AS 91932 annotated exemplars

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

Download all exemplars and commentary [PDF, 7 MB]

Level 1 Geography assessment resources (external link) - NCEA.education

For Achieved, the student needs to demonstrate understanding of the spatial distribution of a phenomenon and its impacts on place.

The spatial distribution of New Zealand earthquakes has been described. This is evident in the response, where a linear pattern has been described along the Australian and Pacific plates and includes “the Hikurangi subduction zone and the Alpine Fault ranges from North Island to South Island”. Further distribution characteristics such as clustered (e.g. at the top of the North Island) and dispersed (e.g. Eastern Coast of the South Island) are also described. The description includes relevant evidence such as the parameters of the distribution and geographic terminology.

The student has explicitly linked contributing factors/processes to the described spatial distribution. For example, a linear pattern is linked to both subduction and transform plate boundary movements.

The impacts of the phenomenon (earthquakes) on place (New Zealand) have been described, supported by evidence to exemplify the impact. Economic, environmental, and social impacts were described, using evidence from the Christchurch and Kaikoura earthquakes. Inclusion of evidence from North Island earthquakes, such as Napier or Wellington, would more accurately reflect coverage of the selected New Zealand geographic area.

For Merit, the student needs to explain the contributing factors/processes and the impacts of the phenomenon. The description of the spatial distribution may be more complex and continue to be developed throughout the response.

The explanations should include specific links between the contributing factors/processes and the spatial distribution, and the evidence and geographic terminology should support the explanations.

For Merit, the student needs to explain the spatial distribution of a phenomenon and its impacts on place.

The spatial distribution of tourist attractions in Rotorua has been described using geographic terminology such as cluster, linear, uneven, scattered, outlier, and concentration. The described distribution reflects the parameters of the selected geographic area.

Contributing factors/processes have been explicitly linked to the spatial distribution and explained. For example, a range of ideas have been used to explain the spatial distribution such as accessibility, natural features (Mt. Ngongotaha and geothermal sites), tourist infrastructure, and historical sites.

Understanding of the impacts of the phenomenon (tourism) is demonstrated through explanation of social, economic, and environmental impacts, including positive and negative implications. The explanation is supported with relevant case study evidence.
For Excellence, the student could examine the contributing factors/processes to the spatial distribution. In the subject glossary, the word ‘examine’ is defined as “to look at in detail”. An examination of the contributing processes could include further detail and explanation about the factor of relief to the cluster at the base of Mount Ngongotaha, with reference to the gondola, mountain biking, and the Zorb.

An Excellence response would make judgements about the significance of the impacts of the phenomenon on place. While the most significant is identified as the employment and income generated, the student could include why these are long term impacts. The social and environmental impacts and why they are not the most important could also be discussed for a higher grade.

For Excellence, the student needs to analyse the spatial distribution of a phenomenon and its impacts on place.

The spatial distribution of New Zealand earthquakes has been described using geographic terminology such as linear and cluster, and the specific examples used strengthen the description. Characteristics of the linear pattern, like noting variations in the width of the line and where clusters occur, contribute to a complex description and demonstrate understanding.

The spatial distribution is frequently referred to throughout the examination of contributing factors or processes, clearly showing understanding of the relationship. Evidence of the progression from explanation to examination is shown when the subduction process is linked to faulting, and this in turn linked to the width of the linear pattern.

An extensive range of impacts of earthquakes on place are explained, and judgements about their significance provided. Case study evidence has been integrated in a way that clearly exemplifies and supports the ideas being discussed and the national scale/geographic area. For example, the explanation of the impacts on plants and animals used evidence from the Christchurch, Napier/Hawkes Bay, and Kaikoura earthquakes.

Judgements have been made about the significance of impacts, using evidence and geographic terminology to develop the explanation. For example, categorisation of impacts (social and economic), significance (short term and long term), and severity (“large impact”, “fewer deaths”, “equally as devastating”).