AS 91916 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars consist of student evidence, with commentary, to explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 1.5 MB]

Level 1 Religious Studies assessment resources (external link) - NCEA.education

For Achieved, the student needs to demonstrate understanding of the development of a community that shares religious or spiritual beliefs.

This involves identifying and describing the community. For example, this could include describing significant features of the community, members of the community, or key beliefs of the community. A description of more than one significant factor in the development of the community is needed. Significant factors could include leadership and people who have helped in the development of the community, conflict, migration, politics, natural disaster/environmental issues, secularisation. 
Relevant examples need to be included in the description. 

This student has identified the Sisters of Mercy as the religious community and given a description of the community by explaining where they came from, charisms of the community, and a brief description of their leader. More than one significant factor in the development of the community has been described, including Vatican II, the integration act, and migration. The student has used examples throughout. The quote from the Sisters of Mercy website should have been acknowledged in the final slide when used as an example.

For Merit, the student could have given a detailed explanation of the significant factors in the development of the Sisters of Mercy community, with examples that support the explanation. Additionally, the student could have given reasons for how more than one significant factor has influenced the development of the Sisters of Mercy. They have done this for one significant factor, migration. 

For Merit, the student needs to explain the development of a community that shares religious or spiritual beliefs.

This involves identifying and describing a community, and describing more than one significant factor in the development of this community. An explanation of how the significant factors have contributed to the development of the community, using examples, to support the explanation is required.

This student has identified the Sisters of Compassion as the community. They have described and explained who founded this community, where they were located, what they believed in, and the values they shared. The student has explained how four significant factors each contributed toward the development of the Sisters of Compassion. Relevant examples have been used to support their explanation.

For Excellence, the student could have examined why these significant factors contributed to the development of the Sisters of Compassion over time.

For Excellence, the student needs to examine the development of a community that shares religious or spiritual beliefs.

This involves identifying and describing a community, and describing more than one significant factor in the development of the community. An examination of how and why the significant factors have contributed to the development of the community over time is required, with use of supporting examples.

This student has identified and described the Auckland Muslim community, including details of where this community has come from, who the founders were, and key beliefs in Islam. The student then explains how Gujarati men, immigration policies, the building of Mosques, burial grounds, and Sheikh Zayed were significant factors in the development of the Auckland Muslim community. The student examines how each of these have positively influenced the development of the Auckland Muslim community, and how the community’s development has affected Auckland society over time. Relevant examples have been developed throughout the explanation.