Assessment Report

Level 1 Social Studies 2021

Standards 91039  91041

 

Part A: Commentary

Overall, the quality of responses for both standards was high. Candidates were well prepared to demonstrate their understanding of cultural change and the consequences of this.

There was significant improvement in the use of, and description of, viewpoints in 2021. Viewpoints were clearly identified and well explained, using specific details and quotes to support them. Stronger responses were provided by candidates who described at least one reason to explain why the viewpoints used were contrasting. Points of contrast that were used in candidate responses included being for or against an issue, age/gender/cultural differences, the differing roles of individuals or organisations influencing viewpoints, e.g. politicians vs climate change activists. Some candidates pointed out that while the viewpoints on the issue they had identified were similar (i.e. both supported the action/issue), they were contrasting because of the reasons underlying the viewpoint.

 

Part B: Report on standards

91039:  Describe how cultures change

Examinations

This examination included one task of three parts requiring candidates to demonstrate their understanding of a cultural change, relevant contrasting viewpoints, social processes that led to the cultural change, and the importance of this for different individuals/groups. The task referenced the 2021 Assessment Specifications which outlined candidate responses should be focused on the cultural change as a result of leadership, using a context studied during the year. This allowed for more guidance in the teaching and learning of the understandings required by this standard, whilst still allowing for freedom of context.

Observations

To gain a high Achievement, candidates described the cultural change as a result of leadership for one or more of the societies identified by describing the context both before, and after, the cultural change.

Candidates who completed the Merit component of the standard were able to describe at least two perspectives about the change and describe how and why these perspectives were contrasting. Candidates also clearly identified the processes that led to the cultural change.

For Excellence, most candidates were able to comprehensively explain why the processes were important for the individual/group/society(s) involved, now and in the future. It should be noted that an outcome of a process, such as a law change, would only address part of a cultural change and should not have been the focus of a candidate’s response.

Topics which successfully enabled candidates to demonstrate their understanding of cultural change included:

  • the leadership decision of the International Olympic Committee (IOC) to allow transgender athletes to compete at Tokyo in 2021
  • Prime Minister Jacinda Adern implementing a well-being budget in 2019, with a focus less on the economy and more on well-being
  • leadership actions using activism
  • Emma Watson’s ‘HeForShe’ Campaign
  • Sam Judd’s ‘Sustainable Coastlines’ movement.

Topics which did not successfully enable candidates to demonstrate understanding of cultural change included:

  • the change in the acceptance of body hair for women
  • women’s suffrage in the USA
  • the history of the Mau movement for Samoan independence
  • women’s equality in general
  • using information from the 91041 resource booklet.

The topics above would have been appropriate to show cultural change as a result of leadership (through social processes), however candidates did not use relevant information from these topics to demonstrate their understanding.

Grade awarding

Candidates who were awarded Achievement commonly:

  • described clearly a cultural change that occurred as a result of leadership
  • described the individuals/groups/society(s) involved
  • described points of view about the change
  • demonstrated understanding of relevant social studies concepts by integrating these into their discussion
  • provided relevant evidence to support their response.

Candidates whose work was assessed as Not Achieved commonly:

  • provided narrative accounts of a change or provided accounts of multiple changes
  • did not describe a cultural change as a result of leadership
  • identified consequences as processes
  • provided no evidence or irrelevant evidence to support their description
  • did not identify or describe points of view about the change
  • did not describe the individuals/groups/society(s) involved in the change.

Candidates who were awarded Achievement with Merit commonly:

  • described contrasting points of view about the change in depth
  • described the processes that led to the cultural change in depth
  • provided balanced and relevant evidence to support their description.

Candidates who were awarded Achievement with Excellence commonly:

  • described comprehensively why the processes that led to the change were important for the individuals/groups/society(s) involved
  • used clear explanations/reasons/links between the process and their importance and the cultural change
  • provided comprehensive relevant evidence to support their description.

 


 

91041:  Describe consequences of cultural change(s)

Examinations

The 2021 Assessment Specifications did not identify a topic for the resource booklet. Candidates needed to read through the resources provided and were guided by the information and headings on each page: identifying the cultural change (decline in the use of te reo in New Zealand after 1860); the consequences of this (Māori language being at risk of extinction); the contrasting viewpoints; and the shifts in attitude or practice that have occurred as a result of the consequences. The examination included a task with four parts (a)–(d). The task required candidates to use information drawn from the resources to demonstrate their understanding. Candidates were required to respond to parts (a)–(c) and include some reference to specific details from the resource booklet to gain Achievement. Part (d) required candidates to demonstrate their understanding of the shifts in attitude or practices that have resulted from the consequence and to identify reasons why these shifts were important for Māori and other New Zealanders.

Observations

Despite having no knowledge of the topic prior to the examination, candidates were able to understand the topic and resources provided in the resource booklet and were well prepared to use this information to answer the tasks. In comparison to previous years, candidates used viewpoints well and followed the instructions in the task, providing reasons to explain why identified viewpoints were contrasting. This enabled many candidates to strengthen their overall response. Some candidates started their response by defining “cultural change” or included paragraphs that defined a Social Studies concept and explained how it linked to the topic and question. These definitions did not help candidates to gain a higher grade.

Grade awarding

Candidates who were awarded Achievement commonly:

  • answered parts (a)–(c)
  • identified the cultural change correctly and the consequence of this from the resource booklet, describing these by including some specific details from the resource material
  • provided viewpoints but did not explain how or why they were contrasting.

Candidates whose work was assessed as Not Achieved commonly:

  • did not complete the tasks required for Achievement
  • did not use specific detail from the resource booklet to support their response
  • provided their opinion or a narrative related to the topic in the resource booklet.

Candidates who were awarded Achievement with Merit commonly:

  • answered parts (a)–(c) using specific details from the resource booklet consistently to support their response
  • linked their chosen viewpoints to the consequence
  • described viewpoints using a quote from the resource booklet to support the point of view
  • provided reasons for why the selected viewpoints were contrasting
  • used viewpoints that agreed with each other on the consequence of the cultural change but identified that they were contrasting for other reasons
  • explained why the viewpoints were contrasting, which could include age, gender, ethnicity, time period, negative or positive
  • answered part (d), describing shifts in attitude/practices.

Candidates who were awarded Achievement with Excellence commonly:

  • answered parts (a)–(d) with specific details from the resource booklet being used consistently to support their response
  • described two shifts in practice or attitude related to the consequences of the cultural change and provided some explanation for why this was important for society.

Social Studies subject page

Previous years' reports
2020 (PDF, 150KB)

2019 (PDF, 293KB)

2018 (PDF, 107KB)

2017 (PDF, 44KB)

2016 (PDF, 213KB)

 
Skip to main page content Accessibility page with list of access keys Home Page Site Map Contact Us newzealand.govt.nz