Alignment of the Physical Education Standards with the New Zealand Curriculum (2007) Rationale Physical Education New Zealand has been contracted by the Ministry of Education, in association with the New Zealand Qualifications Authority to align the physical education standards with The New Zealand Curriculum (NZC). The scope of this project includes all standards that are linked to the curriculum outcomes at curriculum levels 6-8. Purpose The purpose of this project includes: • developing L1-3 standards aligned with the outcomes from curriculum levels 6-8 • addressing any duplication of standards issues • addressing any credit parity issues. Process The process has been guided by: • the direction of the NZC – in particular the values, principles and key competencies • the Principles for Standards Review (http://www.nzqa.govt.nz/news/releases/2008/170608.html ) The principles guiding the standards review can be summarised as: • A standard must be derived from a curriculum or established body of knowledge. • A standard must have a clear purpose. • A standard must allow valid and reliable assessment. • Grade distinctions (between A, M and E) must be based on qualitative differences in achievement. Grade distinctions should not be based on the candidate being required to acquire and retain more subject-specific knowledge. • Credit Parity - one credit should reflect a notional 10 hours of learning, practice and assessment for an average candidate. • Standards should not duplicate one another. Duplication occurs when the central knowledge/skills, understandings, and competencies specified for a standard are all largely similar to those of another standard. 1 In addition to this decisions have been made that give effect to: • All standards derived from learning areas in the NZC will be achievement standards (and not necessarily limited to 24 credits per level). • The numbers of standards assessed in an external time bound written examination at any one level will be limited to three per subject. Independent advice from assessment experts clearly indicates that for valid assessment in such examinations a candidate needs a minimum of one hour for each standard. Current curriculum based unit standards that are below NZC level 6 If the unit standard no longer links to the NZC or its links are below curriculum level 6 and does not duplicate another standard but is well used in the wider education sector, subject associations may recommend to NZQA the standard be retained. Any such unit standards that NZQA determines warrant retention will be reviewed and the curriculum link removed. It is intended that there will be a range of which are eligible to contribute towards the L1 NCEA literacy and numeracy requirements. Consultation Enclosed for consultation in this package are the following draft materials: • the matrix of standards that shows the framework for the proposed standards across all three levels. This identifies the key curriculum outcomes that will be assessed. • the Level 1 achievement standards • the Conditions of Assessment for the internally assessed standards • the rationale (this document) that describes the process and thinking behind the development of the draft standards. The subject writing group will consider the feedback from the questionnaire. Thank you for taking the time to consider these draft standards. Your feedback will assist the writing panels as they finalise the achievement standards. The Matrix The draft matrix identifies the outcomes from the curriculum that will be assessed. It includes the title, level, credit value and the assessment mode for each of the draft standards. The Standards Each standard describes the outcome that will be assessed. Key parts of a standard include: • Title that summarises what is required to achieve the standard (it doesn’t include requirements for merit or excellence). • Each standard is assigned a credit value. In general one credit should represent 10 hours of notional learning, including timetabled and out of class learning, and assessment, for an average student. 2 • • 3 Achievement Criteria These criteria describe what a student has to know or do in order to gain the standard endorsed with the relevant grade. The progression from achieved to merit, and from merit to excellence, is based on the quality of the performance. There is only one criterion at each grade level for externally assessed standards. It is recommended that internally assessed standards are also based on one criterion, as this enables holistic assessment judgements to be made more easily and fairly. The criteria need to be written so that a student who has satisfied the requirements for excellence will have automatically satisfied the requirements for merit and achieved. The merit criteria will likewise satisfy the requirements for achieved. Explanatory Notes These notes clarify the purpose and intention of the standard as described in the criteria. The first note provides the reference to the parts of the New Zealand Curriculum (2007), and/or other foundation document from which that the standard is derived. The second note usually defines and clarifies terms used in the criteria. Notes may indicate contexts and appropriate types and qualities of assessment evidence. Clarification of the differentiation between achieved, merit and excellence is usually provided in these notes. Development of Physical Education Standards Process of Aligning Standards with the New Zealand Curriculum Alignment decisions were made by the contract team after discussion and in relation to NZC (2007), its purpose, direction, principles, values, and key competencies. Amendments to the Achievement standards have been made in line with the changes required to align to NZC (2007). Following the amendments, a further check was made across within each level as well as across the three levels. This was completed to ensure consistency in descriptors, and all aspects of the AS and to check flow across the matrix. Following this process, all standards and changes were taken to consultation with the physical education sector. Further changes were then made in line with feedback from the physical education sector. Following this process, further guidelines and requirements were outlined for the alignment work and further changes were made to the standards on this basis. Addressing Duplication Duplication within each level as per MOE guidelines was identified and deletions proposed. The rationale for these deletions was duplication or lack of clear links to NZC (2007). Where exclusions were already in place, deletions were recommended in order to complete the process of exclusion. MOE and NZQA officials acknowledged the work done in checking for duplication and agreed that rationale for deletion was sound. Addressing Credit Parity Credit parity was considered within each, taking into account prior recommendation or SWG’s. The contract team sought to ensure that credit allocation is similar for standards with equivalent or near equivalent requirements. Internal and External Assessment All standards in Physical education are currently internally assessed and it is proposed that they remain internally assessed. Initial consultation supported this premise. There is no proposal to change the current situation. The tables below show how the balance between internal and external credits changes as a result of the proposals in the matrix. Level 1 – current and proposed credits Current Credits Subject Int Int Total Ext US AS Int AS Physical 18 24 42 0 Education 4 % Ext 0 Proposed Credits Int Ext % Ext AS AS 32 0 0 Level 2 – current and proposed credits Current Credits Subject Int Int Total Ext US AS Int AS Physical 56 24 80 0 Education Level 3 – current and proposed credits Current Credits Subject Int Int Total Ext US AS Int AS Physical 43 24 67 0 Education % Ext 0 % Ext 0 Proposed Credits Int Ext % Ext AS AS 21 0 0 Proposed Credits Int Ext % Ext AS AS 28 0 0 What Has Changed? Credit Values for Achievement Standards Achievement Standards Level 1 1.3 increase to 4 credits 1.7 - 3 credits (approved) 1.8 - 2 credits (approved) 1.9 - 2 credits (approved) Rationale for increased credits at Level 1 Increasing 1.3 from 3 to 4 credits brings consistency to assessment of performance standards across the matrix. Notes in relation to 1.8, 1.9 are within section on US as they are conversions from US’s to AS’s Achievement Standards Level 2 90432 no change 90433, 90434, 90435 has been changed to 2 standards: 90433 5 credits 90434 4 credits 90437 from 3 to 4 credits 90438 from 3 to 4 credits New 2.8 - 3 credits (approved) 2.9, 2.10, 2.11 – see US section (subject to approval) Rationale for change in credit allocation at Level 2: Recommendations within the alignment are that Level 2 will have the current 8 AS’s reduced to 6. This in turn requires a reallocation of credits. The reallocation has been done to ensure parity between individual standards at level 2 as well as to provide some equivalence between AS’s that assess socio-cultural aspects of teaching and learning programmes and those that assess biophysical aspects. The decisions on parity between standards have been made on the basis of equivalent requirements of the assessment. 5 The changes in the number of standards and the reallocation of credits are consistent with recommendations from previous Subject Writing Groups and other feedback received to date. Achievement Standards Level 3 90739 from 3 to 4 90740 from 3 to 2 90741 from 5 to 4 90744 from 5 to 6 3.7 (approved) 3.8 (subject to approval) Rationale for change in credit allocation at Level 3 90739 from 3 to 4 Aspects of the 90740 prior to recommended changes have been included into the recommended 90739. The increase in credits reflects this increase in requirements in the depth and breadth of the standard. 90740 3 credits This standard has been redeveloped, as a split from 90741. It is a stand-alone aspect of the current 90741 that can be assessed within a single standard and the credit allocation reflects the requirements of the standard. (It is in no way whatsoever equivalent to 90739.) 90741 from 5 to 4 Aspects of this standard have been taken into the newly recommended 90740 and therefore the reduction in credit reflects this. It is not a ‘pure split’ as such and so the remaining 4 credits reflect the requirements of the standards. Achievement Standards - Rationale for proposed changes Level 1 AS 90067 The intent of this standard includes having students come to understand their own participation by being involved, then reflecting and recognising what influences the level of participation. This reflection could have influence on lifelong learning. Lifelong learning and uptake of PA would be enhanced without students having to specifically relate this directly to wellbeing. The link is acknowledged and would be included in the reflection, but it has been indicated in previous SWG’s that students find it difficult to translate from influences to wellbeing. This shift to reflection will also allow teachers to overlay the physical activity/ies utilised within this standard in other assessment contexts. This will go some way to ensuring the intent of the standard is adhered to, rather than a provision of 3 one-off activities. AS 90068 Changes reflect the need to value the ability to relate knowledge to movement in action. Wording changes will enable more learning though movement in keeping with NZC (2007) 6 Minor changes only. AS90524 Credit change only. AS90070 It is considered that the standard in its current form is somewhat narrow; it is not well supported in schools and has low usage. Title change retains intent of assessing the understanding of societal influences, but has broadened this. It ensures the student reflects on their own views and interpretations, and considers implications for self and others. AS 90071 The proposed shifts here take this standard from an ‘evaluation after’ to an ongoing reflection in action to ensure the learning is assessed. There is considerable research to support the use of reflection in action as a formative and very useful learning methodology. This is seen to enable enhanced learning as students have the opportunity to act on their reflections and become more aware within the movement context. The demonstration of IP skills will remain essential – students will be able to use, reflect on the influence of these on others and attempt to make improvements based on evidence within their learning. AS 90525 Little change here in reality. Title reflects what this standard requires of students (and what is current best practice) – that they can understand the strategies/factors, and apply appropriate strategies/factors for attempted improvement. This will also move the standard from an ‘after the event’ evaluation to an ongoing evaluation and reflection in action, which is indicative of the learning and improvement process in movement contexts. The intended link between 1.6 and 1.3 remains, but will no longer be stated in the ENs as per requirements. Level 2 Overall changes proposed for Level 2 reflect an ongoing strong concern from teachers that there are too many AS’s and the current standards are too ‘small’ and discrete. While teaching and learning programmes can be developed to lead to a package of assessments this has not been the case and there has been feedback suggesting the need for change within Level 2. The proposed changes also aim to improve the coherence from one level to the next – ie across the matrix. AS90432 Proposed changes in the title better reflect the intent of the standard and the actuality of the teaching and learning programmes currently implemented towards this standard. This standard builds from level 1 where students consider physical activity from their own experiences for themselves primarily, to at Level 2 considering the significance and role for self and others in a NZ context. This will enable a broader approach than current practice which is tending to focus on a single event, leaving very little difference between L2 and L3. The changed credit level reflects the breadth and depth expected to meet this standard. 7 AS90433, 90434, 904345 These three standards have been the most criticised on the matrix, and (some) teachers have struggled to contextualise these in a movement context. The proposed changes take the bio-physical content relating to all 3 standards and rearrange this into two new standards. The focus of these two standards separates is quite different - one focuses on ‘learning to learn’ in movement contexts, and the other focuses on ‘learning to train’ in movement contexts. The content relating to the current 3 standards can be assessed within the 2 proposed standards in a manner which will allow greater flexibility in teaching and learning programmes and better meet the changed AO’s at Level 7 NZC (2007). Credit levels change to provide greater parity with other L2 standards and to neither favour nor disadvantage the bio-physical. AS90436 Unchanged - except for title and achievement criteria for consistency with Level 3, 90742 AS90437 Credit change from 3 to 4 to provide parity between socio-cultural and biophysical content within standards at Level 2, and to reflect the depth and breadth of understanding required to meet this standard. AS90438 Development of leadership remains the intent but the title change reflects a shift on emphasis from ‘planning’ to ‘doing’ – the application of leadership skills and strategies is further valued. ‘Through physical activity’ is made explicit and ‘group or team’ is removed from the title to broaden the contexts available to schools. Credits changed to reflect parity and expectations of associated study. AS90439 This standard remains on the matrix but joins the category of ‘other standards available at this level’. To help this make sense it has been moved to a US (initially) and will be redeveloped along with the remaining US’s. Level 3 Changes at Level 3 reflect alignment, parity and the pedagogy that supports the NZC (2007). AS90739 Changes proposed here reflect changes in AO’s and Level 8NZC - in particular 8A2. Aspects of the current AS90740 have also been included within the new focus of this standard. The emphasis has shifted from planning to evaluating, better reflecting the level of study. The title loses the word ‘programme’ to broaden the range of movement experiences within a teaching and learning programme, and the additions bring a greater future focus in line with NZC (2007) vision, principles and key competencies. Proposed change in credits for parity. 8 AS90740, AS90741 IT is proposed the current AS90741 has been split into two standards to allow for a more flexible approach within teaching and learning programmes. The current AS90741is implemented in such a way that it is commonly criticised for being ‘too big’ and ‘too prescribed’. By rearranging the aspects of this standard, we propose that students will be able to have greater breadth through their learning experiences for these standards. The proposals, we believe, will encourage more learning though movement. The standards can be linked in a teaching and learning programme – by choice and student need. Credit rearrangement has been completed to reflect the amount of study leading to each standard. AS90742 Unchanged AS90743 Unchanged AS90744 Change in credit value to reflect the depth and breadth of required knowledge and understanding, and student process that is involved in meeting this standard. The increased value also reflects the valuing of the Key Competency “Participating and Contributing”, and the vision and principles of the NZC (2007) Unit Standards This report includes the list of current Unit Standards that we propose are retained. All US retained on the matrix are proposed to be rewritten as AS’s. Rationale • The current AS matrix does not fully offer coverage of the NZC Physical Education AO’s and therefore further assessment opportunities are necessary. 9 • The current matrix of AS’s lacks coherence and alignment across the levels in some areas. For example, there is a leadership assessment opportunity at Level 2 and a need for this to have coherence in Level 3. • The current matrix provides an assessment for safety at Level 2 and in view of the need for assessment of safely in outdoor contexts and provision for outdoor contexts to be assessed, there is a need for the new (approved) AS at L1 and L3 to complete alignment and coherence across the matrix. • The nature of physical education courses at Level 1, 2 and 3 differ markedly across the country. Due to a range of circumstances, schools may offer courses for 2, 3 or 4 hours a week. Some course may have a particular emphasis, such as outdoor education or leadership development. There is a need for flexibility in the provision of assessment for the wide range of coherent courses. • 1.8 and 1.9 are rewritten from US into AS. These US’s were aligned to the curriculum and met Achievement objectives that are currently not met. Inclusion of these as AS’s will enable more complete coverage of the AO’s. Proposed Physical Education UNIT STANDARDS list after deletions and level rearrangements Level 1 Level 2 Level 3 New AS 1.7 Safety management in outdoor contexts New AS to replace AS 90439 (2.8) Safety management New AS Safety management in outdoor contexts 12537 becomes 1.8 12551 becomes 1.9 12550 becomes 2.9 12536/12539 (ex Level 3) becomes 2.10 13357 (ex Level 3) becomes 2.11 New AS Leadership 10 Physical Education Matrix LEVEL 1 LEVEL 2 1.1 2.1 Participate actively in a variety of Explain the role and significance physical activities and explain of physical activity in the lives of factors that influence own young people in New Zealand. participation 3 credits Internal 5 credits Internal LEVEL 3 3.1 Examine physical activity experiences in relation to wellbeing and devise strategies for life-long wellbeing 4 credits Internal 3.2 Analyse a chosen skill performed by self or others 3 credits Internal 1.2 2.2 3.3 Describe the function of the body Describe bio-physical principles Examine a programme for as it relates to the performance of in relation to learning physical performance improvement for physical activity. skills. self or others. 5 credits Internal 5 credits Internal 4 credits Internal 2.3 Examine bio-physical principles to training for physical activity. 4 credits Internal 2.4 deleted 1.3 2.X Demonstrate quality movement in Perform a physical activity to the performance of a physical meet the Physical Education activity Performance Standards for Level 2 4 credits Internal 1.4 Describe the implications for self and others of societal influences on physical activity 4 credits Internal 4 credits Internal Page 1 of 2 3.4 Perform a physical activity to nationally developed performance standards. 4 credits Internal LEVEL 1 LEVEL 2 1.5 2.X Demonstrate interpersonal skills Describe the sociological and use on-going reflection to significance of a sporting event, explain the effects on the physical activity or festival functioning of a group or team Examine a current physical activity event, trend or issue impacting on New Zealand society 4 credits Internal 1.6 Demonstrate and describe the factors / strategies that influence performance of a physical activity 4 credits Internal 2.X Apply and examine leadership strategies through physical activity. 4 credits 3 credits 4 credits Internal 5 credits Internal 1.7 Demonstrate and describe responsible behaviour for safety during outdoor education activities 3.5 Internal 3.6 Examine physical activity and take action to influence the participation of others. Internal 3.7 Analyse issues in safety management, and apply and evaluate risk management strategies in an outdoor activity 3 credits Internal 3 credits Internal 4 credits Internal 1.8 2.X 3.8 Take action to assist others to Demonstrate social Leadership participate in physical activity responsibility through physical activity 2 credits Internal 3 credits Internal 1.9 2.X Demonstrate self management Plan, implement and evaluate strategies and describe the a physical activity event effects on participation in Plan, implement and evaluate physical activity. an adapted physical activity 2 credits Internal 2.X LEVEL 3 Examine and apply skills to manage risk in outdoor activities. 4 credits Internal 2.X Explore the making of a movement composition 3 credits Internal Page 2 of 2 Number Version Page 1 of 3 Achievement Standard Subject Reference Physical Education 1.1 Title Participate actively in a variety of physical activities and explain factors that influence own participation Level 1 Credits 5 Subfield Health and Physical Education Domain Physical Education Assessment Status Status date Planned review date Date version published Internal This achievement standard involves participating actively in a variety of physical activities and reflecting in an ongoing manner on factors that influence own participation. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence • Participate actively in a variety of physical activities and explain factors that influence own participation. • Participate actively in a variety of physical activities with a high level of effort and engagement, and explain factors that influence own participation. • Participate actively in a variety of physical activities with a consistently high level of effort and engagement, and explain factors that influence own participation. Explanatory Notes 1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to Level 6 Achievement Objectives A1, A2, A3, A4, B1, B2, B4, D1. Assessment will be consistent with and reflects the underlying and interdependent concepts of the Health and Physical Education Learning Area; Hauora, socio-ecological perspective, health promotion and attitudes and values. (The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, p22) 2 Definitions: • Participate actively means that the student is both active and involved in most of the physical activity sessions used to contribute towards assessment against this achievement standard. Active participation in a variety of physical activities is essential. Number Version Page 2 of 3 • Participate actively could include: − practising to improve − activity for enjoyment, fun, and challenge − contributing in team activities − relating to others in activities requiring interaction − reflecting on involvement and performance − participating in some way or contributing despite injury. • Displaying a high level of effort and engagement may include: − student gets involved in the activity − works to attain the reason or goal of activity − is involved in the intent of the activity for self or to encourage, support others (e.g. showing effort to support others to be active and/ or show effort to improve in most of the activities) − participate in the strategies, skills, aim of the game − participate to develop skills of the activity − participate to develop, maintain and improve fitness − participate to maintain or improve well-being − participate to enjoy the intent of the activity − support, encouragement, organisation of others with the aim of getting them to participate − any combination of above. • Displaying a consistently high level of effort and engagement means full and positive involvement in physical activities in terms of participation, and contribution or consistent effort to support others to be active and/ or consistently showing effort to improve over time. 3 Explain means to say how and/or why a range of factors influence your own participation. The explanation is expected to be a result of ongoing reflection. 4 Factors that influence participation could include but are not limited to: • well-being • fun and enjoyment • challenge • able to do with friends • pushes the body to physical and/ or mental limits • could go at my own pace • cost • accessibility • equipment needed. 5 It is expected that students will participate in a programme that includes a variety of physical activities, for example: • adventure based learning • games • fitness Number • • • • • • • Version Page 3 of 3 team based/individual sports dance te ao kori outdoor pursuits martial arts aquatic activities leisure based activities. Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. 2 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226 Number Version Page 1 of 2 Achievement Standard Subject Reference Physical Education 1.2 Title Describe the function of the body as it relates to the performance of physical activity Level 1 Credits Subfield Health and Physical Education Domain Physical Education 5 Assessment Status Status date Planned review date Date version published Internal This achievement standard involves relating knowledge of basic body function to the performance of physical activity. Achievement Criteria Achievement Achievement with Merit • Describe the function of • Explain the function of the the body as it relates to the body as it relates to the performance of physical performance of physical activity activity. Achievement with Excellence • Explain in detail the function of the body as it relates to the performance of physical activity. Explanatory Notes 1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to Level 6 Achievement Objective B3. Assessment will be consistent with and reflects the underlying and inter-dependent concepts of the Health and Physical Education Learning Area; Hauora, socioecological perspective, health promotion and attitudes and values. (The NZ Curriculum, Learning Media, Ministry of Education, 2007, p22) 2 It is expected that teachers will offer a choice of suitable large muscle locomotor-type physical activities to which the knowledge of body function can be applied so that they understand the relationship between applying the knowledge and the resulting movement/ performance, for example: Number • • • • • Version Page 2 of 2 game and sport activities involving running, jumping, throwing, catching, striking aquatic activities – swimming, snorkelling, diving, water polo outdoor activities – rock climbing, kayaking, tramping dance, aerobics, poi, haka, gymnastics, fitness activities, weight training, running etc. 3 Definitions: • Function of the body involves how the human body works in relation to physical activity. This will include, but is not limited to: − basic functional anatomy e.g. anatomical movement, bones and muscles involved in the movement agonists, antagonists − basic principles of biomechanics (depending on the context used) e.g stability, force summation, levers − basic physiological responses to large muscle locomotor-type activities (depending on the context used) for example, acute and chronic response to training, energy systems. 4 Describe in this achievement standard will include giving an account of and or giving details of characteristics. Anatomical movement is considered a description of the way the joint moves. 5 Explain will include giving an account of the how and the why, the function of the body is related to the performance of the physical activity. 6 Explain in detail will refer to depth and/ or breadth of knowledge, including: • the relationship between anatomical structure and the performance of a physical activity • the use of biomechanical principles to explain in detail the performance of a physical activity • the relationship of physiological responses to the intensity of a physical activity. Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. 2 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226 Number Version Page 1 of 2 Achievement Standard Subject Reference Physical Education 1.3 Title Demonstrate quality movement in the performance of a physical activity Level 1 Credits Subfield Health and Physical Education Domain Physical Education 3 Assessment Status Status date Planned review date Date version published Internal This achievement standard involves demonstrating quality movement in the performance of a physical activity. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence • Demonstrate quality movement in the performance of a physical activity. • Consistently demonstrate quality movement in the performance of a physical activity. • Consistently demonstrate high quality movement in the performance of a physical activity. Explanatory Notes 1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to Level 6 Achievement Objectives A2, B1, B3. Assessment will be consistent with and reflects the underlying and interdependent concepts of the Health and Physical Education Learning Area; Hauora, socio-ecological perspective, health promotion and attitudes and values. (The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, p22) 2 Definitions: • Demonstration of the movement…of a physical activity is judged according to the performance of the appropriate factors/ skill(s) nominated for the activity. This may involve techniques and/ or the standard of performance as appropriate to the activity. Both objective measurement and professional judgement can be used to assess the quality and consistency of performance. Number Version Page 2 of 2 • High quality movement is performance that demonstrates a very high skill level within the chosen activity. 3 It is intended that the student will have an opportunity to demonstrate the quality of movement in a variety of activities. Formal assessment of quality of movement in one physical activity is sufficient for this achievement standard. Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. 2 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226 Number Version Page 1 of 2 Achievement Standard Subject Reference Physical Education 1.4 Title Describe the implications for self and others of societal influences on physical activity Level 1 Credits Subfield Health and Physical Education Domain Physical Education 4 Assessment Status Status date Planned review date Date version published Internal This achievement standard involves exploring how societal influences on physical activity are portrayed and the consideration of the implications of these influences for self and others. Achievement Criteria Achievement • Describe the implications for self and others of societal influences on physical activity Achievement with Merit • Explain the implications for self and others of societal influences on physical activity Achievement with Excellence • Explain in detail the implications for self and others of societal influences on physical activity Explanatory Notes 1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to Level 6 Achievement Objectives A4, B4, D1. Assessment will be consistent with and reflects the underlying and interdependent concepts of the Health and Physical Education Learning Area; Hauora, socio-ecological perspective, health promotion and attitudes and values. (The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, p22) 2 Definitions: • Societal influences could include but are not limited to: − media − advertising − popular view − policy Number Version Page 2 of 2 − social marketing − peers. • From these societal influences some themes that could be explored include, but are not limited to: − sexism − healthism − commodification − school culture − youth culture − the body. • Describe means giving an account of and/ or providing details of characteristics of societal influences and/ or subsequent themes and the implications of these for self and others. • Explain means to give account of the how and/or why of societal influences and /or subsequent themes and how and/ or why the implications for self and others or challenges assumptions around implications for self and others. • Explain in detail could refer to depth or breadth or both. It may also include some level of critical thought that asks questions of and challenges the assumptions in relation to the societal influences and implications. Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. 2 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226 Number Version Page 1 of 3 Achievement Standard Subject Reference Physical Education 1.5 Title Demonstrate interpersonal skills and use ongoing reflection to explain the effects on the functioning of a group or team. Level 1 Credits Subfield Health and Physical Education Domain Physical Education 4 Assessment Status Status date Planned review date Date version published Internal This achievement standard involves the student continually reflecting on the effect or impact that the use of their interpersonal skills is having on the effectiveness of a group or team. As a result of the on-going reflection, the student makes changes and adaptations to the application of their interpersonal skills to ensure the continuing and/or improved effectiveness of the functioning of the group or team. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence • Demonstrate interpersonal skills and use ongoing reflection to explain the effects on the functioning of a group or team. • Demonstrate interpersonal skills that enable the effective functioning of a group or team and use ongoing reflection to explain the effects of these skills. • Consistently demonstrate interpersonal skills that enable the effective functioning of a group or team and use ongoing reflection to explain the effects of these skills. Explanatory Notes 1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to Level 6 Achievement Objectives A3, B2, C1, C2, C3. Assessment will be consistent with and reflect the underlying and inter-dependent concepts of the Health and Physical Education Learning Area; Hauora, socio-ecological perspective, health promotion and attitudes and values. (The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, p22) Number 2 Version Page 2 of 3 Definitions: • Explain means to give reasons how and why the interpersonal skills enable the effective functioning of the team. In order to explain the interpersonal skills students first need to demonstrate them. There is inter-dependence between the demonstration and explanation. • Effective functioning means that the group works together to meet the intended objectives. • Interpersonal skills may include but are not limited to: − effective communication − cooperation − giving and receiving feedback, and feed-forward − acceptance of diversity − supporting and encouraging others − inclusiveness − problem solving − negotiation − conflict resolution. • It is expected that the selected interpersonal skills will be used by the student and observed by the teacher throughout the unit of work. • The effects on the functioning of the group or team may include, but is not limited to: − improved group or team performance − more cohesiveness − shared understanding of what the goal is and the plan to reach it − improved success − increased enjoyment − better communication − quality of teamwork − more encouragement and support amongst team/group members. • Ongoing means to use reflection at regular intervals to inform adaptation in the use of inter personal skills. 3 The group or team should be involved in any competitive or recreational physical activity. The activities could include, but are not limited to: • fitness • dance • outdoor education • games • te ao kori • sport and aquatics, as outlined in the Health and Physical Education key areas of learning in The New Zealand Curriculum. Number Version Page 3 of 3 Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. 2 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226 Number Version Page 1 of 2 Achievement Standard Subject Reference Physical Education 1.6 Title Demonstrate and describe the factors/ strategies that influence performance of a physical activity Level 1 Credits Subfield Health and Physical Education Domain Physical Education 3 Assessment Status Status date Planned review date Date version published Internal This achievement standard involves examining factors/ strategies that influence the performance of a physical activity, and applying knowledge for performance improvement. Achievement Criteria Achievement • Achievement with Merit Demonstrate and • describe the factors/ strategies that influence performance of a physical activity Demonstrate and explain the factors/ strategies that influence performance of a physical activity Achievement with Excellence • Demonstrate and review the factors/ strategies that influence performance of a physical activity Explanatory Notes 1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007 and relates to Level 6 Achievement Objectives B1 and B3. Assessment will be consistent with and reflects the underlying and interdependent concepts of the Health and Physical Education Learning Area; Hauora, socio-ecological perspective, health promotion and attitudes and values. (The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, p22) 2 Definitions: • Describe means giving details of characteristics of the factors/ strategies that influence performance of physical activity and giving an account of how they were Number Version Page 2 of 2 applied for performance improvement. In order to describe, the factors/ strategies you first need to demonstrate the influencing factors/ strategies. There is interdependence between the demonstration and the description. • Explain means to give reasons how and why the factors/ strategies influence performance in a physical activity AND how and why the factors/ strategies were applied for performance improvement. In order to explain, the factors/ strategies you first need to demonstrate the influencing factors/ strategies. There is interdependence between the demonstration and the explanation. • Review means to consider how well the application of the factors/ strategies did or did not result in performance improvement. These judgments are supported with explanation, and examples or evidence. In order to review, the factors/ strategies you first need to demonstrate the influencing factors/ strategies. There is interdependence between the demonstration and the review. 3 Factors/ strategies that influence the performance of physical activity are knowledge of technique and will also include at least one of the following: • quality practice • type and amount of practice • prior experience/ability • knowledge of sequence • knowledge of strategies • related fitness components • motivation • goal setting • confidence • cultural awareness and understanding • aesthetics. Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. 2 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226 Number Version Page 1 of 3 Achievement Standard Subject Reference Physical Education 1.7 Title Demonstrate and describe responsible behaviour for safety during outdoor education activities Level 1 Credits Subfield Health and Physical Education Domain Physical Education 3 Assessment Status Status date Planned review date Date version published Internal This achievement standard involves the student demonstrating and evaluating responsible behaviours during outdoor education. Achievement Criteria Achievement • Achievement with Merit Demonstrate and describe • responsible behaviour for safety during outdoor education activities. Demonstrate and explain responsible behaviour for safety during outdoor education activities. Achievement with Excellence Consistently demonstrate and review responsible behaviour for safety during outdoor education activities. Explanatory Notes 1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to Level 6 Achievement Objectives A3, B2, C1 and C3. Assessment will be consistent with and reflect the underlying and interdependent concepts of the Health and Physical Education Learning Area; Hauora, socio-ecological perspective, health promotion and attitudes and values. (The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, p22) 2 Definition: • Describe means to give account of responsible behaviour for safety during outdoor education activities. In order to describe responsible behaviour students first need to demonstrate them. There is inter-dependence between demonstrate and describe. Number Version Page 2 of 3 • Explain means to give reasons how and why the responsible behaviour was applied. In order to explain the responsible behaviour students first need to demonstrate them. There is inter-dependence between demonstrate and describe. • Review means to consider how well the behaviour did or did not result in physical and or emotional safety. These judgments are supported with explanation, and examples or evidence. In order to review the responsible behaviour the students first need to demonstrate them. There is inter-dependence between demonstrate and review. • Outdoor education activities may include but are not limited to: − canoeing − caving − kayaking − mountain biking − orienteering − rafting − rock climbing − sailing − snorkelling − surfing − tramping. • Responsible behaviours include demonstrating current best practice for the chosen activities and may include physical and emotional safety. This may include, but is not limited to: − cooperation with others − self management − compliance with instructions − care of equipment − appropriate communication − group work − assisting others − tolerance − conflict resolution. 3 ‘Current best practices’ include the current accepted practices in Outdoor Activities Guidelines for Leaders (Sport and Recreation New Zealand, 2005), and current best practices in Safety and EOTC - A good practice guide for New Zealand schools (Ministry of Education, 2002) and the New Zealand Environmental Care Code (Department of Conservation) and compliance with the Health and Safety in Employment Act 1992, Injury Prevention, Rehabilitation, and Compensation Act 2001, and their subsequent amendments. Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. Number 2 Version Page 3 of 3 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226 Number Version Page 1 of 2 Achievement Standard Subject Reference Physical Education 1.8 Title Take action to assist others to participate in physical activity Level 1 Credits Subfield Health and Physical Education Domain Physical Education 2 Assessment Status Status date Planned review date Date version published Internal This achievement standard involves taking action in order to assist others to participate in physical activity. Achievement Criteria Achievement • Take action to assist others to participate in physical activity. Achievement with Merit • Achievement with Excellence Take purposeful action to assist others to participate in physical activity. Take effective action to assist others to participate in physical activity. Explanatory Notes 1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to Level 6 Achievement Objectives A3, B1, B2, B4 and C3. Assessment will be consistent with and reflects the underlying and interdependent concepts of the Health and Physical Education Learning area: Hauora, socio-ecological perspective, health promotion and attitudes and values (The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, p22). 2 Definitions: • Take action refers to having predetermined tasks set that relate to the chosen physical activity. This may include but is not limited to: − functional skills, for example; producing draws, collation of results, promotion, and managing equipment − social skills, for example; officiating, coaching, helping in remedial or adapted physical education programmes and peer tutoring. • Purposeful means to have a defined aim or plan of action. Number Version Page 2 of 2 • Effective action means to achieve the desired outcome. • Physical activity includes but is not limited to: − inter form sport − school sport − school athletic sports days − management of sports teams − coaching of sports teams − helping in adapted physical education classes − recreational activities. • To assist others means supporting others or providing opportunities for others to take part in physical activity. Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. 2 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226 Number Version Page 1 of 2 Achievement Standard Subject Reference Physical Education 1.9 Title Demonstrate self management strategies and describe the effects on participation in physical activity. Level Credits Subfield Health and Physical Education Domain Physical Education Assessment Status Status date Planned review date Date version published Internal This achievement standard involves students demonstrating and describing self management strategies through participating in physical activity. Achievement Criteria Achievement Achievement with Merit • Demonstrate self • Demonstrate self management strategies management strategies and describe the effects on and explain the effects on participation in physical participation in physical activity. activity. Achievement with Excellence • Demonstrate self management strategies and review the effects on participation in physical activity. Explanatory Notes 1 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to Level 6 Achievement Objectives A1, A2, B2 and C2. Assessment will be consistent with and reflect the underlying and interdependent concepts of the Health and Physical Education Learning Area; Hauora, socio-ecological perspective, health promotion and attitudes and values. (The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, p22) 2 Definitions: • Describe means giving an account of and/ or providing details of the effects the self management strategies had on partcipation in physical activity. In order to describe the self mangement strategies the student first needs to demonstrate them. There is inter-dependence between the demonstration and the description. • Explain means to give reasons how and why self management strategies effected participation in physical activity. In order to explain the self management strategies the student first needs to demonstrate them. There is inter-dependence between the demonstration and the explanation. Number Version Page 2 of 2 • Review means to consider how the self management strategies did/ did not result in changes to participation in physical activity. These judgments are supported with explanation, and examples or evidence. In order to review the self management strategies the student first needs to demonstrate them. There is inter-dependence between the demonstration and reviewing. • Self management strategies may include goal setting, time management, stress management, adaptability, self control, risk management, resiliency, motivation, perseverance dealing with success and disappointment. Quality Assurance 1 Providers and Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against achievement standards. 2 Accredited providers and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards. Accreditation and Moderation Action Plan (AMAP) reference 0226 Conditions of Assessment for Level 1 Physical Education Standards Collection of Assessment Evidence and Authenticity 1 Teachers can select the way(s) internal assessment evidence is collected from students. However, it is essential that the way(s) evidence is collected ensures authenticity of student work. That is, • it is the student’s own work (unless the standard specifically involves a collective process), and it can be demonstrably shown that the collected evidence represents what each student knows and understands and can do in relation to the criteria of the standard. • It is not copied from their ‘class notes’ provided by the teacher or recorded from other such sources or copied from an existing source of information such as the internet unless referenced. 2 In addition, the means of evidence collection must provide each student with the opportunity to demonstrate a quality performance of what they know, can do and understand. Assessment tasks are purposefully designed to provide all students with the opportunity to reach excellence. The process of collecting evidence for the purpose of assessment needs to be carefully considered, to ensure that opportunities for excellence are not restricted. 3 Exemplars of internal assessment tasks prepared by materials developers for MoE/ NZQA, which are officially placed online for teachers use, contain guidelines about the conditions for assessment. Oral presentation 1 To make assessment accessible to students, teachers may choose have their students provide evidence for assessment orally. This could be an oral presentation to the class, or in a one-to-one interview type situation with the teacher. Where all, or a significant part, of the evidence for assessment is presented orally, this may be recorded (audio of video) for in-school moderation purposes. Not all the relevant evidence need be collected at once and may require a number of ongoing conferences over time. Note that the judgement made about the quality of the work is not made on the quality of the ‘oral performance’ but the physical education meaning inherent in the verbal presentation (or in the written notes students will likely prepare to support the presentation). Other ways of collecting evidence • • Posters need to be used with care. It is NOT the visual impact of the poster that is of any importance for assessment. It is unlikely that a poster format will contain sufficient space to present all evidence required for a standard (unless it is effectively a written assessment task laid out in poster size) – a poster will still need written text to describe/explain the physical education meanings required for demonstration of the standard. Alternatively, a visual poster could be supported by an oral presentation to attend to the required descriptions/explanations. Portfolios have application for assessment evidence collected over time that builds to form a ‘complete’ body of evidence. The question of authenticity of student work needs to be thought through when considering portfolios. Given the many interactive processes used in Physical Education, whereby students collectively construct knowledge, it means (many) aspects of their recorded work have been produced from 1 • • group processes and is not necessarily documentation of the student’s own understanding Power point presentations are firstly written (with notes) and then backed up by the oral presentation of the detailed (and assessable) information. The whole point (of a power point) is that the power point file, screened as a data show, is just a prompt that the presenter speaks to from prepared notes. An electronic power point file without the verbal (or written) explanation of the prompts will likely be inadequate evidence for assessment. Multimedia is an appropriate way to collect evidence over a period of time, text messages, flip cameras, video recording and again should be carefully thought through so that it shows the evidence required for the standard or is used as for a powerpoint where it may need some verbal and or written explanation. It may be that the multi media presentation provides evidence of statements and or judgements. Time allowed Remember that internal assessment work is not time bound. That said, the practicalities of time tabling assessments will put limits on the amount of time a student (realistically) has to complete an assessment. Assessments that are completed as one continuous task may be spread over several class lessons. In this case, only the part of the task expected to be completed that lesson is handed out (to prevent students pre-preparing for other parts of the task) and the students leave their work with the teacher each lesson. Alternatively, teachers may choose to make use of an in-school examination week period to complete these assessments. In some cases students may be gathering evidence e.g. (reflection, practical) throughout the unit of work. How this information is gathered and deemed to be authentic should be clear and communicated for both teachers and students. Number of Assessment Opportunities AS 1.1 Notes specific to the achievement standards about possible assessment conditions LEVEL 1 It is expected that participation in a variety of activities will occur over an extended period of time as opposed to one-off experiences. E.g. extended units of work throughout the years programme. Teachers will gather ongoing evidence of participation and effort. Opportunities for assessment: This standard could be assessed through ongoing assessment opportunities and assessment must adhere to the ‘Further Assessment Opportunities National Guidelines’. Collection of Evidence: Evidence for participation will be collected through teacher observation. Reflections could be collected verbally, in writing and / or with the use of a range of multi media. 1.2 Opportunities for assessment: This standard could be assessed through ongoing assessment opportunities and assessment must adhere to the ‘Further Assessment Opportunities National Guidelines’. Collection of Evidence: Evidence could be written, verbal, or multimedia 2 1.3 Authenticity issues: This assessment should be completed under supervision. Opportunities for assessment: This standard could be assessed through ongoing assessment opportunities and assessment must adhere to the ‘Further Assessment Opportunities National Guidelines’. Collection of Evidence: Evidence for this assessment is collected through observation 1.4 Authenticity issues: This assessment should be completed under supervision. Investigate societal influences on physical activity before you apply this knowledge to the implication for self and others. Opportunities for assessment: This standard could be assessed through ongoing assessment opportunities and assessment must adhere to the ‘Further Assessment Opportunities National Guidelines’. Collection of Evidence: Evidence could be written, verbal, or with the use of multimedia. 1.5 Authenticity issues: It is possible that this assessment could be completed out of class time and therefore authenticity is the responsibility of the school. There is an expectation that the teaching and learning programme will enable ongoing reflection. This should be reviewed at regular intervals. It is expected that for merit and excellence the IP skills are consistent with enabling effective functioning of a group or team. Consistent demonstration of these skills requires a student to maintain a high standard that varies little throughout the unit. Opportunities for assessment: This standard could be assessed through ongoing assessment opportunities and assessment must adhere to the ‘Further Assessment Opportunities National Guidelines’. Collection of Evidence: Evidence could be verbal, written or the use of multimedia. 1.6 Authenticity issues: This assessment should be completed in class. It is intended that this achievement standard is assessed in conjunction with achievement standard 1.3, Demonstrate quality movement in the performance of a physical activity, but the choice to do so is remains with the school. It is expected that participation in a variety of activities will occur over an extended period of time as opposed to one-off experiences. Opportunities for assessment: This standard could be assessed through ongoing assessment opportunities and assessment must adhere to the ‘Further Assessment Opportunities National Guidelines’. Collection of Evidence: Evidence for participation will be collected through teacher observation. Reflections could be collected verbally, in writing or with the use of multi media. Authenticity issues: None. 3 1.7 It is intended that ‘demonstrate ‘ is modelled consistently in order to achieve this standard This could be covered in a unit of work or a ‘whole’ programme. Opportunities for assessment: This standard could be assessed through ongoing assessment opportunities and assessment must adhere to the ‘Further Assessment Opportunities National Guidelines’. Collection of Evidence: Evidence could be verbal, written or the use of multimedia. Authenticity issues: This assessment should be used in class 1.8 Taking action in this standard may equate to a ‘one off experience’ or a series of episodes. Collection of Evidence: Evidence for Taking action will be collected through teacher and/or peer observation. Evidence could be collected verbally, in writing or with the use of multi media Authenticity issues: It is possible that this assessment could be completed out of class time and therefore authenticity is the responsibility of the school. 1.9 It is intended that ‘demonstrate ‘ is modelled consistently in order to achieve this standard It is expected that participation in an activity will occur over an extended period of time as opposed to a one-off experience Collection of Evidence: Evidence could be verbal, written or the use of multimedia. Self assessment is inherent in the Authenticity issues: This assessment should be used in class 4