AS 90822 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, 779 KB]

TKI Religious Studies assessment resources (external link)

For Excellence, the student needs to comprehensively explain how a contemporary social action derives from the ethical principles of a religious tradition.

This involves explaining the wider implications of the social action. 

The student has comprehensively explained some of the wider social (1) and geographical (2) implications found in the social action of Caritas, which is derived from ethical principles contained within Catholic Social Teaching in the Catholic tradition.

The ethical principles explained are preferential option for the poor, participation and universal destination of goods. The implications explained is the result of the work of Caritas to ensure an adequate water distribution system that deaf students are able to attend school and that teachers will be trained for their work.   

For a more secure Excellence, the student could comprehensively explain how the social action of Caritas derives from the ethical principles found in Catholic Social Teaching by providing evidence from the teaching of Catholicism, through documents, and teachings from authoritative sources within the Catholic Church.

For example, the student could provide evidence from Gaudium et spes (Vatican II 1965), Justice in the Modern World (World Synod of Bishops 19710 and Evangelii gaudium (Pope Francis 2013) to show how the ethical principles of Catholic Social Teaching in Justice and Peace (NCRS, 2005. Pp 26-27) have relevance to the social action of Caritas.

For Merit, the student needs to explain in detail how a contemporary social action derives from the ethical principles of a religious tradition.

This involves:

• explaining the details of the ethical principles that give rise to the social action
• evaluating the effectiveness of the social action in relation to the ethical principles.

The student has explained the details of three ethical principles that give rise to the social action of Caritas (1). The student has explained preferential protection for the poor and vulnerable, participation and universal destination of goods.

The student has provided some evidence of evaluation of the effectiveness of the social action in relation to the ethical principles (2). The student has evaluated the effectiveness of the clean water system and the provision of training for teachers provided by Caritas.

The student has provided evidence of a personal (3) wider implication of the social action of Caritas. The student has highlighted the responsibility of the individual in supporting the work of Caritas.

To reach Excellence, the student should provide an explanation of the wider implications of the social action of Caritas within Catholicism.

For example, the student could comprehensively explain how the social action of Caritas derives from ethical principles of Catholic Social Teaching in Justice and Peace (NCRS, 2005. Pp 26-27) and the wider implications social, historical, geographical or political.  

For Merit, the student needs to explain in detail how a contemporary social action derives from the ethical principles of a religious tradition.

This involves:

• explaining the details of the ethical principles that give rise to the social action
• evaluating the effectiveness of the social action in relation to the ethical principles.

The student has explained the details of three ethical principles that give rise to the social action of Caritas (1). The student has explained preferential protection for the poor and vulnerable, participation and universal destination of goods.

The student has provided some evidence of evaluation of the effectiveness of the social action in relation to the ethical principles (2). The student has evaluated the work of Angela Murray and Caritas in the Solomon Islands.

For a more secure Merit, the student should provide further evaluation of the effectiveness of the social action of Caritas within Catholicism.

For example, the student could explain in more detail how the work of Caritas in the Solomon Islands is providing work through the Rural Training Centres (RTCs) and the Strengthening Technical and Agricultural Rural Training (START) programme both are part funded by Caritas in 2014.

Additionally they could evaluate in more detail the effectiveness of these two programmes of the social action of Caritas. 

For Achieved, the student needs to explain how a contemporary social action derives from the ethical principles of a religious tradition.

This involves: 

• outlining the ethical principles of the religious tradition and how they give rise to a contemporary social action
• drawing conclusions about how the social action gives effect to the ethical principles.

The student has outlined three ethical principles of Catholicism and explained how they give rise to a contemporary social action through the work of Caritas (1). The student has explained preferential protection for the poor and vulnerable, participation and universal destination of goods.

The student has drawn some conclusions, evaluating the social action and how it gives effect in relation to the ethical principles (2). The student has evaluated the work of Caritas in Diocese of Auki with regard to a clean water system.

To reach Merit, the student could draw further conclusions of the effectiveness of the social action of Caritas in relation to the Catholic Social Teaching as ethical principles within Catholicism.

For example, the student could explain how the social action of Caritas in the Diocese of Auki is derived from the three named ethical principles of Catholic Social Teaching.

In addition, they could draw further conclusions of the effectiveness of the schools programme in the Diocese of Gizo provided by Caritas relates to Sollicitude rei socialis St John Paul II 1988 and Evangelii gaudium Pope Francis 2013. 

For Achieved, the student needs to explain how a contemporary social action derives from the ethical principles of a religious tradition.

This involves: 

• outlining the ethical principles of the religious tradition and how they give rise to a contemporary social action
• drawing conclusions about how the social action gives effect to the ethical principles.

The student has briefly outlined two ethical principles of ‘respecting life’ and ‘loving your neighbour as yourself’ as held by the Salvation Army and how they give rise to a contemporary social action through the work of their treatment centres (1).

The student has drawn some conclusions relating to the need for treatment centres, the costs of these centres (2), The student has evaluated some of the social action and how it gives effect in relation to the ethical principles by explaining the motivation behind the actions of Salvation Army members who do this work (2).

For a more secure Achieved, the student could further outline the links between the ethical principles of the Salvation Army, and how these principles give rise to a contemporary social action through the work of their treatment centres.

In addition, they could draw further conclusions on the effectiveness of the social action of the treatment centres in relation to the ethical principles of the Salvation Army.

For example, the student could explain how the social action of the treatment centres is based on four elements that are there to help a person being treated through supporting, challenging and encouraging them to make positive changes in their life so that they can find hope, direction, peace and stability.

For Achieved, the student needs to explain how a contemporary social action derives from the ethical principles of a religious tradition.

This involves: 

• outlining the ethical principles of the religious tradition and how they give rise to a contemporary social action
• drawing conclusions about how the social action gives effect to the ethical principles.

The student has briefly outlined two ethical principles of ‘respecting life’ and ‘loving your neighbour as yourself’ as held by the Salvation Army and how they give rise to a contemporary social action through the work of their treatment centres (1).

The student has drawn a conclusion regarding the need for treatment centres (2) The student has evaluated the social actions effect upon the social and health of people attending the centres (2).

To reach Achieved, the student could further outline the links between the ethical principles of the Salvation Army and how these principles give rise to a contemporary social action through the work of their 16 treatment centres throughout New Zealand.

In addition, they could draw further conclusions of the effectiveness of the social action of the treatment centres in relation to the ethical principles of the Salvation Army.