Clarification details
Updated June 2016. This clarification has been updated in its entirety to address new issues that have arisen from moderation.
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.
The specific branch of a religious tradition needs to be specified
For many religious traditions, there are broad terms, and then branches of the tradition that do not necessarily share the same beliefs. For example, Christianity is a broad term that covers many aspects of that religious tradition, but the different denominations within Christianity do not necessarily share the same beliefs as one another. It is important to clearly identify which branch of the religious tradition is being assessed, either for or by the student, during the assessment activity.
Analysing the meanings in a sacred text
The student needs to analyse the meanings within a sacred text by applying two methods of interpretation. A student should be able to explain the two methods of interpretation from their chosen religious tradition, and be able to distinguish the difference between the meanings and themes in a sacred text.
When analysing meaning, the student could analyse the meanings from one passage, for example the first chapter of Luke, or meanings from selected books or passages within the whole sacred text.
The meanings given by students must be supported by a discussion of the type of method of interpretation used to give that particular meaning. For example, if two possible meanings were being given for the infancy narratives of Luke: 1- 2, then ‘historical-critical’ and ‘feminist’ might be the two methods of interpretation applied.
Wider implications
Students need to focus on at least two implications, and their selection could be determined by the significance of the meanings being explained. All implications can be from within one or a combination of the suggested areas.