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 [, 1.7 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.

This involves describing the spatial distribution of a phenomenon and the factors or processes that contribute to it. Then the impacts of the phenomenon on place are to be described using relevant evidence and geographic terminology.

This student has described the spatial distribution of the phenomenon of New Zealand population, using geographic terminology. For example, the population is clustered and nucleated, and many people are concentrated.

Factors contributing to the spatial distribution have been described. For example, the concentration of people on the East Coast is linked to the drier weather and it being easier to live there. The concentration is also linked to access to food from fishing.

The impacts of New Zealand’s population on place have been described. Where people live impacts on the environment by causing deforestation and the use of fertilisers causes poisoning of rivers.

Relevant evidence and geographic terminology has been included in the description. At 920 words, this student response is within the suggested range.

For Merit, the standard requires an explanation of processes contributing to the spatial distribution and the impacts. Greater clarity and specificity of the comments is required. Evidence and geographic terminology should also be used to support the explanations.

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

This involves describing the spatial distribution of a phenomenon and then explaining the factors or processes contributing to it. Next, the impacts of the phenomenon on place must be explained, with evidence and geographic terminology included to support the explanation.

The spatial distribution of New Zealand mountains has been described as a linear pattern in a North-East and South-West line, supported by a map.

The tectonic process of uplift explains the distribution in a line of the North Island mountain ranges. The explanations are supported by annotated diagrams.

The impacts of the New Zealand mountains ranges are explained. For example, the impact on accessibility preventing transport and affecting settlement.

Evidence and geographic terminology have been included to support the explanation. At 709 words, this student response is within the suggested range.

For Excellence, factors or processes contributing to the spatial distribution of New Zealand mountains must be examined. Judgements should be made about the significance of the impacts, with supporting evidence and specific geographic terminology to develop the explanation included.

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

This involves describing the spatial distribution of a phenomenon and then examining the factors or processes contributing to it. The impacts of the phenomenon on place must be explained and judgements made about the significance of the impacts. Evidence and geographic terminology must be included to develop the explanation.

The spatial distribution of New Zealand earthquakes is described (for example as a linear pattern), however the addition of a supporting map of earthquakes would have strengthened the response.

Tectonic processes which contribute to the spatial distribution of earthquakes have been examined in detail. Evidence and geographic terminology are used to develop the explanation.

The impacts of New Zealand earthquakes have been explained, and judgements made about the significance of the impacts.

At a word count of 1005, this exemplar is at the upper end of expected response length.