AS 91301 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, 141 KB]

TKI Home Economics assessment resources (external link)

For Excellence, the student needs to comprehensively analyse beliefs, attitudes and practices related to a nutritional issue for families in New Zealand.

This involves challenging assumptions and misconceptions related to beliefs, attitudes and practices, by showing that the weight of evidence does not support the point of view under examination.

This student has challenged the assumption/viewpoint that hunger is not a problem for families in New Zealand. Some explanation of beliefs, attitudes and practices is provided to show why people may hold or express this viewpoint (1) (2) to enable relevant factors/determinants to be selected to challenge the assumption.

Factors/determinants that are linked to the viewpoint and the issue have been examined, supported with evidence and examples: income and budgeting skills (3), lack of education (4), lack of cooking skills (5) balanced with lack of equipment and ingredients (6).

The complexity of the issue has been briefly explained, and the student provides some understanding of the difficult choices that low income families face (7).

For a more secure Excellence, the student could provide more evidence from people/organisations who work with low income earners to challenge the assumption that poor budgeting skills are a contributing factor.

For Merit, the student needs to analyse, in depth, beliefs, attitudes and practices related to a nutritional issue for families in New Zealand.

This involves thoroughly examining and giving reasons, supported by evidence, for supporting or refuting the beliefs, attitudes and practices.

This student has thoroughly examined the viewpoint that hunger is not a problem for families in New Zealand. Some explanation of beliefs, attitudes and practices is provided to show why people may hold or express this viewpoint (1) (2).

Evidence is provided to support the existence of the nutritional issue (3). Some factors/determinants contributing to the nutritional issue are explained supported by evidence, refuting the viewpoint that hunger is not a problem: lack of income and education, and poor housing (4) (5). The effects on well-being linked to poor housing and insufficient food have been explained (6).

To reach Excellence, the student could examine factors/determinants that are more closely connected to the point of view under examination. This would enable the assumption to be challenged by showing that the weight of evidence does not support the viewpoint.

For Merit, the student needs to analyse, in depth, beliefs, attitudes and practices related to a nutritional issue for families in New Zealand.

This involves thoroughly examining and giving reasons, supported by evidence, for supporting or refuting the beliefs, attitudes and practices.

This student has given an explanation of the beliefs/attitudes behind the  viewpoint that people on low incomes are always eating takeaways (1) (7).

Some reasons are given, supported by evidence, to explain the practice that people on low incomes are always eating takeaways: income (3), cost of food (4) (6). Some factors/determinants such as lack of transport (2) (6) and shift work (5) have been briefly examined to show why low income earners may be choosing takeaways.

For a more secure Merit, the student could give more reasons, supported by evidence, for refuting the selected viewpoint, and examine in more depth the factors/determinants that have contributed to the nutritional issue of food insecurity in New Zealand.

For Achieved, the student needs to analyse beliefs, attitudes and practices related to a nutritional issue for families in New Zealand.

This involves explaining beliefs, attitudes and practices related to a nutritional issue for families in New Zealand.

This student has briefly explained the beliefs/attitudes behind the viewpoint that people on lower incomes are always eating takeaways (1) and how this relates to the nutritional issue of food insecurity (4). Some evidence is provided to support the explanation (6). Some implications of the issue for well-being have also been provided (2) (5).

Political change, low incomes and shift work have been briefly examined as factors/determinants that contribute to food insecurity (3) (7) (8).

To reach Merit, the student could examine the contributing factors/determinants in more depth, and include more reasons and evidence to support or refute the selected viewpoint.

For Achieved, the student needs to analyse beliefs, attitudes and practices related to a nutritional issue for families in New Zealand.

This involves explaining beliefs, attitudes and practices related to a nutritional issue for families in New Zealand.

This student has briefly explained the beliefs/attitudes behind the viewpoint that hunger is not a problem for families in New Zealand, and related it to the nutritional issue of food insecurity (1). Some implications of the issue for well-being have also been provided (2) (4).

Household expenses, low income, unemployment and lack of education have been briefly examined as factors/determinants that contribute to hunger in New Zealand (3) (5) (6) (7).

For a more secure Achieved, the student could explain in more detail the beliefs and attitudes behind the viewpoint - where it has come from or how it has developed.

For Achieved, the student needs to analyse beliefs, attitudes and practices related to a nutritional issue for families in New Zealand.

This involves explaining beliefs, attitudes and practices related to a nutritional issue for families in New Zealand.

This student has briefly outlined some factors/determinants that may contribute to the nutritional issue of food insecurity: low income (2), household expenses (3), cost of food (4), and two parents working (7). Some implications of the issue for well-being have also been provided (1) (2) (5) (6).

To reach Achieved, the student could explain the beliefs and attitudes behind the viewpoint that people on low incomes are always eating takeaways - where it has come from or how it has developed.