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 the community’s features, members, or key beliefs. A description of more than one significant factor in the development of the community is required. Significant factors could include leadership, conflict, migration, politics, natural disaster/environmental issues, or secularisation. Relevant examples need to be included in the description.

This student has identified the Sisters of Mercy as the religious community. The student has provided a description of the community by describing who their founder was, where they were founded, the main purpose of the community, and where they work today. Two significant factors in the development of the community have been described, including the leadership of Bishop Pompallier and the conflict of the land battles.

For Merit, the student could have provided a more detailed description of significant factors in the development of the Sisters of Mercy community. Additionally, the student could have provided reasons for how the significant factors have influenced the development in New Zealand. For example, by explaining how Bishop Pompallier influenced the movement and the establishment of the Sisters of Mercy in New Zealand.

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.