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Level 8 physical education

Achievement objectives

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 8 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 8 could look like for students, and may include curriculum learning beyond what the achievement standards assess.

  • Critically evaluate the relationship between physical activity and well-being with the aim of considering future involvement (A1, A4, D1; AS91498 3.1, AS91503 3.6).
  • Take action to meet the needs of a selected group (A1, C3; D1, AS91498 3.1, AS91503 3.6, AS91505 3.8).
  • Critically examine the relationship between physical activity and socio-cultural (for example, societal, cultural, political, environmental, ethical, economic and historical) aspects of sport or a physical activity (A4, C2, D1; AS91498 3.1, AS91502 3.5).
  • Use bio-physical and socio-cultural concepts to improve motor skill performance (B1, B3; AS91499 3.2, AS91500 3.3).
  • Critically evaluate community physical activity programmes for health promotion (B4, D2; AS91503 3.6).
  • Critically analyse leadership and identify appropriate strategies that can be used to enable others to participate actively (A2, A3, B1, C3; AS91503 3.6, AS91505 3.8).
  • Challenge assumptions about and attitudes towards physical activity (D1, D4; AS91502 3.5, AS91503 3.6).
  • Analyse risk and make considered decisions in challenging situations (A3, D1; AS91501 3.4, AS91504 3.7).
  • Critically analyse the nature of the relationship between people, industry, technology, and legislation on environmental health. Consider this topic with respect to people’s need to engage in regular physical activity (C2, D1, D4; AS91502 3.5, AS91503 3.6).
  • Use interpersonal skills and make judgments on attitudes that enable people to participate effectively in a community, particularly with respect to involvement in leisure and recreational pursuits (C3, D1; AS91503 3.6, AS91504 3.7).
  • Critically evaluate societal attitudes, practices and legislation that are used to promote well-being (A3, D1, D3; AS91502 3.5, AS91503 3.6).

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 local situation, community relevance, and students’ interests and needs.

  • Identity, sensitivity, and respect: Students at school use the word ‘gay’ when they describe people who play mixed netball. Develop a strategy to promote this sport within your school and challenge the use of discriminatory language.
  • Community resources: The KiwiSport initiative was introduced into schools in 2009. Critically analyse the effectiveness of this physical activity initiative and suggest future options for implementation.
  • Personal identity: New Zealand is hosting the 2011 Rugby World Cup. Analyse the impact of this international event on New Zealand society.
  • Positive attitudes: Senior school students are reluctant to participate in the school swimming sports. Plan, promote, and lead an alternative school swimming sports event and evaluate its impact.
  • Science and technology: You are selecting players for a premier team. Using a biomechanical analysis program, appraise the performance of individual players.
  • Positive attitudes: Noah lacks motivation to participate in physical activity and sport. Help him to engage in regular exercise again by creating and competing together in an amazing race.
  • Regular physical activity: It’s national physical education week. Plan and evaluate a school-wide physical activity week in your school to promote a healthy and active lifestyle.
  • Societal attitudes and values: Major and minor sporting events can have a lasting impact on society. Critically evaluate the impact of the Relay for Life or the Springbok tour of 1981.
  • Movement skills: Competition is an important part of personal challenge. Compete in a local multi-sport event, setting goals and assessing the achievement of these goals.
  • Personal identity: Kapa haka provides an opportunity for exploring culture from a performance perspective. Use performance improvement techniques to master this and other activities in Te Ao Kori.
  • Science and technology: The school requires senior student coaches. Assist a junior basketball team as a specialist technique coach by applying bio-physical knowledge.
  • Interpersonal skills: Prepare for and debate the moot that Olympic athletes are born, not made. Analyse the attitudes and values evident in your peers’ performances.
  • People and the environment: Evaluate the environmental impact codes for outdoor pursuits and multi-sport events.
  • Identity, sensitivity, and respect: Critically analyse issues of social justice in the movement culture, politics in sport, and issues related to major physical activity events, for example, the hosting rites of third world countries for major international sporting events.
  • Relationships: The sports council is dominated by a minority group. Critique and examine the relationships within this council and devise strategies for change, for example, the council is made up of predominantly male, first team, members.

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.

  • Physical education 3.1 Evaluate physical activity experiences to devise strategies for lifelong well-being; Internal, 4 credits.
  • Physical education 3.2 Analyse a physical skill performed by self or others; Internal, 3 credits.
  • Physical education 3.3 Evaluate the effectiveness of a performance improvement programme; Internal, 4 credits.
  • Physical education 3.4 Demonstrate quality performance of a physical activity in an applied setting; Internal, 4 credits.
  • Physical education 3.5 Examine a current physical activity, event, trend, or issue and its impact on New Zealand society; Internal, 4 credits.
  • Physical education 3.6 Evaluate the use of health promotion to influence participation in physical activity; Internal, 5 credits.
  • Physical education 3.7 Analyse issues in safety management for outdoor activity to devise safety management strategies; Internal, 3 credits
  • Physical education 3.8 Examine contemporary leadership principles applied in physical activity contexts; Internal, 4 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 NZQA website.

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.

Learn more:

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 May 10, 2022