AS 92025 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, 1.6 MB]

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

For Achieved, the student needs to demonstrate understanding of the significance of a historical context.

This involves describing a specific aspect or aspects of significance of a historical event, place, person, group of people or historical movement, using relevant historical evidence.

The student has chosen impact as their aspect of significance, and has described the significance of Whina Cooper by looking at the impact that she had on her community and Māori.

The depth of the description reflects expectations for Achieved at curriculum level 6. This is helped by the breadth of points made to support the impact Whina Cooper had. For example, there is a description of her work with the Māori Women’s Welfare League (MWWL), her leadership of the 1975 Māori Land March, and the inspiration she provided to subsequent Māori activists.

The description includes the use of relevant historical evidence, such as names of people, places, organisations, and iwi, as well as statistics (such as the number of people who signed the memorial of rights) and dates for the events that occurred.

For Merit, further examples and depth could be included to support the general comments made. For example, when discussing Cooper’s work with the MWWL, further details of the information Cooper provided to women, case studies of those impacted directly by this work, or a discussion of the extent to which she gained support from parliamentarians, would contribute to an ‘explanation’.

A more explicit link between the impact of Whina Cooper’s work on her community and people, and how this demonstrates her significance as a historical person, may have also helped to shift the nature of the evidence from a description to an explanation.

For Merit, the standard requires the student to explain the significance of a historical context.

This involves explaining a specific aspect or aspects of significance of a historical event, place, person, group of people or historical movement, using relevant historical evidence.

The student has explained the significance of the arrival of the Tainui waka in Aotearoa by considering the aspects of tuakiri and collective maumaharatanga.

The explanation of the collective maumaharatanga of the historical event includes the meaning and significance of place names in Tamaki Makaurau, and the Portage Waka Ama event. Each of these points are fully explained with several examples and strong supporting evidence.

The student then explains how the arrival of the Tainui waka is significant, because of the way it has shaped the tuakiri of Tainui descendants. This discussion includes evidence about the boundaries that mark the rohe associated with different Tainui hapū, and the mention of the Tainui waka in pepeha of Tainui descendants.

The explanation includes the use of relevant historical evidence, such as names of people, places, and events, and also statistics (such as the number of Tainui descendants in New Zealand in 2018), photographs, maps, pepeha, and dates for the events that occurred.

There are clear and frequent links between the points being made and the concept of significance.

For Excellence, the standard requires students to apply the chosen aspects of significance to show a depth of understanding. For example, to show a more complex or nuanced understanding of tuakiri, the evidence could consider the contested nature of the boundaries over time by different iwi. Or, when discussing maumaharatanga and the naming of Ōtāhuhu, consideration could be given to how these narratives also form part of the broader collective memory of shared pūrākau among iwi.

For Excellence, the standard requires an examination of the significance of a historical context.

This involves applying a specific aspect or aspects of significance to show depth of understanding of a historical context, using historical evidence to develop the explanation. 

The student has examined the significance of Te Whiti o Rongomai by applying the aspects of collective maumaharatanga and impact.

Depth of understanding is most notably demonstrated when discussing the changing nature of how Te Whiti o Rongomai has been remembered by the New Zealand government/Crown and the media. This discussion demonstrates a strong and supported understanding of the way significance can change over time.

When discussing the impact of Te Whiti o Rongomai, consideration of the wider impact he had as a non-violent activist for not only the people of Parihaka, but for many New Zealanders and others internationally, also reflects the nature of discussion required for Excellence. 

The student expertly integrates the chosen aspects of significance with the historical context and supporting evidence, in order to establish the significance of Te Whiti clearly and convincingly.

The supporting evidence used is relevant, specific, and effective in developing the explanation. This includes the use of pithy quotes, detailed examples, the dates of different events and policy, and the names of legislation, people, and places.