Level 6 physical education
Achievement objectives from different strands can be woven together to set directions for teaching and learning programmes that lead to national qualifications.
Teachers will design programmes guided by The New Zealand Curriculum, that meet the unique learning needs, interests and strengths of their students and make sense of the many connections within and across these strands, and with learning in other areas.
Indicators are examples of the behaviours and capabilities that a teacher might expect to observe in a student who is achieving at the appropriate level. Teachers may wish to add further examples of their own.
The following indicators have links to level 6 achievement objectives for the appropriate strand (for example, A1, B1, C1, etc) and achievement standards (for example, AS1.1).
These indicators show what learning at level 6 could look like for students, and may include curriculum learning beyond what the achievement standards assess.
- Understand how perceptions of our bodies are conditioned by culture and society, investigating the many and varied ways that the active body is portrayed in the media (A1, A4, B4; AS90962 1.1, AS90965 1.4).
- Develop the ability to think in action and reflect on action, for example, by applying tactical decision making to games (B1, B2; AS1.3 90964, AS90967 1.6).
- Evaluate choices related to decision making in movement contexts (A1; AS90962 1.1, AS90965 1.4).
- Participate in regular activity (A2; AS90962 1.1).
- Explain to an audience why services and facilities are needed in the school community (C2, D2; AS90965 1.4, AS90969 1.8).
- Act responsibly to manage risks (A3; AS90964 1.3, AS90968 1.7, AS90970 1.9).
- Describe the impact of physical activity on society and of society on the physical activity (C1, D1; AS90965 1.4).
- Perform and develop motor skills (B1; AS90964 1.3, AS90967 1.6).
- Demonstrate responsible attitudes while participating in physical activity (B2, C1; AS90962 1.1, AS90966 1.5, AS90970 1.9).
- Demonstrate the principle of inclusion (physical/cultural/social) in a physical activity context (B4, C3; AS90962 1.1, AS90965 1.4, AS90969 1.8, AS90970 1.9).
- Demonstrate and develop interpersonal skills (C3; AS1.5, AS90968 1.7, AS90969 1.8,).
- Use knowledge and resources to improve performance (B3, C2, C3; AS90963 1.2, AS90964 1.3, AS90967 1.6).
- Identify the impact that physical activity has on hauora (A1; AS90962 1.1, AS90965 1.4).
Possible context elaborations
Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement objectives.
The listed context elaborations are examples only. Teachers can select and use entirely different contexts in response to the local situation, community relevance, and students’ interests and needs.
- Movement skills: Take up the challenge of improving your skills in
parkour (or another physical pursuit you have not tried). Use a digital recording device (for example, flip camera, cell phone) to record your progress. As a class, develop a set of criteria to assess (self or peer) individual development of skills.
- Challenges and social and cultural factors: Matariki is an important event in the Māori calendar. Celebrate Matariki by organising a ki-o-rahi tournament that can be played in class time.
Ki-o-rahi is a traditional pre-European Māori ball game: a fast-running contact sport, played on a circular field, involving imaginative handling and swift inter passing of a ‘ki’ (ball).
- Interpersonal skills: Plan, participate in, and evaluate a sports education module. (Sports education originated as a curriculum and instructional model at Ohio State University in the USA. It was conceived by Daryl Siedentop to help develop ‘competent, literate and enthusiastic sports people’ [Siedentop 1994, 4]).
- Movement skills/tactical decision-making: Use invasion games to promote tactical decision making in, for example, touch rugby or lacrosse.
- Personal identity/trust building: Particularly at the beginning of the year, students need to learn to trust each other. Use Adventure Based Learning (ABL) activities for trust-building activities.
- Interpersonal skills/problem solving: Tama and his friends keep complaining because they just want to play games in physical activity. However, when the class plays the game they get frustrated because of the skill level of other classmates. Use
Teaching Games for Understanding (TGFU) to encourage active learning and informed decision making and to develop skills.
- Identity, sensitivity, and respect: Use cross-cultural games during a cultural week at school. In physical activity, there are opportunities to explore a range of European and Pasifika games, for example, kilikiti, Aussie Rules, and Korfball.
- Relationships: Individual and collective decision making are valuable skills for teenagers to learn. Use kayaking, ABL, orienteering, or rock-climbing to practice understanding relationships, managing risk, and decision making.
- Personal growth and development: Tom spends a significant part of every day in front of the mirrors, working out at the gym. Analyse the influence of gym culture on adolescent identity.
- Community resources: At school, the year 9 level does not do a lot of interclass physical activity. Take on roles to organise a tabloid sports afternoon for year 9 classes.
- Rights, responsibilities, and laws: Examine school policy on sport and job descriptions for sport leaders in your school. Consider these in relation to your personal values and suggest, if appropriate, pathways to change.
- Regular physical activity/interpersonal skills: Examine reasons for your own and a friend’s choice of physical activity and explain, with sensitivity, the reasons for your different choices.
Assessment for qualifications
Consider how student learning could be assessed using the physical education achievement standards. Consider alternative linkages between the achievement objective and achievement standards.
- AS90962 Physical education 1.1 Participate actively in a variety of physical activities and explain factors that influence own participation; Internal, 5 credits.
- AS90963 Physical education 1.2 Demonstrate understanding of the function of the body as it relates to the performance of physical activity; Internal, 5 credits.
- AS90964 Physical education 1.3 Demonstrate quality movement in the performance of a physical activity; Internal, 3 credits.
- AS90965 Physical education 1.4 Demonstrate understanding of societal influences on physical activity and the implications for self and others; Internal, 4 credits.
- AS90966 Physical education 1.5 Demonstrate interpersonal skills in a group and explain how these skills impact on others; Internal, 4 credits.
- AS90967 Physical education 1.6 Demonstrate strategies to improve the performance of a physical activity and describe the outcomes; Internal, 3 credits.
- AS90968 Physical education 1.7 Demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities; Internal, 3 credits.
- AS90969 Physical education 1.8 Take purposeful action to assist others to participate in physical activity; Internal, 2 credits.
- AS90970 Physical education 1.9 Demonstrate self management strategies and describe the effects on participation in physical activity; Internal, 3 credits.
At the time of publication, achievement standards were in development to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the
The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.
Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.
Full information on the draft standards and the alignment process can be found on
TKI: Alignment of NCEA standards with The New Zealand Curriculum.
Last updated July 10, 2012