AS 91467 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, 264 KB]

TKI Home Economics assessment resources (external link)

For Excellence, the student needs to implement an action plan with insight to address a nutritional issue affecting the well-being of New Zealand society.

This involves reflecting critically on the effectiveness of the plan with reference to factors contributing to the nutritional issue, e.g. determinants of health, attitudes, values, and key stakeholders.

This student has reflected critically on the effectiveness of the plan to fundraise using healthier food choices. The value of collective action approach is shown with connections to the school, parents, local community and students (1) (5). Insightful comments are made to show how the self-empowerment approach may have encouraged the children to consider better food choices (2).

Connections between fundraising, the school canteen and poor food choices are reflected on as the reason for change (3) (4). The involvement of the school community and parents as significant influences in the children’s food choices is evaluated (1) (4) (5). Consideration is given to longer term activities, to encourage a sustainable change (6) (7).

For a more secure Excellence, the student could reflect critically on more of the key determinants that have contributed to the issue, for example government laws and policies, and marketing.

For Merit, the student needs to implement an action plan with reflection to address a nutritional issue affecting the well-being of New Zealand society.

This involves reflecting critically on the effectiveness of the plan.

This student has reflected critically on the effectiveness of the plan to fundraise using healthier food choices. The value of working together towards a goal that involved the students, school community and parents is reflected on (1) (2) (4). Making good choices of food and activities that contribute to successful outcomes are also considered (4). Other positive outcomes are discussed (1) (3) (4).

The limitations of the actions are reflected on and suggestions for improvement included (3) (6) (7). Consideration is given to longer term activities to encourage a sustainable change (5) (6).

A connection is made with one of the determinants that have contributed to the issue. The role of the Government and ways it could support schools is explored (8).

To reach Excellence, the student could reflect critically on more of the determinants attitudes, values, and key stakeholders that have contributed to the issue.

For Merit, the student needs to implement an action plan with reflection to address a nutritional issue affecting the well-being of New Zealand society.

This involves reflecting critically on the effectiveness of the plan.

This student has reflected critically on the effectiveness of the plan to fundraise using healthier food choices. A self-empowerment approach to health promotion is evaluated (1). The use of a collective action approach involving the students, school community and parents is reflected on (2) (3).

The limitations of the actions are reflected on and questions raised about the possible effectiveness of the outcomes (4) (5). The involvement of the school community and parents as significant influences in the children’s food choices is reflected on (6). Consideration is given to longer term activities to encourage a sustainable change (6) (7).

For a more secure Merit, the student could reflect more critically on the positive outcomes of the collective action, such as the increased awareness of possibilities for the whole school community to not only successfully raise funds but also improve the food choices for their children.

For Achieved, the student needs to implement an action plan to address a nutritional issue affecting the well-being of New Zealand society.

This involves:

• participating in the action in accordance with the written plan
• refining the plan as needed through identifying barriers and enablers
• evaluating the extent to which the action achieved the desired outcome.

This student has participated in an action plan to fundraise using healthier food choices.

Some barriers encountered in the planning and implementation are clearly described (2). Ongoing refinement is explained with details on how the barriers were overcome (2). Some enablers that assisted the actions are included (2) (4).

The value of a collective type of approach with focused outcomes is explained (1). Connections are made between the goal and the choice of activity (3).

Some evaluation is completed on how successful the actions are in achieving the desired outcome (4) (5). Questions are raised on how effective the action is with the limited contact with parents; however a positive response from the principal was provided (5).

To reach Merit, the student could reflect more critically on the positives and limitations of the whole plan with supporting reasons.

For Achieved, the student needs to implement an action plan to address a nutritional issue affecting the well-being of New Zealand society.

This involves:

• participating in the action in accordance with the written plan
• refining the plan as needed through identifying barriers and enablers
• evaluating the extent to which the action achieved the desired outcome.

This student has participated in an action plan to fundraise using healthier food choices.

Refinement of the plan is briefly explained, with details on what the barriers were (1) (2) (3) and how the barriers were overcome (2) (4). Some enablers that assisted the actions are included (1) (2).

Some evaluation is completed on how successful the actions were in achieving the desired outcome (3). The value of a collective type of approach is explained (1). Reflective comments question how effective the action is with the limited contact with parents (3) (6). Alternative fundraising ideas are suggested (5) along with ways to spread the message (7) (8).

For a more secure Achieved, the student could explain the refinement of the plan in more detail, for example, what the mistakes were from the previous day and how  they were overcome.

For Achieved, the student needs to implement an action plan to address a nutritional issue affecting the well-being of New Zealand society.

This involves:

• participating in the action in accordance with the written plan
• refining the plan as needed through identifying barriers and enablers
• evaluating the extent to which the action achieved the desired outcome.

This student has participated in an action plan to fundraise using healthier food choices.

Refinement of the plan is briefly explained with details on what the barriers were (3) (4) (6). Some enablers that assisted the actions are included (4).

Brief reflection is completed on the effectiveness of the plan (3) (5) and how successful the actions were in achieving the desired outcome (3). Connections are made with the original issue (8).

The value of a self-empowerment approach is considered (1) (7). The collective action approach is briefly alluded to (6).

To reach Achieved, the student could explain ongoing refinement with details on how the barriers were overcome and reflect more on the benefits of a collective action approach.