AS 91428 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, 655 KB]

TKI Geography assessment resources (external link)

For Excellence, the student needs to analyse comprehensively a significant contemporary event from a geographic perspective.

This involves:

• evaluating the planning and decision making involved in the event
• evaluating the social, economic and/or environmental impacts of the event showing insight.

This student has demonstrated comprehensive analysis through evaluation of the most relevant components of the planning process and the impacts of the Rhythm and Vines festival.

The planning and decision making is approached logically beginning with the initial planning, site selection, compliance with legislation etc.

Sieve analysis (2) and swat analysis (3) are two evaluative techniques used by the organising committee which the student explains and evaluates.

The student evaluates the environmental impacts when they judge them to be potentially ‘huge’ (4). Aspects evaluated include recycling (4) and the ten year plan (5) both judged to be effective responses to mitigate the environmental impacts. The evaluation of these methods is supported with specific examples (6).  

The conclusion (7) links the planning, decision making, and impacts to demonstrate a cohesive and comprehensive analysis of the Rhythm and Vines festival. The response demonstrates effective use of geographic terminology and concepts.

For a more secure Excellence, the student could use more event specific examples when evaluating the planning and decision making process. For example, how or why early planning of the festival (1) is important could include meetings with support services such as police. These meetings would ensure that their needs can be addressed and wider expertise used in the planning.

For Merit, the student needs to analyse in depth, a significant contemporary event from a geographic perspective.

This involves:

• explaining in detail, the planning and decision making involved in the event
• explaining in detail, the social, economic and/or environmental impacts of the event
  This student has analysed the Rhythm and Vines festival from a geographical perspective.

This student approaches the planning aspect of this activity in a logical, sequential manner: beginning with pre-event planning (2); analysing requirements to secure the site (3) and the legal requirements imposed by the RMA (4). The explanation of the planning and decision making ends with post event analysis.

In the explanation the student selects the relevant components of the Resource Management Act that must be complied with for the running of the event. These include discharge of contaminants (4), District Land Use Consents (5) and Restricted Discretionary Activity Consents (6) etc. Other legal requirements such as building regulations (7) and liquor licenses are also explained in detail.

The student explains in detail the environmental and economic impacts of the event. Statistical detail is used (8) and specific reference to strategies used to manage the impacts are explained (9) (10).

To reach Excellence, the student could include evaluations with the detailed explanations. For example, in the planning and decision making section the student could explain why it is ‘essential to ensure that all parties are aware of decisions’ (1).  

To evaluate the environmental impacts the student could, for example, consider to what extent soil damage is an important concern (11).

For Merit, the student needs to analyse in depth, a significant contemporary event from a geographic perspective.

This involves:

• explaining in detail, the planning and decision making involved in the event
• explaining in detail, the social, economic and/or environmental impacts of the event

This student demonstrates understanding of the planning and decision making process for Mystery Creek field days as a logical sequence with the ‘planning process divided into three parts’ (2).

Some event specific detail is used to add depth to the explanation of the planning and decision making process (1) (3) (4).

A range of environmental impacts have been explained using location detail, which demonstrates an understanding of different risks. Impacts on the cultural environment are explained through traffic congestion (5), and impacts on the natural environment focus on the risks to the Waikato River (6).

The economic impacts include local, regional and national evidence and some statistical detail (7).

For a more secure Merit, the student could use more detail throughout the response. Each of the major components should be explained with specific event details; for example, the resource consent is granted by the Waipa District Council.

More detailed explanation of the impacts could be achieved through use of event specific statistical data. A map could also be used to show the proximity of the river, the airport and main traffic routes.

For Achieved, the student needs to analyse a significant event from a geographic perspective.

This involves:

• outlining the nature of the event
• explaining the planning and decision making involved in the event
• explaining the social, economic and/or environmental impacts of the event

This student has clearly outlined the nature of the event incorporating a map (3) which provides evidence of the spatial dimension and links to the ‘impacts’ aspect. The overview of the nature of the event directly states the purpose (1) of the event and indicates the significance through visitor numbers (4). The depth of geographic understanding is shown through reference to the relevant people-environment interaction (2).

The explanation shows understanding of planning as a process, with key components selected and logically explained. For example, the resource consent (5) is followed with the communication with exhibitors (6), and the student explanation includes reasons for this sequence.

The student provides explanations for two impacts, traffic congestion (7) and risk of river pollution (8), with some event detail provided on the map (3).

To reach Merit, the student could explain more components of the planning process, such as liaison with other organisations like police for traffic management and post event analysis.

Overall more event specific detail is needed. For example, in the planning section the Waipa District Council and exhibitors could be named and other legislation identified. The ‘impacts’ section could include location detail such as distance and highway names, plus evidence of traffic volumes etc.

For Achieved, the student needs to analyse a significant event from a geographic perspective.

This involves:

• outlining the nature of the event
• explaining the planning and decision making involved in the event
• explaining the social, economic and/or environmental impacts of the event

This student has clearly outlined the nature of the Rhythm and Vines event. Evidence shows understanding of both the spatial dimension (2) and the people and environment interaction with both the economic (1) and natural (3) environments being considered.

The explanation of the planning and decision making clearly identifies some of the key components including securing a site (4) and council consents (5). The council consents are explained through reference to RMA and AEE.

Social impacts of the event are explained by the student using event specific references (6).

For a more secure Achieved, the student could include more event specific evidence to show the significance of the event. This could include numbers of people attending, revenue earned, etc.

The explanation of the planning and decision making could include more about relevant legislation, for example noise levels, liquor licences, land zoning and requirements for discretionary consent, etc.

The standard requires explanation of social, economic and/or environmental impacts. Consequently, the student needs to provide an explanation for either economic or environmental impacts in addition to the explanation of social impacts.

For Achieved, the student needs to analyse a significant event from a geographic perspective.

This involves:

• outlining the nature of the event
• explaining the planning and decision making involved in the event
• explaining the social, economic and/or environmental impacts of the event

This student has outlined the nature of the Mystery Creek field day event. Included in this section is a map (2) which provides evidence for the spatial dimension (1), the significance of the event (3) and the impacts of the event.

Components of the planning and decision making process are identified such as resource consent, public relations and promotion (4).

The student develops the explanation of the economic impacts of the event (5) which are introduced earlier in the response.

To reach Achieved, the student could further develop ideas to ensure the response is more explanatory rather than descriptive. For example, the explanation of the environmental impacts needs to explain how river pollution will be reduced and how soil structure is improved (6).

The student could use more event specific evidence to show application of theory and generic planning information, which would result in a stronger analysis of the significant event. For example, when explaining the event planning, the student could include details of the legislation that must be considered, the names of groups involved, and the specific promotional activities undertaken.