AS 91302 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, 201 KB]

TKI Home Economics assessment resources (external link)

For Excellence, the student needs to comprehensively evaluate sustainable food related practices.

This involves determining the significance of the social, economic and environmental implications of those practices and drawing justified conclusions.

This student has evaluated the sustainable food related practices of picking and preserving berries.

The student has determined the significance of the social implications of the practices as part of drawing a justified conclusion (6). The benefits have been evaluated with clear links to the family and community well-being (2) (3) (4). Evidence has been provided to support the social implications. Some consideration has been given to the limitations: possible lack of time (1) and knowledge (5).

For a more secure Excellence, the student could give more consideration to the possible social limitations, and the need to balance family and social needs when determining how sustainable practices are.

For Merit, the student needs to evaluate, in depth, sustainable food related practices.

This involves determining the value, and providing evidence of the social, economic and environmental implications of those practices.

This student has determined the value of the sustainable food related practices of sourcing and preserving local strawberries, supported by evidence.

The economic benefits for the community (1) and the family (4) and have been determined supported by evidence from visiting the farm and purchasing fruit. The economic limitations (5) have been briefly described.

The social benefits have been determined, linked to family traditions and well-being (2). Evidence from the practical activity of making jam highlights the benefits of this practice compared to ready-made products (6).

The environmental benefits of reducing food miles and using less fuel have been considered, with some examples provided (3).

To reach Excellence, the student could draw a more justified conclusion. The significance of the social implications has been explained (2) (6), but the value of this needs to be determined, balanced with the economic and environmental factors. The statement ‘balanced with family priorities and available money’ (7) needs further explanation.

For Merit, the student needs to evaluate, in depth, sustainable food related practices.

This involves determining the value, and providing evidence of the social, economic and environmental implications of those practices.

This student has determined the value of the sustainable food related practices of buying locally grown food, and provided evidence to support the social benefits (1) (3) and limitations (4) (5). Links to individual and community well-being have been included.

The economic implications have been considered, with some evidence provided to support the benefits, including links to community well-being (2) (7).

The environmental implications have been considered with some examples provided (6).

For a more secure Merit, the student could provide more detailed examples and evidence to support the environmental implications. More evidence could be included to support the economic implications, showing how locally grown food is beneficial to the individual and the family.

For Achieved, the student needs to evaluate sustainable food related practices.

This involves determining the value of sustainable food related practices by considering the social, economic and environmental implications of those practices.

This student has determined the value of the sustainable food related practices of preserving locally grown food, by using detailed examples to consider the social (3) (4) (5), economic (4) (5) (6) (7) and environmental implications (2) (5) (7).

Connections to individual, family and community well-being have been included (2) (8). Some evidence has been used to support the evaluation of the environmental implications (1) (6).

To reach Merit, the student could provide more evidence to support the benefits and limitations of the economic and environmental implications.

For Achieved, the student needs to evaluate sustainable food related practices.

This involves determining the value of sustainable food related practices by considering the social, economic and environmental implications of those practices.

This student has determined the value of the sustainable food related practices of sourcing and preserving local strawberries, by considering the social (3) (4) (7), economic (1) (5) (6) and environmental implications (2).

Connections to individual, family and community well-being have been included (3) (7). Some brief examples have been used to support the evaluation of each implication (2) (3) (7).

For a more secure Achieved, the student could consider more detailed examples that show the benefits and limitations of sourcing and preserving local strawberries

For Achieved, the student needs to evaluate sustainable food related practices.

This involves determining the value of sustainable food related practices by considering the social, economic and environmental implications of those practices.

This student has determined the value of the sustainable food related practices of eating and buying locally produced food by considering the social implications. Some brief examples have been to be provided to support this (1) (3) (5).

Brief connections to family and community well-being have been included (1) (5).

Some environmental implications have been briefly considered (2) (3).

Some economic implications have been identified (1) (6).

To reach Achieved, the student could include more detail in determining the value of the economic implications. Examples could be provided to support some of the identified implications, e.g. that it ‘looks and tastes better’ (1), that it is ‘expensive’ (2), and the consideration of ‘carbon miles’ (6).