AS 91217 (A) annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 386 KB]

TKI Drama Assessment resources (external link)

For Excellence, the student needs to examine the work of a playwright showing a perceptive understanding.

This involves making insightful connections between the play and the wider world of the play and the playwright.

The student makes insightful connections between the play and its wider world when they consider how power and position influence change in Our Country’s Good.

The student notes that there is no change from Ross because it is not in his best interests (1). The student also touches on the conflict between the rigid class-based perspective of Ross and socially progressive perspective of Phillips (2).

This is tied clearly to the writer’s concerns and the thinking from the time in which the play was set, showing insightful connections between the work and the wider world of the play and playwright.

The power relationship in the play is also analysed in terms of access to education. This comment suggests considerable insight because it not only explores what is evident but speculates about motivation for, and the impact of, change (3).

The student draws links between the two plays focused on the use of magical or historical settings, and consequently implies that this is a key focus for Wertenbaker (4).

For a more secure Excellence the student might also explore in more depth the socio-historical context for both of the plays.

For Merit, the student needs to examine the work of a playwright showing an informed understanding.

This involves giving detailed explanations and providing examples to illustrate statements. Examples are to be taken from the texts to articulate the playwright’s ideas in detail and with clarity.

The evidence from the range of activities clearly shows that this student has an informed understanding of the work of the playwright, in terms of the two plays considered (Our Country’s Good and Arden City). They discuss the playwright’s concerns in detail and with clarity. Discussion is supported with clear examples and quotes (1).

During the ‘hot seating’ exercise, the student draws a link between the action of the plot, the author’s intent and its link to the contemporary context (2).

Similarly, the student speculates, in class discussion, that Wertenbaker explores the theme of ‘home’ and what makes something home, because she moved around a lot (3).

To reach Excellence, the student could demonstrate perceptiveness by exploring in more depth the meanings that are being communicated and how they are being communicated. 

For Merit, the student needs to examine the work of a playwright showing an informed understanding.

This involves giving detailed explanations and providing examples to illustrate statements. Examples are to be taken from the texts to articulate the playwright’s ideas in detail and with clarity.

The student has explored the concerns of the playwright of Our Country’s Good and Arden City with respect to style and structure as well as the common and contrasting ideas (1). Evidence has been collected, and focuses largely on Our Country’s Good.  There is some evidence of supporting detail and clarity of explanation. Examples have been employed to draw out ideas (2).

For a more secure Merit, the student could expand on their consideration what the playwright is trying to communicate to the audience, for example: If there is a movement from technology to natural settings within the play, what is the audience meant to understand from this and why?

The student also needs to ensure that they are considering the features that characterise Wertenbaker’s concerns, context and or style as demonstrated across the work in a more informed manner.

For Achieved, the student needs to examine the work of a playwright.

This involves exploring the concerns of the playwright, and where and how they are expressed in their work. It also involves exploring one or more of the following:

• the social and/or historical world of the playwright as it relates to the chosen texts
• the common and/or contrasting ideas and concerns evident in the plays
• the style, structure and purpose of the plays
• the performance space and its influence on the plays.

Extracts from two or more texts must be examined.

This student has explored the concerns of the playwright for Our Country’s Good and Arden City (1), and collected evidence from a range of activities showing where and how they are expressed in their work. The student has begun to unpack not only what happened but how it happened (2). There is a movement towards providing supporting detail that will enhance clarity (3).

To reach Merit, the student could demonstrate informed understanding by providing a more detailed explanation of the points made. They need to consider not only what and where but why.

For Achieved, the student needs to examine the work of a playwright.

This involves exploring the concerns of the playwright, and where and how they are expressed in their work. It also involves exploring one or more of the following:

• the social and/or historical world of the playwright as it relates to the chosen texts
• the common and/or contrasting ideas and concerns evident in the plays
• the style, structure and purpose of the plays
• the performance space and its influence on the plays.

Extracts from two or more texts must be examined.

This student has explored some of the concerns of the playwright for Our Country’s Good and Arden City, and indicated where they are expressed in their work (1). There is some effort to find commonality between the two texts examined (2). 

For a more secure Achieved, the student could examine and further clarify how the playwright articulates their concerns. Deeper examination of the actual basis of the writers’ concerns would also support a more consolidated grade. 

For Achieved, the student needs to examine the work of a playwright.

This involves exploring the concerns of the playwright, and where and how they are expressed in their work. It also involves exploring one or more of the following:

• the social and/or historical world of the playwright as it relates to the chosen texts
• the common and/or contrasting ideas and concerns evident in the plays
• the style, structure and purpose of the plays
• the performance space and its influence on the plays.

Extracts from two or more texts must be examined.

This student has drawn from a range of activities, indicating a generalised awareness of some of the features of the text and the concerns of the playwright (1). There is some effort to link what concerns are noted to the text (2).

To reach Achieved, the student needs to clarify their understanding of the concerns of the writer and the features of their writing. They need to then seek out examples of these concerns and features in the text itself and use this information to support the communication of their understanding of the writer’s work.