Clarification details
Updated June 2026. This document has been updated to reflect Version 3 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 requirements 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.
Points of view, values and perspectives
For 91597, there should be a clear connection made between the explained perspective and the values and points of view. These should also be clearly connected to action/s taken by the individual/group.
A document clarifying the requirements of ‘Points of view, values, and perspectives’ for all internal Social Studies standards at levels 2 and 3 can be found with the other clarification documents:
Clarification on points of view, values and perspectives
Evaluation of the process in relation to findings
Version 3 of 91597 requires students to evaluate their social inquiry process in relation to their findings. This is a change from Version 2, where students evaluated their findings and process separately.
Students must now consider the ways in which their selection and use of sources has influenced their overall conclusions. Generalisations in the evaluation should be supported with specific evidence and examples. For further information regarding aspects that could be included in the critique, refer to Explanatory Note (EN) 3, bullet point 1.
Students are not expected to evaluate the strengths and weaknesses of each source, nor provide summaries of them.
Critically evaluating the findings
In addition to critically evaluating the findings (outlined in EN3, bullet point 2) at Excellence, students must consider the implications of the findings in contexts outside of the inquiry.
Another context may be:
- implications of a similar issue (which may or may not be in the same location or with the same groups of people)
- implications of the same issue in a different location
- implications of the same issue for a different group of people
- future implications of the same issue in the same location.