Internal Assessment Resource L2 PE and Dance

Internal assessment resource Physical Education 2.8C and Dance 2.3C for Achievement Standards 91334 and 91207

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Internal Assessment Resource

Physical Education and Dance Level 2

This resource supports assessment against Achievement Standard 91334 version 2

Standard title:Consistently demonstrate social responsibility through applying a social responsibility model in physical activity

Credits:3

91207 version 2

Standard title:Perform an ethnic or social dance to communicate understanding of the style

Credits:4

Resource title:Haka

Resource reference:Physical Education 2.8C and Dance 2.3C

• Clarifies the requirements of the standard
• Supports good assessment practice
• Should be subjected to the school’s usual assessment quality assurance process
• Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Internal Assessment Resource

Achievement standard:91334

Standard title:Consistently demonstrate social responsibility through applying a social responsibility model in physical activity

Credits:3

Achievement standard:91207

Standard title:Perform an ethnic or social dance to communicate understanding of the style

Credits:4

Resource title:Haka

Resource reference:Physical Education 2.8C and Dance 2.3C

Teacher guidelines

Introduction

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

This activity assesses two different achievement standards. Teachers need to be very familiar with the outcome being assessed by the achievement standards. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This activity requires students to perform a hakato communicate comprehensive understanding of the style of the haka.It also requires students to consistently demonstrate an outstanding level of social responsibility through applying a social responsibility model when they are involved in the rehearsal and performance of the dance and in a wider context outside the classroom.

To achieve with Excellence, students need to reach Level 5 of Hellison’s Model, which means they are consistently demonstrating Level 4 behaviours not only in physical activity but in wider school and/or community life and are acting as role models and assisting others to reaching a similar level.

Another type of ethnic dance could be considered such as Tinikling, Chinese Fan Dance, Indian dance – Bharatanatyam or Bollywood. The students could also perform a social dance such as the waltz, cha-cha, rock ‘n roll or Lindy Hop.

Conditions

The student must consistently demonstrate the desired behaviours in a wider community context. This often requires an external assessor such as a coach orteam manager who regularly observes the student participating in physical activity. An example of useful resources to give this ‘external assessor’ can be found at The dance will be choreographed collaboratively by the teacher and students.

You will need to gather your own evidence in terms of Hellison’s Model so that you are able to meaningfully confirm the validity of the judgements made by peer and other assessors.

The evidence for this standard should be collected over a prolonged period of time.

Resource requirements

• appropriate clothing
• props if required
• Resource A: Hellison’s Model of Social Responsibility
• cultural advisers regarding appropriate haka for both female and male students.

Additional information

None.

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Internal assessment resource Physical Education 2.8C and Dance 2.3C for Achievement Standards 91334 and 91207

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Internal Assessment Resource

Achievement standard:91334

Standard title:Consistently demonstrate social responsibility through applying a social responsibility model in physical activity

Credits:3

Achievement standard:91207

Standard title:Perform an ethnic or social dance to communicate understanding of the style

Credits:4

Resource title:Haka

Resource reference:Physical Education 2.8C and Dance 2.3C

Student instructions

Introduction

This assessment activity requires you to perform a haka that communicates understanding of the style. It also requires you to consistently demonstrate social responsibility through applying a social responsibility model in your involvement in the haka and in wider contexts or community life.

You will be assessed on how comprehensively you demonstrate your understanding of the details and emotional content of the haka as you perform it. You will also be assessed on how consistently you demonstrate an outstanding level of social responsibility through applying a social responsibility model in your haka sessions and in wider contexts and or community life.

The following instructions provide you with a way to structure your work so you can demonstrate what you have learnt and achieve success in these standards.

Teacher note:It is expected that the teacher will read the student instructions and modify them if necessary to suit their students.

Task

Use the specific technique and characteristics of the haka that you have learned in your class and rehearsals, to choreograph, with your teacher, a haka. You will not be assessed on your choreography.

The haka performance will be 1-2 minutes long and will be performed by the whole class.

Your teacher will provide specific instructions and further guidance and you will develop the dance sequence collaboratively, based on and clearly communicating your understanding of the emotional content and style of the haka.

Perform the dance in a manner that clearly communicates your understanding of the haka.

Apply Hellison’s Model of Social Responsibility to each of the rehearsals. You will also peer assess someone else in the class, with your teacher, to determine what level of social responsibility they are working at.

You will also select and participate in a physical activity that allows you to demonstrate social responsibility beyond the haka activity. For example, showing leadership by teaching a haka or other dance to others at the school, in a club;or teaching younger students outside of school bycoaching a junior sports team.

The activity will need to be one where a leader can observe and attest that you consistently demonstrated social responsibility skills.

Invite this leader to be your assessor, in this context. Give them a copy of Hellison’s Model of Social Responsibility (Resource A).

Records and assessment

Maintain an ongoing log or journal, where you record your participation in rehearsals and in the physical activity in the wider context. Reflect on the demonstration of social responsibility in your physical activities and assess yourself in relation to the behaviours listed in the Hellison model. Your behaviours, while participating in and leading physical activities, will be observed at different stages during your training. Your level of social responsibility will be assessed on evidence from your log/journal, and your assessor or leader from the wider community.

Resources

Resource A: Hellison’s Model of Social Responsibility

• tries all these goals in other areas of life
• is a role model
• assists others in reaching this level

• shows good interpersonal skills (is sensitive towards others, shows care and compassion)
• listens and responds without being judgemental
• helps others when they want or need help
• recognises the needs and feelings of others
• shows inner strength (the ability to resist peer pressure and step up as a leader)
• makes sure all members in the group have an equal opportunity to be involved
• acknowledges other teams’ skills or efforts, proactively applies fair play/honest rules, happily accepts others as part of the group

• demonstrates on-task independence (can do the task without the teacher/assessor standing over them)
• sets goals and self-standards
• shows the courage to resist peer pressure (focus on achieving what is best for them)
• is fully involved and active (but not dominating)
• plays by the rules

• is self-motivated
• tries their best and never gives up
• tries new things and persists when the going gets tough
• redefines success (it may be achieving a goal, it may be winning a competition)
• can take part as directed and improves efforts to contribute independently
• participates (not fully involved)

• shows self-control(no verbal or physical abuse e.g. name calling)
• includes everyone (no intimidation, bullying or hogging equipment)
• solves conflicts peacefully
• does not disrupt the work and play of others

Resource B: Characteristics of the Haka

• Maintaining the stressed beat by the legs in the takahia throughout the performance.
• Erect posture with wide stance and a straight spine.
• Arm providing the dynamics with stabbing movements and strong body percussion.
• Uniformity amongst the group.
• Intense energy but very controlled movements.
• A strong voice.
• Tension in the face and body.
• Girls maintaining haka of taha-wahine (feminine qualities).
• Very energised performance.

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Internal assessment resource Physical Education 2.8C and Dance 2.3C for Achievement Standards91334 and 91207

PAGE FOR TEACHER USE

Assessment schedule: Physical Education 91334–Haka

• applying self-direction and using ongoing reflection within Hellison’s Model of Social Responsibility in physical activity (Level 3 of Hellison’s model)

• applying self-direction and using ongoing reflection and helping others in leadership within Hellison’s Model of Social Responsibility in physical activity (Level 4 of Hellison’s model)

• applying self-direction, using ongoing reflection and helping others in leadership within Hellison’s Model of Social Responsibility in physical activity and other aspects of their lives (Level 5 of Hellison’s model)

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
Assessment schedule: Dance 91207 – Haka

• recalling and reproducing the dance in accordance with the demonstration or description used as a basis for the dance style

• clarity of movement
• appropriate posture for the dance style
• appropriate focus for the style
• generally accurate timing
• appropriate sense of rhythm or musicality

• displaying details of the style (e.g. defined hand and head movements)
• conveying the emotional content of the style

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

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