Alignment of the Physical Education Standards with the New

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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
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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
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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.
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• 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
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− 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)
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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.
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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
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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.
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• 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.
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• 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.
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• 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
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