AS 92017 Annotated exemplars

This annotated exemplar is intended for teacher use only. An annotated exemplar is a sample of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade.

Download all exemplars and commentary [PDF, 1.1 MB]

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

For Achieved, the student needs to demonstrate understanding of the application of strategies in group movement.

This involves:

• describing the reason for applying strategies in movement
• describing the applied strategies, using examples
• discussing kotahitanga in the context of the application of strategies.

The student has described reasons for how they applied Tuākana-Tēina in Kī o Rahi. For example, “I effectively used tuakana-teina to promote kotahitanga…I noticed that we were frequently missing the tupu, and the ball would fly out of our allowed zone”.

The evidence describes and gives examples of how the student applied Tuākana-Tēina. For example, “I told CC and LL that if we applied this tactic to our game, we would always have a person to recover the ball in case we missed. For example, I said to CC, ‘hey CC quick cover the shot in case it misses’ By me sharing my knowledge and previous experience is an exact demonstration of Tuakana-Teina. This helped promote kotahitanga in the team because I shared my expertise for our group to achieve a common goal of keeping the ball in play. Likewise, trust is also built amongst a group when people share and are open to learning. It creates a healthier learning environment and promotes kotahitanga when there is unity in the team.” This description discusses how they applied the strategy from their own experience in Kī o Rahi to promote kotahitanga.

The student has described reasons for how they applied effective communication, and discussed how this application promoted kotahitanga in Kī o Rahi. For example, “To promote kotahitanga, I need to make sure everyone understands and is included…I observed that they were still struggling with understanding the zone defence so I took them aside and slowly explained it with simple wording”.

The evidence describes and gives examples of how the student applied effective communication in Kī o Rahi. For example, “I said to DD ‘this is the area you will defend’ I then ran around the set area for DD to see. Then I said ‘you mark anyone that comes into this area from getting the ball’…This led to promoting kotahitanga as now DD understood what he had to do and knew his role in the team, he felt more connected with the team. For example, DD was able to mark players in the set zone not letting them get the ball helping. He felt he was contributing to the team. This helped promote kotahitanga by everybody being on the same page and everyone knowing their role for us to succeed”. The description discusses how they applied the strategy from their own experience in Kī o Rahi to promote kotahitanga.

For Merit, the evidence could have explained how and why Tuākana Tēina and effective communication were applied as strategies in Kī o rahi to promote kotahitanga. This includes using examples from the student’s own experience.

For Merit, the student needs to explain the application of strategies in group movement.

This involves:

• discussing how and why the strategies are applied, using examples
• discussing kotahitanga in the context of the application of strategies.

The student has explained how and why they applied manaakitanga and discussed how this application promoted kotahitanga in the outdoor education expedition. For example, “it is important to use this strategy because when people feel supported and valued, they are more likely to contribute to the team”.

This is supported by the student providing examples of how and why manaakitanga was applied. For example, “I saw she was struggling because when we paddle she kept on stopping…So, I reassured her and said said ‘It’s okay V, keep on going!’ 

and when she started paddling again…As a result of me saying these words to her, we grew closer together and caught up to the group, which showed how manaakitanga helped promote kotahitanga during the expedition”. The explanation of manaakitanga discusses how they applied the strategy from their own experience in the outdoor education expedition to promote kotahitanga.

The student has explained how and why effective communication was applied in the context of kotahitanga in Rippa Rugby. For example, “In our first game I saw that one of the girls E.E kept making mistakes, like passing in front…she said that she didn’t know all of the rules of the game...The rules I explained to her were, ‘You can’t pass the ball forward, if you drop the ball it’s a turnover, and you basically just focus on ripping the tags off them.’ After I told her the rules, I could see that this led to EE trying to involve herself in the game more confidently thanks to my explanation. This showed how my communication helped the team act together towards a shared goal promoting kotahitanga.”

Examples are provided of how and why effective communication was applied in Rippa Rugby. For example, “I noticed when we bunched too close together…I said ‘guys move down and fill the gaps’ result of me applying this strategy. I could see that my team stayed connected on defence and avoided making the same mistake which showed how my communication helped promote kotahitanga during the game as we worked together has one on defence”. The explanation of effective communication discusses how they applied the strategy from their own experience to promote kotahitanga.

For Excellence, the student could draw conclusions about the effectiveness of how manaakitanga and effective communication strategies in the context of kotahitanga, using examples from their own experiences. For example, the evidence could have related back to the application of both their strategies in the outdoor expedition and rippa rugby.

For Excellence, the student needs to evaluate the application of strategies in group movement.

This involves:

• drawing conclusions about the effectiveness of how the strategies are applied, using examples
• discussing kotahitanga in the context of the application of strategies.

This student has drawn conclusions about the effectiveness of how cooperation and effective communication were applied in the context of kotahitanga in the outdoor education experiences, using specific examples from their own experiences.

They have evaluated how cooperation promoted kotahitanga in the outdoor education activities and drawn conclusions about how effective the strategy was when applied in the Bubble and Squeak and Search and Rescue activities. For example, “It was effective because…This promoted kotahitanga as it created a sense of trust and stability in the person who was already out of their comfort zone so they could feel a bit less stressed. For example, I persevered through the freezing cold water to hold the raft steady to make my teammate more comfortable on top of the wobbly rafts”.

The student has supported their conclusions with examples from their own experience of the cooperation strategy being applied in the activities and their evaluation discussed how they applied the strategy from their own experience to promote kohtahitanga.

Similarly, the student has evaluated how effective communication promotes kotahitanga in the Dangling Trio and blindfolded climb. They have drawn conclusions about the application of the strategy when participating in the kotahitanga unit. This is supported by examples from their own experience of the cooperation strategy being applied in the climbing activities. The evaluation discussed how they applied the strategy to promote kotahitanga.