Clarification details
February 2026: This document addresses issues that have arisen from moderation.
The purpose of clarifications
We create clarification documents to help people understand the current requirements of achievement standards. Clarifications do not introduce new criteria, change the intent of the standard, or change what we expect from assessment.
These documents unpack and explain the language and intent of the standard so people interpret and apply the standard consistently. We provide examples or guidance as illustrations only. They are not prescriptions or requirements.
For official requirements, always refer to the current version of the achievement standard as published by NZQA.
Kotahitanga
The student responses must explicitly refer to kotahitanga and link to how the student applied each strategy. For example, what they specifically said or did when applying each strategy that led to kotahitanga being promoted in movement. The discussion should focus on unity, togetherness, solidarity, or collective action rather than winning. Providing an initial definition of kotahitanga could provide the basis for further discussion about how kotahitanga was promoted.
Strategies
Authentic strategies that provide opportunity to promote kotahitanga should be applied. For example, effective communication, manaakitanga, or tuakana teina, rather than teamwork, self-management, fair play, or social responsibility. Respect and supporting and encouraging others could be an aspect of manaakitanga or whanaungatanga. Students should describe how they cooperated with others that led to kotahitanga being promoted, rather than telling others what to do.
Group movement
Students should apply their strategies when working in a group (3 or more participants) in movement. For example, specifically during a basketball game or drills, or when trekking, rather than putting up tents, cooking, solving puzzles, or picking up rubbish. For the Adventure Based Learning (ABL) activities, selection of appropriate activities that involve movement is required.
Personal examples
The application of the strategies and how kotahitanga is promoted is required to be supported with specific examples from the student’s own experience. For example, specifically what the student said or did themselves (“I”) when applying their strategies in group movement, rather than what others said or did (“we/they”).
Demonstrate understanding
For Achieved, student responses must describe reasons for applying strategies in group movement prior to applying them and describe the applied strategies that led to kotahitanga being promoted (using personal examples).
For Merit, student responses must discuss how and why the strategies were applied that led to kotahitanga being promoted (using personal examples). For example, the ‘how’ describes what occurred when the student applied each strategy. The discussion of ‘why’ the strategies were applied should occur after applying them, using linking words such as “because”, “this meant”, “this allowed”, or “this resulted in”.
For Excellence, student responses must draw explicit conclusions about the effectiveness of how the strategies were applied that led to kotahitanga being promoted (using personal examples from their own experiences). This should include drawing conclusions about how effective the strategies were when applying them, rather than considering what the student may do, or do differently, in the future.