AS 91505 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, 251 KB]

TKI Physical Education assessment resources (external link)

For Excellence, the student needs to critically examine contemporary leadership principles applied in physical activity contexts.

This involves questioning and challenging assumptions about contemporary leadership principles and how these are applied, to draw coherent and insightful conclusions about their relevance and suitability for physical activity contexts.

The student has questioned and challenged an assumption about contemporary leadership principles (commanding) (1).

The student has drawn coherent and insightful conclusions about the contemporary leadership principle’s (distributed) relevance and suitability for physical activity contexts (basketball) (3).

For a more secure Excellence, the student would need to:

• question and challenge assumptions about the other contemporary leadership principle (distributed)
• link clearly the coherent and insightful conclusions drawn from the questioning and challenging the assumptions about contemporary leadership principles and how these are applied.

For Merit, the student needs to examine, in depth, contemporary leadership principles applied in physical activity contexts.

This involves explaining in detail contemporary leadership principles and how these are applied, to draw coherent conclusions about their relevance and suitability for physical activity contexts.

This student has explained in detail the contemporary leadership principle (affiliative) and how the principle is applied (1).

The student has drawn coherent (2) and some insightful (3) conclusions about the contemporary leadership principle‘s (affiliative), and its relevance and suitability for physical activity contexts (football).

The student has started to question and challenge assumptions about the contemporary leadership principle (affiliative) (4).

To reach Excellence, the student would need to:

• question and challenge in more detail assumptions about the contemporary leadership principles
• draw more insightful conclusions about the contemporary leadership principles’ relevance and suitability for physical activity contexts.

For Merit, the student needs to examine, in depth, contemporary leadership principles applied in physical activity contexts.

This involves explaining in detail contemporary leadership principles and how these are applied, to draw coherent conclusions about their relevance and suitability for physical activity contexts

The student has explained in detail a contemporary leadership principle (empowerment) and how it is applied (1).

The student has drawn some coherent conclusions about the leadership principle’s (coaching and empowerment) relevance and suitability for physical activity contexts (swimming) (2).

For a more secure Merit, the student would need to:

• explain in more detail other contemporary leadership principles and how these are applied

• draw more coherent conclusions about contemporary leadership principles’ relevance and suitability for physical activity contexts.

For Achieved, the student needs to examine contemporary leadership principles applied in physical activity contexts.

This involves researching and explaining contemporary leadership principles, and how these are applied, to draw conclusions about their relevance and suitability for physical activity contexts.

The student has researched and explained the contemporary leadership principle (situational) and how the principle is applied (1).

The student has started to draw coherent conclusions about the contemporary leadership principle’s (situational) relevance and suitability for a physical activity context (rock climbing) (2).

To reach Merit, the student would need  to:

• explain in more detail the contemporary leadership principle (situational) and how the principle is applied

• draw more coherent conclusions about the contemporary leadership principle’s relevance and suitability for physical activity contexts, for example supported with evidence from the research or the application of the contemporary leadership principle.

For Achieved, the student needs to examine contemporary leadership principles applied in physical activity contexts

This involves researching and explaining contemporary leadership principles, and how these are applied, to draw conclusions about their relevance and suitability for physical activity contexts.

The student has researched and explained the contemporary leadership principle (transactional) and how the principle is applied (1).

The student has briefly drawn a conclusion about the contemporary leadership principle’s (transactional) relevance and suitability for physical activity contexts (kayaking) (2).

For a more secure Achieved, the student would need to draw conclusions in more detail about the contemporary leadership principle’s (transactional) relevance and suitability for physical activity contexts.

For Achieved, the student needs to examine contemporary leadership principles applied in physical activity contexts.

This involves researching and explaining contemporary leadership principles, and how these are applied, to draw conclusions about their relevance and suitability for physical activity contexts.

The student has briefly explained the contemporary leadership principle (transactional) and how the principle is applied in physical activity contexts (football) (1).

The student has drawn a conclusion about the contemporary leadership principle’s (transactional leadership) relevance and suitability for physical activity contexts (football) (2).

To reach Achieved, the student would need to:

• research and explain the contemporary leadership principles

• draw more conclusions about the contemporary leadership principles their relevance and suitability for physical activity contexts.