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.
Movement strategies
A movement strategy is a planned and adaptable action to achieve a movement outcome or goal. The quality of the execution of the strategy at level 6 of the curriculum could include anticipating and responding to external cues, fluidity or coordination, changing direction, speed or pace, or ihi, wehi, and wana.
An example of a movement strategy could be “anticipating and responding to the opposition by quickly and accurately passing into space for a team member to run onto to create an attacking opportunity”.
Demonstration of a range of movement strategies
Students need to identify and demonstrate a range of movement strategies, rather than providing a written description of how they have demonstrated these.
Consultation with the teacher prior to the demonstration will allow students to identify movement strategies that are appropriate for the movement context and curriculum level.
Students should be assessed when they are ready.
Applied setting
An applied setting provides an authentic environment that allows students to purposely demonstrate movement strategies. For example, this could be a class tournament (including officials, scoring, and evident game rules), a modified game (such as 3-on-3 basketball), an outdoor experience, or an event or festival.
Collecting evidence
The assessor is required to assess the range of movement strategies in a live performance, in an applied setting, for each student. These should match the movement strategies identified by each student. The movement strategy will provide evidence of the quality of the execution at the curriculum level on the live observation sheet, assessment schedule, or ongoing assessor commentary.
The assessor’s live observation sheet could include dates and/or games to indicate when the demonstration took place. Evidence of the demonstration could include notes, symbols, video/voice recorded ongoing commentary, or a combination of these.
The final grade should be based on the assessor’s live observations of student identified movement strategies in the applied setting. Assessor commentary and student evidence is beneficial to support the grade awarded.
Consistent and effective demonstration evidence of movement strategies should be observed across multiple occasions within one game/outdoor experience, or across a series of games (a tournament)/outdoor experiences. This should be recorded on the live observation sheet and could be supported with student video evidence or ongoing assessor commentary.