AS 91303 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, 220 KB]

TKI Home Economics assessment resources (external link)

For Excellence, the student needs to comprehensively analyse practices to enhance well-being used in care provision in the community.

This involves explaining how and why practices to enhance well-being are applied, from the perspective of society.

The student explains how and why a pre-school centre implements practices from the Te Whāriki Curriculum guide. Detailed reasons link the practices to meeting children’s needs and enhancing well-being (1) (2).

The safety practices used when children are taken out on trips are explained, with reasons linked to the procedures set out by the Ministry of Education (3).

For a more secure Excellence, the student would need to explain how and why more practices from a societal perspective are applied, e.g. having access to 20 hours of free early childhood education, and having set routines across the centre/provider.

For Merit, the student needs to analyse, in depth, practices to enhance well-being used in care provision in the community.

This involves explaining, using detailed examples, how and why practices to enhance well-being are applied.

The student explains in detail how and why practices used at a pre-school centre are effective at meeting children’s needs and enhancing well-being. Detailed examples are explained from a personal (2) (3) (4) and interpersonal (1) (3) (4) (5) (6) perspective.

A brief explanation is provided showing how practices from a societal perspective meet the children’s needs and enhance their well-being (2) (7).

To reach Excellence, the student would need to explain in more detail how and why practices from a societal perspective enhance well-being.

For Merit, the student needs to analyse, in depth, practices to enhance well-being used in care provision in the community.

This involves explaining, using detailed examples, how and why practices to enhance well-being are applied.

The student explains in detail how and why the practice of hand washing (one example only) used at a pre-school centre is effective at meeting children’s needs and enhancing well-being (1). Some practices are examined in detail from a personal (1) (2) (4) (5) and interpersonal (1) (3) perspective.

For a more secure Merit, the student needs to explain in more detail why practices enhance well-being, e.g. why sleep time enhances the children’s well-being in terms of the dimensions of taha tinana (physical) and taha hinengaro (mental and emotional), rather than describing the effects of lack of sleep (2).

For Achieved, the student needs to analyse practices to enhance well-being used in care provision in the community.

This involves examining in detail how health enhancing practices are applied in care provision, and drawing conclusions in relation to well-being.

The student explains in detail how the practice of sitting on the mat used at a pre-school centre is effective at meeting the children’s needs and enhancing their well-being (1).

Some practices are examined in detail from a personal (3) (4) and interpersonal perspective (1) (2) (4).

Conclusions are drawn in relation to well-being for all dimensions of hauora (1) (2) (3) (4).

To reach Merit, the student would need to include more detail in the conclusions, showing why well-being has been enhanced.

For Achieved, the student needs to analyse practices to enhance well-being used in care provision in the community.

This involves examining in detail how health enhancing practices are applied in care provision, and drawing conclusions in relation to well-being.

The student examines in detail how the practice of hand washing used at a pre-school centre is effective at meeting children’s needs and enhancing well-being (1).

Some practices are examined from a personal (4) (5) and interpersonal (1) (3) (4) (5) perspective.

Conclusions are drawn in relation to well-being for most dimensions of hauora (1) (3) (4) (5). An example of developing a value is included (2), which could be attributed to taha wairua (spiritual).

For a more secure Achieved, the student would need to include more detail showing how some practices are effective at meeting children’s needs, and how well-being has been enhanced in relation to the dimension of taha wairua (spiritual).

For Achieved, the student needs to analyse practices to enhance well-being used in care provision in the community.

This involves examining in detail how health enhancing practices are applied in care provision, and drawing conclusions in relation to well-being.

The student examines how the practice of washing hands used at a pre-school centre is effective at meeting children’s needs and enhancing well-being (1).

Some practices are examined briefly from a personal (2) and interpersonal (1) (5) (6) perspective.

Brief conclusions are drawn in relation to well-being for most dimensions of hauora (1) (2) (3) (4).

To reach Achieved, the student would need to provide a more detailed examination of how the practices meet children’s needs and enhance well-being in relation to all dimensions of hauora.