AS 91789 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, 385 KB]

TKI Physical Education assessment resources (external link)

For Excellence, the student needs to devise comprehensive strategies for a physical activity outcome.

This involves selecting and explaining, using coherent and insightful reasoning by questioning and challenging assumptions, the knowledge that underpins the strategies to achieve the physical activity outcome.

The student has selected and explained, using some coherent and insightful reasoning by questioning and challenging of assumptions, the knowledge that underpins the strategy (goal setting) to achieve the physical activity (aquathon) outcome (1).

The student has trialled (2) and made adjustments (3) to the strategy (goal setting) in order to achieve the physical activity (aquathon) outcome.

Only one strategy (goal setting) has being exemplified. More than one strategy is required to meet the requirements of the standard.

For a more secure Excellence, the student would need to use more coherent and insightful reasoning when explaining the knowledge that underpins the strategy (goal setting) to achieve the physical activity (aquathon) outcome.

For Merit, the student needs to devise in-depth strategies for a physical activity outcome.

This involves selecting and explaining, using coherent reasoning, the knowledge that underpins the strategies to achieve the physical activity outcome.

The student has selected and explained using coherent reasoning, the knowledge that underpins the strategy (a place responsive approach and nutrition) to achieve the physical activity (Hikoi) outcome (1).

The student has started to use coherent and insightful reasoning by questioning and challenging some assumptions, the knowledge that underpins the strategy (place responsive approach) to achieve the physical activity (Hikoi) outcome (2).

The student has trialled (3) and made adjustments (4) to the strategies (place responsive approach and nutrition) in order to achieve the physical activity (Hikoi) outcome.

To reach Excellence, the student would need to use more coherent and insightful reasoning by questioning and challenging assumptions when explaining the knowledge that underpins the strategies (place responsive approach and nutrition) to achieve the physical activity (Hikoi) outcome.

For Merit, the student needs to devise in-depth strategies for a physical activity outcome.

This involves selecting and explaining, using coherent reasoning, the knowledge that underpins the strategies to achieve the physical activity outcome.

The student has selected and explained, the knowledge that underpins the strategy (continuous training and intensity) to achieve the physical activity (triathlon) outcome (1).

The student has selected and explained using some coherent reasoning, the knowledge that underpins the strategy (overload) to achieve the physical activity (triathlon) outcome (2).

The student has trialled (3) and made adjustments (4) to the strategies in order to achieve the physical activity (triathlon) outcome.

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

• more coherent reasoning when explaining the knowledge that underpins the strategies (overload) to achieve the physical activity (triathlon) outcome
• coherent reasoning when explaining the knowledge that underpins the strategies (intensity and continuous training) to achieve the physical activity (triathlon) outcome.

For Achieved, the student needs to devise strategies for a physical activity outcome.

This involves:

• selecting and explaining the knowledge that underpins the strategies to achieve the physical activity outcome
• trialling and making adjustments to the strategies in order to achieve the physical activity outcome.

The student has selected and explained the knowledge that underpins the strategies

(goal setting) to achieve the physical activity (duathlon) outcome (1).

The student has selected and explained using some coherent reasoning, the knowledge that underpins the strategy (continuous training) to achieve the physical activity (duathlon) outcome (2).

The student has trialled (3) and made adjustments (4) to the strategies (goal setting and continuous training) in order to achieve the physical activity (duathlon) outcome.

To reach Merit, the student would need to explain using more coherent reasoning when explaining the knowledge that underpins the strategies to achieve the physical activity (duathlon) outcome.

For Achieved, the student needs to devise strategies for a physical activity outcome.

This involves:

• selecting and explaining the knowledge that underpins the strategies to achieve the physical activity outcome
• trialling and making adjustments to the strategies in order to achieve the physical activity outcome.

The student has briefly explained knowledge that underpins the strategies (practicing skills and buddy system) to achieve the physical activity (scuba) outcome (1).

This student has trialled (2) and attempted to make adjustments (3) to the strategies (practicing skills and buddy system) in order to achieve the physical activity (scuba) outcome.

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

• explain how and why in more detail the knowledge that underpins the strategies (practicing skills and buddy system) to achieving the physical activity (scuba) outcome
• explain how and why in more detail the adjustments made to the strategies to achieve the physical activity (scuba) outcome. Specific examples should support explanations.

For Achieved, the student needs to devise strategies for a physical activity outcome.

This involves:

• selecting and explaining the knowledge that underpins the strategies to achieve the physical activity outcome
• trialling and making adjustments to the strategies in order to achieve the physical activity outcome.

The student has provided some examples of how strategies (continuous training and progressive overload) are intended to be used to achieve the physical activity (5.2km run) outcome (1).

The student has trialled (2) and has started to make adjustments (3) to the strategies in order to achieve the physical activity (5.2km run) outcome.

To reach Achieved, the student would need to:

• explain (how and why) the knowledge that underpins the strategies (continuous training and progressive overload) to achieve the physical activity (5.2km run) outcome. More detailed examples should support explanations.
• explain in more detail how and why adjustments were made to the strategies (continuous training and progressive overload) in order to achieve the physical activity (5.2km run) outcome. More detailed examples should support explanations.