AS 92008 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, 430 KB]

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

For Achieved, the student needs to demonstrate understanding of hauora in a health-related context through the application of a model of health.

This involves describing how hauora is affected by a health-related activity/experience according to the different parts of a health model.

Participation in an activity/experience can be the student’s own participation, or the activities and experiences of other people.

The activity/experience chosen needs to have a wellbeing purpose grounded in one or more key areas of learning (Mental Health, Relationships and Sexuality, Food and Nutrition).

This student describes the effects of a Food and Nutrition experience on their own wellbeing according to the model Te whare tapa whā. Effects and interconnections are described and linked to the wellbeing purposes for the experience, i.e. preparing and sharing a meal with the family to strengthen family relationships and to support nutritional and other food needs.

The student uses all parts of Te whare tapa whā to frame descriptions.

The requirement for supporting evidence has been met, with the use of context-specific examples from the activity/experience to support descriptions.

For Merit, the student could explain (with examples) why hauora is impacted by the experience, and why effects interconnect. For example, why was it important that some ingredients for the meal were sourced from the home vegetable garden rather than the supermarket? What implications does this practice have for the student’s physical and social wellbeing.

For Merit, the student needs to explain hauora in a health-related context through the application of a model of health.

This involves explaining how hauora is affected by a health-related activity/experience according to the different parts of a health model.

Participation in an activity/experience can be the student’s own participation, or the activities and experiences of other people.

The activity/experience chosen needs to have a wellbeing purpose grounded in one or more key areas of learning (Mental Health, Relationships and Sexuality, Food and Nutrition).

This student explains the effects of a Food and Nutrition experience on their own wellbeing according to the model Te whare tapa whā. Effects and interconnections are explained and linked to the wellbeing purposes for the experience, i.e. preparing and sharing a meal with the family to strengthen family relationships and to support nutritional and other food needs.

The student uses all parts of Te whare tapa whā to frame explanations.

The requirement for supporting evidence has been met, with the use of context-specific examples from the experience to support explanations.

For Excellence, the student could provide further evidence to explain how their wellbeing might be affected in the long-term, with reference to the model and the activity’s intended wellbeing focus. For example, food and nutrition skills and knowledge may be useful when flatting to support others who lack confidence cooking meals, and would help build positive relationships within the flat as people appreciate having food made for them that tastes good and is nutritious.

For Excellence, the student needs to evaluate hauora in a health-related context through the application of a model of health.

This involves drawing conclusions about how hauora is affected by an activity/experience in the short and long-term, with reference to a model of health, including supporting evidence.

Participation in an activity/experience can be the student’s own participation, or the activities and experiences of other people.

The activity/experience chosen needs to have a wellbeing purpose grounded in one or more key areas of learning (Mental Health, Relationships and Sexuality, Food and Nutrition).

This student explains the effects of a Food and Nutrition experience on their wellbeing. Explanations link effects to the wellbeing reasons for the experience, i.e. preparing and sharing a meal with the family to strengthen family relationships and to support nutritional and other food needs.

The student uses all parts of Te whare tapa whā to frame explanations, and draws conclusions about the short and long-term effects, linking these to the wellbeing reasons for the experience.

The requirement for supporting evidence has been met, with examples of how personal and interpersonal skills gained from the experience will support wellbeing in the short and long term.