AS 92017 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, 304 KB]

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

For Achieved, the student needs to demonstrate understanding of the application of strategies in 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 effective communication and discussed how this application promoted kotahitanga in football. For example, “I demonstrated the strategy to promote kotahitanga by communicating effectively between my teammates to try and achieve the goal of scoring a goal”.

The evidence describes and gives examples of how the student applied effective communication in football. For example, “... told him ‘IC run up the field’...so I played a long pass to him which he then received the ball then controlled it then took a shot at goal and it went in”. The description discusses how they applied the strategy from their own experience in football to promote kotahitanga.

The student has described reasons for how they applied co-operation and discussed how this application promoted kotahitanga in football. For example, “I promoted kotahitanga in the game...so that someone could receive the ball in front of goal and take a shot and score”.

The evidence describes and gives examples of how the student applied co-operation in football. For example, “I began the drill by…This then helped to promote kotahitanga because after passing the ball around and cooperating it built togetherness and unity”. The description discusses how they applied the strategy from their own experience in football to promote kotahitanga.

For Merit, the student could discuss how and why cooperation and communication are applied in the context of kotahitanga in football, using examples. For example, the evidence could have explained why effective communication and cooperation were applied as strategies in football to promote kotahitanga in football, supported by examples (including using examples from their own experience).

For Merit, the student needs to explain the application of strategies in 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 effective communication and discussed how this application promoted kotahitanga in football. For example, in the passing drill it built important relationships within the team, increasing participation and engagement.

This is supported by the student providing examples of how and why effective communication was applied. For example, “A specific example of when I used effective communication was when we were doing a passing drill... By using this strategy and saying something to LA to get his attention, the drill was more fast paced. Kotahitanga was promoted because by doing the drill faster, there was better teamwork”. The explanation of co-operation discusses how they applied the strategy from their own experience in football to promote kotahitanga.  

The student has explained how and manaakitanga were applied in the context of kotahitanga in football. For example, encouraging teammates impacts how the groups work together, creating a positive environment for the team. 

Examples are provided of how and why manaakitanga were applied. For example, “A specific example of when I used manaakitanga was when we were doing a shooting drill...Kotahitanga was promoted because SN may have felt excluded so by passing the ball to him, I tried to encourage him to participate”. The explanation of manaakitanga discusses how they applied the strategy from their own experience in football to promote kotahitanga.

For Excellence, the student could draw conclusions about the benefits of applying effective communication and manaakitanga in the context of kotahitanga in football, using examples (including from their own experience). For example, the evidence could have evaluated the strengths and limitations of effective communication and manaakitanga in enhancing kotahitanga in football.

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

The student has drawn conclusions about the effectiveness of how problem solving and leadership were applied in the context of kotahitanga in football, using examples.

They have evaluated how problem solving promoted kotahitanga in football, and drawn conclusions about how effective problem solving was. For example, by involving everyone in the group in the common goal of developing as a football team.

The student has supported their conclusions with examples from their own experience of the problem-solving strategy being applied in football, and their evaluation discusses how they applied the strategy from their own experience to promote kohtahitanga.

Similarly, the student has evaluated how leadership promotes kotahitanga in football. They have drawn conclusions about the application of their leadership strategy and what changes they could make next time when participating in the kotahitanga unit. This is supported by examples from their own experience of the leadership strategy being applied in football. The evaluation discusses how they applied the strategy to promote kotahitanga.