AS 91920 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, 1.7 MB]

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

For Achieved, the student needs to describe a science idea that informs a science perspective involved in the issue, outline another perspective from a group relevant to the issue, identify a science-informed response to the issue, and show understanding of tiakitanga in the context of responsible science practice in the local issue.

This student has described why some introduced species are pests in Aotearoa. They have outlined the perspectives of Te Papa Atawhai (DOC) and the Royal New Zealand Society for the Prevention of Cruelty to Animals (SPCA). They have identified that the science-informed response to the issue of introduced pests negatively impacting native species is the use of sodium fluoroacetate, and have showed understanding of tiakitanga.

For Merit, the student needs to explain a science-informed response to a local issue.

For Merit, the student needs to explain a science-informed response to a local issue.

This involves explaining:

• the science-informed response to the issue
• the science idea that informs the science perspective
• another perspective relevant to the issue.

Students must show understanding of tiakitanga in the context of responsible science practice, as outlined in Explanatory Note 2.

This student has explained a possible solution for removing plastics from the ocean. They have explained the general structure of plastics and polymers. A perspective of Pacific Island people was also explained.

For Excellence, the student could discuss the importance of the science informed response and the other perspective.

For Excellence, the student needs to analyse a science-informed response to a local issue.

This involves discussing the importance of the science-informed perspective and the other perspective in the science-informed response to the issue.

This student’s discussion builds on the explanations of the key science idea of indicator species, and the science-informed response of planting along the waterway.

The student discusses the importance of their solution along with other perspectives, most notably the Māori value of tiakitanga.