AS 91468 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, 281 KB]

TKI Home Economics assessment resources (external link)

For Excellence, the student needs to analyse comprehensively a food related ethical dilemma for New Zealand society.

This involves critically evaluating the viewpoints of different stakeholders and outlining some possible consequences and challenges for New Zealand society.

This student has critically evaluated the viewpoints for and against the fortification of processed food. Evidence is provided to support the evaluation. Benefits to the government and the lower socio economic group are explained (1) (3). Questions are raised around how effective fortification of food is (2) (7).

The underlying beliefs, attitudes and practices of each group are evaluated and questions raised around how ethical each viewpoint is. The ethics behind a ‘mass medicate’ approach is challenged (3) (4). The opposing perspective is also questioned (6) (7). The challenge between individual rights and a common good approach is highlighted (8).

For a more secure Excellence, the student could explore more challenges for New Zealand society to ensure a beneficial solution is available, for example that the fortification of bread alone will not provide sufficient folate.

For Merit, the student needs to analyse, in depth a food related ethical dilemma for New Zealand society.

This involves:

• exploring the underlying, beliefs, values and practices associated with those holding contrasting viewpoints
• explaining how these relate to the ethical dilemma.

The underlying beliefs and practices of the breakfast cereal industry have been explored (1). Evidence is provided to support the explanation. The ethical issue of mass medication is raised (1).

An issue of the accuracy of food labelling is highlighted as a possible reason for not fortifying food (2). This concern is part of the reason, along with individual rights, for why the Bakers’ Association is opposed to mandatory fortification of all bread (2). While one study suggests excessive folate intakes could be linked to cancer, another is inconclusive (3).

The ethical principle of individual rights is explored with evidence to challenge the fortification of bread (4). Evidence is included to show that even if people are aware of the benefits of folate intake, not all will take it (5). Further supporting evidence is included, explaining how people with a lower socio economic status would benefit from fortified bread (6).

To reach Excellence, the student could critically evaluate more of the underlying beliefs of each group and explore the challenges for more equitable outcomes for everyone in society.

For Merit, the student needs to analyse, in depth a food related ethical dilemma for New Zealand society.

This involves:

• exploring the underlying beliefs, values and practices associated with those holding contrasting viewpoints
• explaining how these relate to the ethical dilemma.

This student has provided reasons for fortification supported by evidence (1). The contrasting viewpoints of different stakeholder groups are analysed with supporting evidence (2). 

The issue of developing a false sense of security is highlighted by the Government (3). The issue of fortified breakfast cereals that are high in sugar is explained, with reasons connected to marketing to children and the increase in obesity (4) (5). Reasons are provided that indicate why people of low socio-economic status may choose these fortified cereals (5).

The underlying belief of a key stakeholder is explored with reference to the ethical principle of a ‘common good approach’ (6).

The issue of synthetic folic acid versus natural folate is debated with supporting evidence (7) (8). A compromise of only fortifying some bread is suggested (9). However, this recommendation does not address the issue that only a limited quantity of folate is available from fortified bread.

For a more secure Merit, the student could explore more underlying beliefs, values and practices, particularly those of the Health Professional Groups, supported with evidence.

For Achieved, the student needs to analyse a food related ethical dilemma for New Zealand society.

This involves:

• explaining the nature of the ethical dilemma and the contrasting viewpoints associated with it
• explaining how the ethical dilemma may affect New Zealand society.

This student has explained the nature of the dilemma of the fortification of food (1), along with a detailed explanation of the effects of folate deficiency (4). The issue of fortifying breakfast cereals which are marketed to children is raised and connections made to obesity (2).

The supportive viewpoints of the Health Professionals and parents (particularly those affected by the deficiency) are briefly explained (5) (7). Benefits for the group most directly affected, people of lower socio economics status, are described (7).

Opposing viewpoints include an explanation and questioning of possible connections to cancer (8). The issues of developing a false sense of security and insufficient folate from daily bread intake is also raised (9).

Brief connections are made to the underlying ethical principles of a ‘common good approach’ (3) for a key stakeholder and the ‘rights approach’ (10) for people opposing the dilemma.

To reach Merit, the student could explore more of the underlying beliefs, values and practices associated with those holding contrasting viewpoints.

For Achieved, the student needs to analyse a food related ethical dilemma for New Zealand society.

This involves:

• explaining the nature of the ethical dilemma and the contrasting viewpoints associated with it
• explaining how the ethical dilemma may affect New Zealand society.

This student has briefly explained the nature of the dilemma of the fortification of food (1), along with examples of breakfast cereals that have been fortified (2). The issues of the high sugar content and possible links to obesity are raised and connections made to the group most directly affected, i.e. people with a lower socio economics status (2).

Some reasons to support contrasting viewpoints on the fortification of bread with folic acid are provided (4). Some suggestions are provided of alternative sources of this nutrient (5). Safety concerns are briefly explained (6). The issue of whether bread would provide sufficient folate is raised supported with evidence (7).

The question of how ethical it is to fortify food is stated (3) (8). A compromise is suggested which may help the lower socio-economic group (9).

For a more secure Achieved, the student could explain the nature of the dilemma of fortification in more detail and explore more contrasting viewpoints supported with evidence.

For Achieved, the student needs to analyse a food related ethical dilemma for New Zealand society.

This involves:

• explaining the nature of the ethical dilemma and the contrasting viewpoints associated with it
• explaining how the ethical dilemma may affect New Zealand society.

This student has briefly explained the nature of the dilemma of the fortification of food (1).The viewpoint of a key stakeholder is provided (2) to support fortification of breakfast cereals. An explanation is provided of how fortified breakfast cereals are promoted to children and connections are made with increased obesity (1) (2).

The contrasting viewpoints of fortification of folic acid are briefly stated. Supporting viewpoints of doctors and parents associated with pregnancy (5) are provided.

Some explanation is provided for the opposing viewpoints showing why fortification should not be considered (3) (4). A compromise is suggested (6) (7).

To reach Achieved, the student could explain the dilemma of fortification in more depth - women need folate before they know they are pregnant. More evidence could be included to support the contrasting viewpoints.