NCEA Physical Education
Level 3
ASSESSMENT FOLDER 2015
The year 13 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 three Physical Education achievement standards, the credit weighting of each and how they are assessed.
Achievement
Standard Number &
Version
Lit
Num
UE
Lit
UE
Num
Title
Credits
Assessment
Mode
91498
V1


No
No
Evaluate physical activity experiences to devise strategies for
lifelong well-being
4
Internal
91499
V1

No
No
No
Analyse a physical skill performed by self or others
3
Internal
91500
V1


No
No
4
Internal
91501
V1
No

No
No
4
Internal
91502
V1

No

No
4
Internal
(reading)
Evaluate the effectiveness of a performance improvement
programme
Demonstrate quality performance of a physical activity in an
applied setting
Examine a current physical activity event, trend, or issue and its
impact on New Zealand society
Reassessmen
t
Opportunity?





Total Credits: 19
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 13 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
3.4
3.2
400m Pretest
Analyse This
Extra Info?
3.2
3.2
3.2
3.2
3.2
3.3
3.3
3.3
3.3
Analyse This
Analyse This
Analyse This
Analyse This
Analyse This
The Event
The Event
The Event
W: Vision Day
Th: Swim
Fri: Waitangi
M-Th:
Y12 TOPEC
W-F Y9 Camp
Th: Athletics
(pm)
T: Parent Night
F:Exeat
M: Holiday
3.4
The Event
Swimming
Sat: Ball
T: Talent Show
F: Holiday
Term 2
1
2
3
4
5
6
7
8
9
10
11
Dates
Activity/
Unit
Activity/
Unit
20-24 April
27-1 May
4-8 May
11-15 May
18-22 May
25-29 May
1-5 June
8-12 June
15-19 June
22-26 June
29-3 July
3.3
3.4
3.3
3.4
3.3
3.4
3.3
3.4
3.3
3.4
3.5
3.4
3.5
3.4
3.5
3.4
3.4
3.5
3.4
The Event
The Event
The Event
The Event
Iconic Kiwi Event
Iconic Kiwi Event
Iconic Kiwi Event
Iconic Kiwi Event
Iconic Kiwi Event
Swimming
Swimming
Swimming
Swimming
400m FS Assess
7km & TGGC
7km & TGGC
7km & TGGC
7km & TGGC
7km & TGGC
M-F: Y10 TOPEC
M: ANZAC Day
Th: X Country
Sun: Service
W-F: Production
M: Holiday
2
3
Dates
Activity/
Unit
20-24 July
27-31 July
3-7 Aug
3.5
3.4
3.5
3.4
3.5
3.4
Iconic Kiwi Event
Iconic Kiwi Event
Iconic Kiwi Event
7km & TGGC
7km & TGGC
7km & TGGC
M: T.O.D. &
Parent’s Night
Sun: Cathedral
TGGC – Sat 8th Aug
(Rotorua)
The Event
1
M: Holiday
T-Th: Exams
F: House Music
4
5
6
7
8
9
10
10-14 Aug
17-21 Aug
24-28 Aug
31-4 Sep
7-11 Sep
14-18 Sep
21-25 Sep
3.5
3.5
3.1
3.1
3.1
3.1
3.1
Iconic Kiwi
Event
Iconic Kiwi
Event
Back to the
Future
Back to the
Future
Back to the
Future
Back to the
Future
Back to the
Future
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
Alternate Junior
Programme
Alternate Junior
Programme
Extra Info?
3.5
Swimming
Term 3
Extra Info?
3.4
The Event
Extra Info?
Activity/
Unit
3.3
3.1
3.1
3.1
Back to the
Future
Back to the
Future
Back to the
Future
M: Labour Day
T: T.O.D.
Catch Ups/
Record Breakers
NCEA Exams
F: Activities Day
M-T: Act Days
F: Prizegiving
Summary of Requirements for Level 3 Standards



This section contains a summary of the expected outcomes for each of the Physical Education level
three 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 3.1
Title
Evaluate physical activity experiences to devise strategies for
lifelong well-being
Level
3
Credits
Subfield
Health and Physical Education
Domain
Physical Education
4
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves evaluating physical activity experiences to devise strategies
for lifelong well-being.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Evaluate physical activity
experiences to devise
strategies for lifelong wellbeing.
 Evaluate, in depth,
physical activity
experiences to devise
strategies for lifelong
well-being.
 Critically evaluate physical
activity experiences to
devise strategies for lifelong
well-being.
Explanatory Notes
1
This achievement standard is derived from the Health and Physical Education learning area
in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; Level 8
Achievement Objectives (relevant to the context used), and is related 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 is consistent with and reflects the underlying concepts (hauora, socio- ecological
perspective, health promotion, attitudes and values) of the Health and Physical Education
learning area in The New Zealand Curriculum, page 22.
2
Evaluate physical activity experiences to devise strategies for lifelong well-being involves:

examining personal physical activity experiences to date

considering the influences on and reasons for participation in physical activity
experiences

making judgements about the relationship between the experiences; and the potential
impact of the experiences on lifelong well-being

using the judgements as a basis for devising strategies for lifelong well-being.
Evaluate, in depth, physical activity experiences to devise strategies for lifelong well-being
involves:

comprehensively examining personal physical activity experiences to date

making coherent judgements about the relationship between the experiences; and the
potential impact of the experiences on lifelong well-being.
Critically evaluate physical activity experiences to devise strategies for lifelong well-being
involves:

questioning and challenging assumptions about the relationship between the
experiences; and the potential impact of the experiences on lifelong well-being

making coherent and insightful judgements that build on the questions and challenges.
3
Physical activity experiences are those experiences from the student’s life to date. These
may include: childhood play, games and pastimes, sport, fitness, recreation, outdoor
pursuits, aquatics, dance, kapa haka, cultural festival performances.
4
Well-being refers to a notion of a healthy lifestyle in which all the dimensions of hauora are
included. An inter-relatedness of the dimensions is a part of evaluation and critical
evaluation. It is suggested that well-being be explored through the concept of hauora as
described by the whare tapa whā model (Durie, M. (1994): Whaiora - Maori Health
Development. Auckland: Oxford University Press).
5
Lifelong well-being refers to life beyond school, future well-being needs, and the role and
place of physical activity within these.
6
Devise strategies involves considering what plans may need to be put into place to be
proactive in ensuring that physical activity continues to be a part of the life of the student.
Strategies will be informed by prior physical activity experiences and knowledge of
anticipated future well-being needs.
7
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard replaced AS90740 and unit standard 12528.
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 3.2
Title
Analyse a physical skill performed by self or others
Level
3
Credits
Subfield
Health and Physical Education
Domain
Physical Education
3
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves analysing a physical skill performed by self or others.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Analyse a physical skill
performed by self or
others.
 Analyse, in depth, a
physical skill performed
by self or others.
 Critically analyse a physical
skill performed by self or
others.
Explanatory Notes
1
This achievement standard is derived from the Health and Physical Education learning area
in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; Level 8
Achievement Objectives (relevant to the context used), and is related 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 is consistent with and reflects the underlying concepts (hauora, socio-ecological
perspective, health promotion, attitudes and values) of the Health and Physical Education
learning area in The New Zealand Curriculum, page 22.
2
Analyse a physical skill performed by self or others involves:

breaking the performance of the physical skill down into component parts

explaining the parts using biomechanical principles

using the performance analysis and biomechanical principles to provide feedback and/or
feed-forward to the performer with the intent of improving their performance of the skill.
Analyse, in depth, a physical skill performed by self or others involves:

discussing how the biomechanical principles inter-relate to improve the performance of
the skill

using this discussion to provide feedback and/or feed-forward to the performer with the
intent of improving their performance of the skill.
Critically analyse a physical skill performed by self or others involves:

drawing conclusions from the performance analysis about
- which parts of the skill have the greatest impact on performance
- the factors that influence the person’s ability to improve their performance of the skill.
3
A physical skill is a discrete skill from a range of physical activity contexts, eg golf drive,
basketball jump shot, freestyle stroke, flick-flack.
4
Self or others indicates that the analysis may be of the student's own performance or that of
another individual.
5
Biomechanical principles may include:

inertia

momentum

stability

balance

centre of mass

force

force summation

levers

projectile motion.
It is expected that in using these principles a student would make reference to anatomical
knowledge.
6
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard and AS91500 replaced AS90741.
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 3.3
Title
Evaluate the effectiveness of a performance improvement
programme
Level
3
Credits
Subfield
Health and Physical Education
Domain
Physical Education
4
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves evaluating the effectiveness of a performance improvement
programme.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Evaluate the effectiveness
of a performance
improvement programme.
 Evaluate, in depth, the
effectiveness of a
performance improvement
programme.
 Critically evaluate the
effectiveness of a
performance improvement
programme.
Explanatory Notes
7
This achievement standard is derived from the Health and Physical Education learning area
in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; Level 8
Achievement Objectives (relevant to the context used), and is related 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 is consistent with and reflects the underlying concepts (hauora, socio-ecological
perspective, health promotion, attitudes and values) of the Health and Physical Education
learning area in The New Zealand Curriculum, page 22.
8
Evaluate the effectiveness of a performance improvement programme involves:

examining a performance improvement programme by using biophysical principles and
socio-cultural factors to make judgements about the effectiveness of the programme.
Evaluate, in depth, the effectiveness of a performance improvement programme involves:

examining in detail a performance improvement programme by using biophysical
principles and socio-cultural factors to make coherent judgements about the effectiveness
of the programme.
Critically evaluate the effectiveness of a performance improvement programme involves:

making coherent, insightful judgements by questioning and challenging assumptions
about the effectiveness of a performance improvement programme

using those judgements to identify and justify what modification(s) may be made to
improve the effectiveness of the programme.
9
A performance improvement programme may be one created and implemented by the
student or one provided and delivered for them.
10
The evaluation of a performance improvement programme could be to improve the student’s
own performance, or the performance of another individual or group of individuals, in a
chosen physical activity.
11
Biophysical principles may include:
12
13

functional anatomy

biomechanical principles

skill learning

sport psychology.
Socio-cultural factors may include:

societal

political

economic

environmental

ethical

cultural

historical.
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard and AS91499 replaced AS90741.
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 3.4
Title
Demonstrate quality performance of a physical activity in an
applied setting
Level
3
Credits
Subfield
Health and Physical Education
Domain
Physical Education
4
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves demonstrating quality performance of a physical activity in an
applied setting.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate quality
 Demonstrate a high
quality performance of a
physical activity in an
applied setting.
 Demonstrate an outstanding
quality performance of a
physical activity in an
applied setting.
performance of a physical
activity in an applied
setting.
Explanatory Notes
14
This achievement standard is derived from the Health and Physical Education learning area
in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; Level 8
Achievement Objectives (relevant to the context used), and is related 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 is consistent with and reflects the underlying concepts (hauora, socio-ecological
perspective, health promotion, attitudes and values) of the Health and Physical Education
learning area in The New Zealand Curriculum, page 22.
2
Demonstrate quality performance of a physical activity in an applied setting involves:
 the effective demonstration of a wide range of elements and skills to participate
proficiently in a physical activity.
Demonstrate a high quality performance of a physical activity in an applied setting involves:
 the consistent and effective demonstration of a wide range of elements and skills to
participate proficiently in a physical activity.
Demonstrate an outstanding quality performance of a physical activity in an applied setting
involves:

the consistent, effective, and accomplished demonstration of a wide range of elements
and skills to participate proficiently in a physical activity.
3
The assessment resource designed 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-3-Physicaleducation.
4
Applied setting requires that the physical performance skills are demonstrated in an authentic
setting and in an appropriate environment.
5
An authentic applied setting may include:
 game play
 tournaments
 competitions
 festivals
 events.
6
An appropriate environment takes account of:
 safety
 matching the environment to the skill levels of the students
 matching type of surface and location (indoors or outdoors) to the activity chosen.
7
This achievement standard may 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, eg 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.
8
Elements of performance may include:
 technical accuracy
 degree of flow and/or fluency
 degree of control
 use of relevant strategies
 making appropriate decisions
 apparent ease of performance
 ability of opposition
 level of competition.
9
The selection of elements, and their relative importance, will be determined by the nature of
the chosen physical activities.
10
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard replaced AS90742.
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 3.5
Title
Examine a current physical activity event, trend, or issue and
its impact on New Zealand society
Level
3
Credits
Subfield
Health and Physical Education
Domain
Physical Education
4
Assessment
Internal
Status
Registered
Status date
4 December 2012
Planned review date
31 December 2016
Date version published
4 December 2012
This achievement standard involves examining a current physical activity event, trend or issue and
its impact on New Zealand society.
Achievement Criteria
Achievement
Achievement with Merit
 Examine a current physical  Examine, in depth, a
activity event, trend, or
current physical activity
issue and its impact on
event, trend, or issue
New Zealand society.
and its impact on New
Zealand society.
Achievement with Excellence
 Critically examine a current
physical activity event, trend,
or issue and its impact on
New Zealand society.
Explanatory Notes
15
This achievement standard is derived from the Health and Physical Education learning area
in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007; Level 8
Achievement Objectives (relevant to the context used), and is related 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 is consistent with and reflects the underlying concepts (hauora, socio-ecological
perspective, health promotion, attitudes and values) of the Health and Physical Education
learning area in The New Zealand Curriculum, page 22.
16
Examine a current physical activity event, trend, or issue and its impact on New Zealand
society involves:
 researching and explaining a current physical event, trend, or issue
 using the findings to draw conclusions about its impact or potential impact on New
Zealand society.
Examine, in depth, a current physical activity event, trend, or issue and its impact on New
Zealand society involves:
 explaining in detail a current physical event, trend, or issue by discussing the values or
reasons framing different perspectives
 using the findings to draw coherent conclusions about the impact or potential impact of
the physical event, trend, or issue on New Zealand society.
Critically examine a current physical activity event, trend, or issue and its impact on New
Zealand society involves:
 questioning and challenging assumptions about a current physical event, trend, or issue
 using the findings to draw coherent and insightful conclusions about the impact or
potential impact of the physical event, trend, or issue on New Zealand society.
17
A current physical activity event, trend, or issue may include such things as: adventure
tourism, the latest fitness craze, Māori and Pacific Island Festivals, sports clothing, Olympics,
Olympism, adrenaline sports, extreme sports, use of national parks, Halberg Awards,
developments in teaching games and sport, new research or information impacting on
physical performance, Kiwisport, Green Prescription and other national initiatives, media
influences on sport/physical activity, the rise of professionalism in sport.
18
Conditions of Assessment related to this achievement standard can be found at
www.tki.org.nz/e/community/ncea/conditions-assessment.php.
Replacement Information
This achievement standard replaced AS90743.
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.