AS 92016 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars consist of student evidence, with commentary, to explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 2.6 MB]

Level 1 Physical Education assessment resources (external link) - NCEA.education

For Achieved, the student needs to apply movement strategies in an applied setting.

This involves identifying and demonstrating a range of movement strategies in an applied setting.

This student has identified and demonstrated a range of movement strategies in a Kī o Rahi applied setting.

The evidence includes a live teacher observation sheet with commentary, and student videos that demonstrate a range of identified Kī o Rahi movement strategies.

The student videos and descriptors for each movement strategy in the applied setting (class tournament) include more details of the characteristics indicating the quality of the movement. For example, running strategic angles to create space by attacking the defenders outside shoulder to turn them away from the pou, zone defence by tracking opponents to stop them from scoring and staying back once they had left the half, and running into space and successfully catching the kī after identifying a teammate being pressured.

The teacher live observation sheet shows evidence of demonstration within each game over a series of observations.

For Merit, the student could consistently demonstrate a range of movement strategies in the applied setting. For example, providing further evidence of consistent demonstration of each movement strategy within each game over a series of observations.

For Merit, the student needs to sustain movement strategies in an applied setting.

This involves consistently demonstrating a range of movement strategies in an applied setting.

This student has consistently demonstrated a range of movement strategies (serving the volleyball to land in the opposition court, passing the ball to a player in the front court, and moving to a position to defend opposition’s spike/hit) in a volleyball applied setting.

The evidence includes a live teacher observation sheet with commentary, an assessment schedule providing detailed descriptions of each movement strategy, and an annotated student video that shows consistently demonstrating a range of identified volleyball movement strategies in an applied setting (class tournament). These include appropriate characteristics for each movement strategy that indicate the quality of the movement. For example, consistently demonstrating coordination when serving the ball and making defensive contact with a spike/hit, and coordination and control of movement when digging/setting the ball to the front of the court.

The teacher live observation sheet and the annotated student video show the evidence of consistent demonstration within each game, and across the series of games in the volleyball class tournament.

For Excellence the student could effectively demonstrate, with intent and proficiency, a range of movement strategies in the volleyball applied setting. For example, varying speed and placement of the serve to put pressure on receivers, accurate coordination and fluidity of movement when serving or getting into an effective blocking position, and set placement allowing for hitters to attack effectively.

For Excellence, the student needs to execute movement strategies in an applied setting.

This involves effectively demonstrating, with intent and proficiency, a range of movement strategies in an applied setting.

This student has executed a range of movement strategies (throwing into space, man-to-man defence, and V cuts) in an Ultimate Frisbee applied setting.

The evidence includes a live teacher observation sheet with commentary, and a student video that shows effectively demonstrating a range of identified Ultimate Frisbee movement strategies with intent and proficiency in an applied setting (class tournament).

The evidence includes appropriate characteristics for each movement strategy to indicate the quality of the movement. For example, accuracy and coordination when throwing the disk, anticipating and responding to external cues by intentionally selecting and purposely tracking an opponent to stop them receiving the disk, and anticipating and responding to external cues with sharp, fluid, and purposeful changes of direction to create space to receive the disk.

The teacher live observation sheet shows evidence of effective demonstration with intent and proficiency within each game over the duration of the class tournament.