AS 91600 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, 307 KB]

TKI Social Studies assessment resources (external link)

For Achieved, the student needs to examine a campaign of social action to influence policy change.

This involves explaining the aims of the selected campaign and the desired policy change, the differing reasons for individuals’ and/or groups’ involvement, and the reasons for selecting the social action methods and how these methods were intended to support the desired policy change. A policy can include a rule, law, strategy, procedure, or plan.

The student has selected the #TautokoThePanthers campaign and clearly explained its policy aims, discussing how it sought to influence the government’s application of cabinet criteria for issuing an apology for the Dawn Raids, while also calling for a strategic plan to promote reconciliation through culturally responsive wellbeing initiatives and a financial legacy to support education.

The student explains the differing reasons for Josiah Tualamali’i and Benji Timu’s involvement by showing how Josiah was motivated by his family’s experiences and a desire for educational and financial outcomes for Pasifika, while Benji’s involvement stemmed from personal experiences of racism and his commitment to amplifying Pasifika voices through media. The use of direct quotations from these individuals reflects the specificity of evidence expected at curriculum level 8.

The student also explains the reasons for selecting social action methods, showing how the campaign used social media and petitions to support the desired policy change. Social media was chosen to amplify voices, mobilise support, and spread awareness quickly, while the petition provided a formal mechanism to demonstrate public backing and apply pressure on the government. These explanations link the methods to the campaign’s goal of securing an official apology and a legacy fund, and the inclusion of examples such as hashtags, quotations, and petition details reflects the types of evidence expected by the standard.

The student has begun to demonstrate some evidence towards the Merit criteria by discussing the real consequences of the campaign. To achieve Merit overall, the student needed to also discuss the potential consequences of the campaign. 

This could have involved considering how the campaign might lead to broader systemic changes, such as influencing future government approaches to historical injustices, strengthening Pasifika representation in policy-making, or inspiring similar social justice movements. The student could also have explored potential long-term impacts like improved cultural understanding in schools, greater public awareness of racism, and ongoing funding for reconciliation initiatives beyond the initial apology.

For Merit, the student needs to examine, in depth, a campaign of social action(s) to influence policy change(s). In addition to the Achieved criteria, this involves exploration of the real and potential consequences of the campaign.

The student has clearly met the Achieved criteria by explaining the aims of the Free Fares campaign and its desired policy change, as well as the differing reasons for Young Labour and the Public Service Association’s involvement. 

They also explain why the campaign chose petitions, social media, and lobbying – showing that petitions demonstrated public support, social media raised awareness and encouraged engagement, and lobbying applied direct pressure on MPs to influence policy. The use of specific evidence across the Achieved criteria reflects expectations at curriculum level 8.

For Merit, the student has examined the Free Fares NZ campaign in depth by exploring both the real and potential consequences of its actions. They clearly explain the real consequences, such as the successful retention of half-price fares for Community Services Card holders and Total Mobility users through the Community Connect programme, and support this with evidence of government action and polling data showing strong public backing.

The student also explores potential consequences, including the likelihood of further fare reductions if a future government adopts the campaign’s aims, and the broader impacts on climate targets, economic productivity, and public health. They reference research from Free Fares and official reports to show how these changes could reduce emissions, improve air quality, and lower road congestion. The discussion also considers limitations, such as the risk of uneven implementation or infrastructure challenges, which strengthens the quality of the explanation. 

The detailed discussion and integration of specific evidence demonstrates the level required to meet the Merit descriptor for an in-depth examination.

For Excellence, the student could have moved beyond outlining the campaign’s goals and consequences by critically evaluating its overall effectiveness and proposing realistic strategies to strengthen its influence on policy. While the student begins to show some evaluative thinking by noting that more advertising and awareness could help, these ideas need to be developed further and supported with detail. For example, where the student identifies that they could have used social media more to spread their petition, an Excellence-level response might specify which platforms or audiences would have been most effective, explain why the campaign lacked a clear and targeted media strategy, and suggest how this gap limited its ability to amplify its message to key groups. 

For Excellence, the student needs to examine, comprehensively, a campaign of social action(s) to influence policy change(s).

This involves critically evaluating the effectiveness of the campaign, including possible modifications that could have improved its influence on policy.

This student has met the criteria for Achieved by explaining the aims of the Hands Off Our Tamariki movement and its desired legislative change in relation to the Oranga Tamariki Act 1989, along with other ongoing policy goals. They also explain reasons for the involvement of Sarah Taiapa and Ngā Maia. 

Additionally, the student discusses why the campaign used an open letter and petition, further explaining how social media, hashtags, and nationwide rallies supported a high-profile delivery to Parliament. The use of specific, relevant evidence across the Achieved criterion reflects expectations at curriculum level 8.

At Merit, the student has explored real and potential consequences by discussing legislative and social impacts. They explain the introduction of section 7AA and show how advocacy led to a sharp reduction in newborn removals and reduced disparities for Māori in state care. They also consider negative consequences, such as reinforced distrust of government health services, and explore potential outcomes like reinstating section 7AA and implementing Māori-led solutions such as a Mokopuna Health Authority.

At Excellence, the student has critically evaluated the campaign’s effectiveness by linking its actions to tangible policy outcomes, such as influencing the introduction of section 7AA in the Oranga Tamariki Act. They support this with evidence of strong mobilisation that prompted formal responses. The evaluation identifies limitations, including inconsistent messaging and the absence of a structured political strategy, and proposes realistic modifications. These include developing a unified communication plan to clarify policy objectives and forming a dedicated political or legal group to strengthen engagement with decision makers. The suggestions are specific, relevant, and demonstrate insight into how the campaign could have amplified its influence on policy. This reflects a comprehensive understanding of social action methods that can drive policy change.