AS 91237 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, 803 KB]

TKI Health assessment resources (external link)

For Excellence, the student needs to take comprehensive action to enhance an aspect of people’s well-being within the school or wider community.

This involves considering and explaining the critical steps in the plan for addressing the issue, implementing the plan, and critically evaluating the outcomes of the health promotion action for people’s well-being. 

This student has identified bullying as an issue for social well-being, using evidence to justify its existence (1) (2). The student has thoughtfully explained the importance of the issue for well-being of teenagers, with a clear target group identified. 

A SMART goal and detailed action plan have been developed. The steps in the plan are the more critical actions needed.

Evidence is provided in the log of the plan’s implementation. The outcomes of the action are critically evaluated, with thoughtful reflection, connected to evidence (3) (4). Recommendations for future action relating to the issue are proposed and justified (5).   

For a more secure Excellence, the student could:

• more extensively develop, in the identification of the issue and/or in the evaluation, impacts for well-being wider than the social aspect
• provide specific evidence in the evaluation from the implementation of the plan
• further explain alternative/additional actions or actions that could now be taken to sustain or build on the outcomes achieved by taking this action.

For Merit, the student needs to take in-depth action to enhance an aspect of people’s well-being within the school or wider community.

This involves developing a detailed plan linked to an identified well-being issue, implementing the plan and evaluating the effect of implementing the action plan on people’s well-being, using evidence. 

This student has identified bullying as an issue for social well-being, using evidence to justify its existence (1) (2). The student has also considered the importance of the issue for well-being of teenagers.

A SMART goal and detailed action plan have been developed. An example of detail in the plan is that the explanations of barriers and enablers consider why/how these would help or hinder the plan’s progress.

Detailed evidence is provided in the log of the plan’s implementation. The outcomes of the action are evaluated in depth. Reference is made to the lack of immediate outcomes for people’s well-being (3) with potential impacts for well-being explained.  A recommendation for building upon the outcomes of the health promotion is identified and justified (4).

To reach Excellence, the student could:

• include more of the critical steps for addressing the issue, for example researching other schools’ policies on bullying, consulting with other students before presenting to the principal, a follow-up step after meeting with the principal
• critically evaluate the outcomes of the health promotion for people’s well-being, which may involve adding further reflection and details, reference to evidence from the implementation of the plan, and more extensive (potential) impacts for well-being.   

For Merit, the student needs to take in-depth action to enhance an aspect of people’s well-being within the school or wider community.

This involves developing a detailed plan linked to an identified well-being issue, implementing the plan and evaluating the effect of implementing the action plan on people’s well-being, using evidence. 

This student has identified bullying as an issue for people’s well-being, using evidence to justify its existence (1). The student has also considered the importance of the issue for well-being of teenagers.

A SMART goal and detailed action plan have been developed.

Detailed evidence is provided in the log of the plan’s implementation. The outcomes of the action are evaluated in some depth, however links to well-being are only briefly described (2) (3).

For a more secure Merit, the student could:

• more extensively develop, in the identification of the issue and/or in the evaluation, links to how people’s well-being could be or was enhanced as a result of taking action
• provide further detail in the explanation of barriers and enablers in the plan, explaining how/why these hinder or help the plan to progress.

For Achieved, the student needs to take action to enhance an aspect of people’s well-being within the school or wider community.

This involves identifying an issue that affects people’s well-being, developing a workable plan to improve well-being relating to the identified issue, implementing the plan and evaluating the effectiveness of the action by reflecting on the implementation of the plan. 

This student has identified bullying as a well-being related issue, and has justified its existence and importance. A clear description is provided for how well-being will be enhanced as a result of the stated SMART goal (1). 

Five logical steps are described in the action plan. 

Evidence is provided of the plan’s implementation. In the evaluation, reflections refer more to the health promotion process (2) (3) than to outcomes for people’s well-being. Enhanced well-being is briefly considered (4). 

To reach Merit, the student could:

• provide more detail across the identification of the issue, the action plan and the evaluation
• more clearly link outcomes of taking the health promotion action to well-being that is enhanced (or not enhanced, if this is the case).

For Achieved, the student needs to take action to enhance an aspect of people’s well-being within the school or wider community.

This involves identifying an issue that affects people’s well-being, developing a workable plan to improve well-being relating to the identified issue, implementing the plan and evaluating the effectiveness of the action by reflecting on the implementation of the plan. 

This student has briefly identified bullying as a health issue, and justified its importance. Reference is made to well-being but it is only briefly stated within the SMART goal how social well-being may be improved by taking action.

Within the action plan, sound steps are outlined. Barriers and enablers are briefly considered (2).

Evidence is provided of the plan’s implementation. The effectiveness of the action (no changes yet to people’s well-being) is reflected upon in relation to the plan’s implementation.  

For a more secure Achieved, the student could:

• further describe how taking action and/or attaining the goal could enhance people’s well-being
• describe barriers and enablers that are not solely each other’s opposite
• more extensively consider links to well-being in the evaluation.