AS 90813 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.

For Excellence, the student needs to demonstrate comprehensive understanding of how personal values have implications for a sustainable future.

This involves drawing justified conclusions based on examples and evidence about how or why some different personal values (their own and others’) and behaviours are more likely to lead to a sustainable future than others.

The conclusions may include projections of future impacts and discussion of how and why values could be adapted to support a more sustainable future.

The student has drawn conclusions of how personal values have implications for a sustainable future after listening to guest speakers: the chairperson of Project Port Lyttleton (MJ) and a representative from Generation Zero (GP).

This student has drawn justified conclusions about how the behaviours and values of the guest speakers such as manaakitanga and kaitiakitanga (1) are more likely to lead to a sustainable future than their own value to have long showers (2).

They included projections of future impacts of community networks and environmental activism (3), and discussed how and why values could be adapted to support a more sustainable future (4).

For a more secure Excellence, the student could provide evidence to support conclusions, e.g. finding ways for a reduction in the domestic use of energy for hot water or installing a solar hot water system as being more sustainable. They could, for example, consider the shifts needed in societal values with regard to buying locally produced goods, and the impact that this could have on a sustainable future.

For Merit, the student needs to demonstrate in-depth understanding of how different personal  have implications for a sustainable future.

This involves drawing informed conclusions based on examples and evidence about why certain personal values (their own and others’) and behaviours have implications for a sustainable future.

The student has considered how personal values and behaviours have implications for a sustainable future, after researching the views of Forest and Bird, a university ecologist and a commercial fishing company, in terms of fishing the long-finned eel in New Zealand.

This student has demonstrated in-depth understanding of how personal values have implications for a sustainable future, and given examples of different personal values such as the importance of biodiversity (1) and protecting the environment (2), and associated behaviours such as supporting D.O.C. and changing views around the catching and eating of eels (4).

They have drawn informed conclusions about how the behaviours and values of the commercial fishing company (5) affect biodiversity and the sustainable future of long finned eels (6).

To reach Excellence, the student could include projections of future impacts of unsustainable behaviours in this context. For example, the negative impact of the decline of long finned eels on traditional Māori food practices and cultural sustainability could be considered.

For Merit, the student needs to demonstrate in-depth understanding of how different personal  have implications for a sustainable future.

This involves drawing informed conclusions based on examples and evidence about why certain personal values (their own and others’) and behaviours have implications for a sustainable future.

The student has considered how personal values and behaviours have implications for a sustainable future in relation to the groups linked with the banana trade. For example, cooperative farmers, a banana trading company and consumers of Fair Trade products.

This student has demonstrated understanding of how personal values have implications for a sustainable future, given examples of different personal values - their own (1) and the Fair Trade consumers (2), and given examples of behaviours - their own (3) and Fair Trade consumers (4).

They have drawn informed conclusions about how the behaviours and values of banana trade companies disrupt social sustainability through lack of safety equipment, low wages and poor employment conditions (5).

They have drawn conclusions about how the values and behaviours of Fair Trade consumers (6) are more likely to lead to a sustainable future than others.

For a more secure Merit, the student could further explain that Fair Trade banana growing co-operatives are increasing the sustainable development of farm worker communities by paying sufficient wages for the workers to educate their children to a higher level and that this would enable them to better manage their farms and communities in a sustainable way.

For Achieved, the student needs to demonstrate understanding of how different personal values have implications for a sustainable future.

This involves using examples to examine the characteristics of different personal values (their own and others’) and the behaviours associated with them; and drawing conclusions about the implications of certain personal values (their own and others’) and behaviours for a sustainable future.

The student has considered how personal values and behaviours have implications for a sustainable future, after researching the values and behaviours of the Faroe Islanders and the environmental action group Sea Shepard, in terms of herding and killing the long-finned pilot whales for food (1).

They have explained how the behaviours and values of the supervisor (FM), who supports the Grind (killing of the whales) (2), could lead to cultural and environmental sustainability of the whales. The student has also explained Sea Shepherd’s belief that Faroe Islanders could receive access to other food sources (3) which could lead to a sustainable future for the whales.

The student has drawn conclusions with regard to their own values associated with the Grind in terms of cultural and environmental sustainability of the whales (4). 

To reach Merit, the student could draw informed conclusions based on evidence. For example, by researching and considering the amount of mercury found within the whale meat, the student could discuss the negative health implications for the Faroe Islanders consuming large quantities of it over a prolonged period of time.

For Achieved, the student needs to demonstrate understanding of how different personal values have implications for a sustainable future.

This involves using examples to examine the characteristics of different personal values (their own and others’) and the behaviours associated with them; and drawing conclusions about the implications of certain personal values (their own and others’) and behaviours for a sustainable future.

The student has considered how personal values and behaviours have implications for a sustainable future in relation to the groups linked with the banana trade, for example cooperative farmers, a banana trading company and consumers of Fair Trade products.

This student has demonstrated understanding of how personal values have implications for a sustainable future, and given examples of different personal values - their own health (1) and the banana trade company (2) - and behaviours - their own (buying organic food) (3) and others’ (using organic fertilisers) (4).

They have drawn conclusions about how the behaviours and values of others’ (ensuring a fair wage and supporting their community) (5) and their own (considering the health of streams and animals) (6) are more likely to lead to a sustainable future than others.

For a more secure Achieved, the student could extend their conclusions by explaining why the behaviour of the company and of the student and their family link to a sustainable future. This could involve more description of the aspects of a sustainable future.

For Achieved, the student needs to demonstrate understanding of how different personal values have implications for a sustainable future.

This involves using examples to examine the characteristics of different personal values (their own and others’) and the behaviours associated with them; and drawing conclusions about the implications of certain personal values (their own and others’) and behaviours for a sustainable future.

The context of this assessment is how personal values and behaviours have implications for a sustainable future in relation to the groups linked with the banana trade, for example, cooperative farmers, a banana trading company and consumers of Fair Trade products.

This student has stated what they value (1). They have identified another group’s value (2). The student has also used the word sustainable future (3).

To reach Achieved, the student could identify at least two examples of their own and others values, and then name behaviours that are associated with them. They could also make valid conclusions about the implications of values and behaviours for a sustainable future. They need to show they have an understanding of the sustainable future concept.