Clarification details
Updated June 2025. This document has been updated to reflect the changes in Version 4 of the standard.
The purpose of clarifications
We create clarification documents to help people understand the current requirements of achievement standards. Clarifications do not introduce new criteria, change the intent of the standard, or change what we expect from assessment.
These documents unpack and explain the language and intent of the standard so people interpret and apply the standard consistently. We provide examples or guidance as illustrations only. They are not prescriptions or requirements.
For official requirements, always refer to the current version of the achievement standard as published by NZQA.
Assessment guidance
The global spatial dimension of the pattern is explicit with the change from ‘a spatial or temporal pattern’ to ‘a global pattern’. Specific reference to concepts at Merit and Excellence have been removed.
The Conditions of Assessment provide guidance on the input from the teacher relating to topic selection and provision of resources. It is strongly recommended that the resources include evidence to enable a global spatial or temporal pattern to be fully described. These resources could be world maps and/or statistical evidence which clearly illustrate the global spatial and/or temporal pattern.
Selection of a geographic topic
The topic needs to be clearly geographic in nature and relate to the ‘Place and Environment’ conceptual strand of the New Zealand Curriculum. Sociological topics such as a theme not linked to place could distract students from approaching the topic from a geographic perspective and using geographic terminology. Evidence of the global spatial dimension must be explicit throughout the report.
A description of a global pattern using geographic terminology
Spatial patterns are the most used at this level. However, an issue arises when students are instructed to draw their own maps to illustrate a spatial pattern. Often no discernible pattern can be identified, and this hinders the student’s ability to explain a global pattern (Explanatory Note 2).
Factors and/or processes that contribute to the pattern
This aspect of the explanation needs to continue to focus on the identified global pattern. Explicit links are required between the factors and/or processes and the global pattern, in order to demonstrate understanding of the causal relationship.