No
No
91330
V3
No
No
No
No
91331
V2

No
No
No
91333
V2

No
No
No
Title
Demonstrate understanding of how and why biophysical principles
relate to the learning of physical skills
Demonstrate understanding of the application of biophysical principals
to training for physical activity.
Perform a physical activity in an applied setting
Examine the significance for self, others and society of a sporting event,
a physical activity, or a festival
Analyse the application of risk management strategies to a challenging
outdoor activity
Credits
Assessment
Mode
5
Internal
4
Internal
4
Internal
4
Internal
3
Internal
Reassessment
Opportunity?





Total Credits: 20
This subject is endorsable:
Yes

No
The last day for internal assessment submissions is: 13 November 2015
A refinement opportunity will be available for all internal assessments where a students work is close to the grade boundary, however a reassessment
opportunity (RO: complete new task) will also be available where practicable.
Please refer to the following page for assessment dates throughout the year. Please note that these dates may change due to unforeseen circumstances,
however, where any change occurs, you will be given at least one week’s notice of any assessment date adjustments.
HEALTH & PHYSICAL EDUCATION DEPARTMENT - YEAR 12 PHYSICAL EDUCATION ASSESSMENT PROGRAMME 2015
Term 1
1
2
3
4
5
6
7
8
9
10
Dates
Activity/
Unit
Activity/
Unit
26-30 Jan
2-6 Feb
9-13 Feb
16-20 Feb
23-27 Feb
2-6 March
9-13 March
16-20 March
23-27 March
30-3 April
2.7
2.7
2.7
The Great
Outdoors
The Great
Outdoors
Great Outdoors
W: Vision Day
Th: Swim
Fri: Waitangi
M-Th:
Y12 TOPEC
W-F Y9 Camp
Extra Info?
Term 2
1
2.4
Rock Climbing
2
2.7
2.3
2.4
The Great
Outdoors
Wit the Fitness
5km Pretest
Th: Athletics
(pm)
3
4
2.3
2.3
2.3
2.3
Witness the
Fitness
Witness the
Fitness
Witness the
Fitness
Witness the
Fitness
Witness the
Fitness
T: Parent Night
F:Exeat
M: Holiday
Sat: Ball
T: Talent Show
F: Holiday
5
6
Dates
Activity/
Unit
20-24 April
2.3
2.5
2.4
27-1 May
2.3
2.5
2.4
4-8 May
2.3
2.5
2.4
11-15 May
2.3
2.5
2.4
Activity/
Unit
Wit the Fit
Wit the Fit
Wit the Fit
Wit the Fit
Wit the Fit
5km
5km
5km
5km
Friendly Games?
Friendly Games?
Friendly Games?
Friendly Games?
5km Assess
Week
M-F: Y10 TOPEC
M: ANZAC Day
Th: X Country
Sun: Service
W-F: Production
M: Holiday
Extra Info?
2.3
18-22 May
2.3
2.4
25-29 May
7
1-5 June
8
8-12 June
9
10
11
15-19 June
22-26 June
29-3 July
2.3
2.5
2.5
2.5
2.5
2.5
Witness the
Fitness
The Friendly
Games?
The Friendly
Games?
The Friendly
Games?
The Friendly
Games?
The Friendly
Games?
M: Holiday
T-Th: Exams
F: House Music
Term 3
1
2
3
4
5
6
7
8
9
10
Dates
Activity/
Unit
20-24 July
27-31 July
3-7 Aug
10-14 Aug
17-21 Aug
24-28 Aug
31-4 Sep
7-11 Sep
14-18 Sep
21-25 Sep
2.2
2.2
2.2
2.2
2.2
2.2
2.2
2.2
2.2
2.2
Activity/
Unit
A Ball of a
Time!
A Ball of a
Time!
A Ball of a
Time!
A Ball of a
Time!
A Ball of a
Time!
A Ball of a
Time!
A Ball of a
Time!
A Ball of a
Time!
A Ball of a
Time!
A Ball of a
Time!
M: T.O.D. &
Parent’s Night
Sun: Cathedral
Extra Info?
Tournament
Week
M: Holiday
T-Th: Exams
W: St. Mary’s
Day
F: Holiday
Term 4
1
2
3
4
5
6
7
8
9
Dates
Activity/
Unit
Activity/
Unit
12-16 Oct
19-23 Oct
26-30 Oct
2-6 Nov
9-13 Nov
16-20 Nov
23-27 Nov
30-4 Dec
9-11 Dec
Extra Info?
2.4
2.4
2.4
Devil Sticks
Devil Sticks
Devil Sticks
M: Labour Day
T: T.O.D.
Record
Breakers
NCEA Exams
F: Prizegiving
Summary of Requirements for Level 2 Standards



This section contains a summary of the expected outcomes for each of the <Subject> level two
achievement standards.
The purpose of this summary is to give students a simplified and easily accessed idea of what will be
assessed for each standard.
These summaries in no way replace the actual achievement standards and it is assumed that teachers
will both provide access to the standards and will fully explain the standards to the students during the
normal teaching and learning process.
Achievement Standard
Subject Reference
Physical Education 2.2
Title
Demonstrate understanding of how and why biophysical
principles relate to the learning of physical skills
Level
2
Credits
Subfield
Health and Physical Education
Domain
Physical Education
5
Assessment
Internal
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2018
Date version published
20 November 2014
This achievement standard involves demonstrating understanding of how and why biophysical
principles relate to the learning of physical skills.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate
understanding of how
and why biophysical
principles relate to the
learning of physical
skills.
 Demonstrate in-depth
understanding of how and
why biophysical principles
relate to the learning of
physical skills.
 Demonstrate comprehensive
understanding of how and
why biophysical principles
relate to the learning of
physical skills.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, Health and Physical Education learning area Level 7
achievement objectives (relevant to the context used), and is related to the material in the
Teaching and Learning Guide for Health and Physical Education, Ministry of Education, 2011
at http://seniorsecondary.tki.org.nz.
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 socioecological perspective, and health promotion (The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, p22).
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga
o Aotearoa achievement objectives to which this standard relates, see the Papa Whakaako
for the relevant learning area.
2
Demonstrate understanding involves explaining how and why biophysical principles relate to
the learning of physical skills.
Demonstrate in-depth understanding involves explaining fully how and why biophysical
principles relate to the learning of physical skills, as well as the interrelationship between
biophysical principles.
Demonstrate comprehensive understanding involves evaluating how and why biophysical
principles relate to the learning of physical skills, as well as the interrelationship between the
biophysical principles.
3
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.
4
Biophysical principles are aspects of exercise science which may include:
5
6
7

functional anatomy

biomechanical principles

skill learning

aspects of sport psychology.
Functional anatomy means the knowledge of anatomy required to support the understanding
of biomechanical principles. It may include but is not limited to the:

movement of bones at joints by major muscles

description of the joint action.
Biomechanical principles may include but are not limited to:

inertia

momentum

stability

balance

centre of mass

force

force summation

levers

projectile motion

basic performance appraisal.
Skill learning may include but is not limited to:

stages of learning

types of practice

factors affecting learning.
8
9
Sport psychology may include but is not limited to:

self-talk

visualisation

mental rehearsal

routines

arousal control

goal setting

confidence

concentration.
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to assess by
NZQA before they can register credits from assessment against achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to those
achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
Achievement Standard
Subject Reference
Physical Education 2.3
Title
Demonstrate understanding of the application of biophysical
principles to training for physical activity
Level
2
Credits
Subfield
Health and Physical Education
Domain
Physical Education
4
Assessment
Internal
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2018
Date version published
20 November 2014
This achievement standard involves demonstrating understanding of the application of biophysical
principles to training for physical activity.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate
understanding of the
application of biophysical
principles to training for
physical activity.
 Demonstrate in-depth
understanding of the
application of biophysical
principles to training for
physical activity.
 Demonstrate comprehensive
understanding of the
application of biophysical
principles to training for
physical activity.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, Health and Physical Education learning area Level 7
achievement objectives (relevant to the context used), and is related to the material in the
Teaching and Learning Guide for Health and Physical Education, Ministry of Education, 2011
at http://seniorsecondary.tki.org.nz.
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 socioecological perspective, and health promotion (The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, p22).
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga
o Aotearoa achievement objectives to which this standard relates, see the Papa Whakaako
for the relevant learning area.
2
Demonstrate understanding involves explaining how and why biophysical principles are
applied to training using examples from own experience.
Demonstrate in-depth understanding involves explaining fully how and why biophysical
principles are applied to training, and the interrelationship between biophysical principles.
Demonstrate comprehensive understanding involves evaluating how and why biophysical
principles are applied to training, and the interrelationship between biophysical principles.
3
It is expected that students will have applied biophysical principles to their training for
physical activity. Experience of this contributes to the quality of understanding required in
this standard. Students will experience and observe the effects of biophysical principles, and
become acquainted with the principles and methods of training in movement contexts.
4
Biophysical principles that relate to training for physical activity include:
5
6
7

principles and methods of training, and may include:

aspects of exercise physiology

aspects of sport psychology.
Principles and methods of training may include but are not limited to:

frequency

intensity

duration

overload

specificity

reversibility

diminishing returns

continuous and interval training

fartlek

flexibility training

resistance training

plyometrics.
Exercise physiology may include but is not limited to:

energy systems

respiratory and cardiovascular systems

muscular systems.
Sport psychology may include but is not limited to:

motivation

self-talk

visualisation

mental rehearsal

routines

arousal control

goal setting

confidence

concentration.
8
Physical activity may include activity to improve wellbeing or enhance performance.
9
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Replacement Information
This achievement standard replaced AS90434.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to assess by
NZQA before they can register credits from assessment against achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to those
achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
Achievement Standard
Subject Reference
Physical Education 2.4
Title
Perform a physical activity in an applied setting
Level
2
Credits
4
Subfield
Health and Physical Education
Domain
Physical Education
Assessment
Internal
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2018
Date version published
20 November 2014
This achievement standard involves the performance of a physical activity in an applied setting.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Perform a physical
activity in an applied
setting.
 Perform a physical activity
to a high level in an
applied setting.
 Perform a physical activity to
an outstanding level in an
applied setting.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, Health and Physical Education learning area Level 7
achievement objectives (relevant to the context used). It also relates to the material in the
latest version of the Teaching and Learning Guide for Health and Physical Education,
Ministry of Education, at http://seniorsecondary.tki.org.nz.
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 socioecological perspective, and health promotion (The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, p22).
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga
o Aotearoa achievement objectives to which this standard relates, see the Papa Whakaako
for the relevant learning area.
2
Perform a physical activity in an applied setting involves effectively demonstrating the
elements and skills of the activity to enable full participation in the activity.
Perform a physical activity to a high level in an applied setting involves consistently and
effectively demonstrating the elements and skills of the activity to enable full participation in
the activity.
Perform a physical activity to an outstanding level in an applied setting involves the
consistent, effective, and accomplished demonstration of the elements and skills of the
physical activity to enable full participation in the activity.
3
The assessment resource developed for use with this achievement standard in order to make
judgements about student performance can be accessed at http://ncea.tki.org.nz/Resourcesfor-aligned-standards/Health-and-physical-education/Physical-education/Level-2-Physicaleducation.
4
An applied setting requires that the physical performance skills are demonstrated in an
authentic setting, such as during a game in the appropriate environment or in a competitive
situation.
5
An applied setting could include:

tournament games or modified games

competition games

festivals or events

performance in an appropriate outdoor environment for outdoor activities/pursuits.
6
This achievement standard can be used to assess a range of physical activities.
The intent is to assess how well the student performs in a physical activity. The physical
activity may come from any of the key areas of learning, e.g. kayaking from outdoor
education, tennis from sports studies, Te Ao Kori, and aquatics from physical activities.
Offering a range of physical activities may provide more than one opportunity for
assessment.
7
Indicators and differentiators to determine level of performance may include, but are not
limited to:

technical accuracy

degree of flow/fluency

degree of control

use of relevant strategies

making appropriate decisions

apparent ease of performance

ability of opposition

level of competition.
The selection of indicators and differentiators, and their relative importance, will be
determined by the nature of the chosen physical activities.
8
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Replacement Information
This achievement standard replaced AS90436.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to assess by
NZQA before they can register credits from assessment against achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to those
achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
Achievement Standard
Subject Reference
Physical Education 2.5
Title
Examine the significance for self, others and society of a
sporting event, a physical activity, or a festival
Level
2
Credits
Subfield
Health and Physical Education
Domain
Physical Education
4
Assessment
Internal
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2018
Date version published
20 November 2014
This achievement standard involves examining the significance for self, others and society of a
sporting event, a physical activity, or a festival.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Examine the significance
for self, others and society
of a sporting event, a
physical activity, or a
festival.
 Examine, in-depth, the
significance for self,
others and society of a
sporting event, a
physical activity, or a
festival.
 Examine critically the
significance for self, others
and society of a sporting
event, a physical activity, or
a festival.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, Health and Physical Education learning area Level 7
achievement objectives (relevant to the context used), and is related to the material in the
Teaching and Learning Guide for Health and Physical Education, Ministry of Education, 2010
at http://seniorsecondary.tki.org.nz.
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 socioecological perspective, and health promotion (The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, p22).
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga
o Aotearoa achievement objectives to which this standard relates, see the Papa Whakaako
for the relevant learning area.
2
Examine involves explaining how and why a sporting event, a physical activity, or a festival is
significant, with reference to relevant sociological factors and issues for self, others and
society.
Examine, in-depth, involves giving full and thorough explanations for the significance of a
sporting event, a physical activity, or a festival, with reference to relevant sociological factors
and issues for self, others and society. Explanations are supported by evidence such as
quotations, case studies, research, examples, personal accounts.
Examine critically involves explaining the interrelationship between relevant sociological
factors and the significance of a sporting event, a physical activity, or a festival, for self,
others and society by:
3

identifying assumptions

identifying who is advantaged and disadvantaged

considering pros and cons

making judgements and providing supporting evidence.
Significance for self, others and society is derived from sociological factors and issues such
as:

societal

political

economic

environmental

ethical

cultural

historical.
4
Others may include friends, family, or whānau.
5
Society may include community, hapū, iwi, region, nation, or global society.
6
A sporting event, a physical activity, or a festival could include:
7

national and international sporting events (eg World Cups, Super 14, Olympics,
Wimbledon)

local sporting events and competitions (eg Secondary School Tournament week)

multi sport and community sporting events (eg Coast to Coast, Round the Bays, City to
Surf, X-Games)

pilates, snowboarding, Ultimate Frisbee, and other physical activities

festivals involving movement (eg Kapa Haka competitions, Pasifika cultural dance
competitions, Highland Games).
The significance of a sporting event, a physical activity, or a festival may relate to:

the context or concept of the event, activity or festival

an incident in or at the event, activity or festival

an issue related to the event, activity or festival.
8
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to assess by
NZQA before they can register credits from assessment against achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to those
achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
Achievement Standard
Subject Reference
Physical Education 2.7
Title
Analyse the application of risk management strategies to a
challenging outdoor activity
Level
2
Credits
Subfield
Health and Physical Education
Domain
Physical Education
3
Assessment
Internal
Status
Registered
Status date
17 November 2011
Planned review date
31 December 2018
Date version published
20 November 2014
This achievement standard involves analysing the application of risk management strategies to a
challenging outdoor activity.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse the application
of risk management
strategies to a
challenging outdoor
activity.
 Analyse, in-depth, the
application of risk
management strategies
to a challenging outdoor
activity.
 Analyse comprehensively the
application of risk
management strategies to a
challenging outdoor activity.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, Health and Physical Education learning area Level 7
achievement objectives (relevant to the context used), and is related to the material in the
Teaching and Learning Guide for Health and Physical Education, Ministry of Education, 2010
at http://seniorsecondary.tki.org.nz.
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 socioecological perspective, and health promotion (The New Zealand Curriculum, Learning Media,
Ministry of Education, 2007, p22).
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga
o Aotearoa achievement objectives to which this standard relates, see the Papa Whakaako
for the relevant learning area.
2
Analyse involves explaining how and why risk management strategies are applied.
Analyse, in-depth, involves explaining how and why the applied risk management strategies
are relevant to the identified risk(s).
Analyse comprehensively involves evaluating how the applied risk management strategies
are relevant to the identified risk(s).
3
Risk management strategies selected for analysis will be significant and appropriate to the
context. Analysis must occur before, during, and after the activity.
4
Risk management strategies are developed that contribute to the application of planning
tools such as:

risk analysis management system (RAMS)

safety action plans (SAPs) and safe operating procedures (SOPs)

ensuring physically, emotionally, and culturally safe environments, and care of the
environment.
5
Risk management strategies may be developed by the student and/or teacher or tutor.
6
A challenging outdoor activity refers to an activity where a student is required to demonstrate
personal competence in a risky situation. This may include but is not limited to: canoeing,
caving, high ropes, kayaking, skiing, mountain biking, orienteering, rafting, rock climbing,
sailing, snorkelling, surfing, and tramping.
7
Risk is the potential to lose or gain something of value. Risk includes real, perceived, and
residual risk.
8
Guidelines for current best practice in the outdoors can be found in: EOTC Guidelines Bringing the Curriculum Alive, Learning Media Limited, 2009, at
www.tki.org.nz/e/community/eotc.
9
Conditions of Assessment related to this achievement standard can be found at
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to assess by
NZQA before they can register credits from assessment against achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to those
achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
Assessment Specifications
All Achievement Standards are internally assessed –
there are no assessment specifications for this course.