Geography - annotated exemplars level 1 AS91012

Describe aspects of a contemporary New Zealand geographic issue (1.6)

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TKI Geography Assessment Resources

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Low Excellence

Commentary
Student response

Student 1 (PDF, 128KB)

For Excellence, the student needs to comprehensively describe aspects of a contemporary New Zealand geographic issue.

This typically involves:

  • fully describing the different viewpoints and/or opinions individuals (or groups) hold in relation to the issue, using specific information and geographic terminology and concepts, and showing insight and incorporating stakeholder belief, values and/or perspectives
  • fully supporting a recommended course of action with detailed reasons, demonstrating why the chosen course of action is better than the other courses of action.

The student demonstrates Excellence through effective use of geographic terminology, and detailed evidence relating to the contemporary geographic issue.

Two different viewpoints held in relation to the issue are fully described. The environmentalist perspective and values are clearly identified, described and supported with quotes (1) (5). Geographic concepts of change (2) and interaction (3) are incorporated into the description, and specific information is used (4).

The recommendation is supported with detailed reasons. How the selected option is better than one of the other courses of action is clearly described, with positives and negatives weighed against the proposed option (6).

For a more secure Excellence, the student would need to consider both alternative options, and compare them with the recommendation to demonstrate why the chosen course of action is better.

High Merit

Commentary
Student response

Student 2 (PDF, 104KB)

For Merit, the student needs to describe, in depth, aspects of a contemporary New Zealand geographic issue.

This typically involves:

  • describing, in detail the different viewpoints and/or opinions individuals (or groups) hold in relation to the issue, using specific information
  • describing in detail the strength(s) and weakness(es) of each course of action
  • recommending a course of action with detailed reasons.

The student demonstrates depth in the full description of one viewpoint and the recommendation. Both responses are beginning to demonstrate evidence of a comprehensive description needed for Excellence.

Two different viewpoints held in relation to the issue were described in detail. An extract from the stronger of the two viewpoints shows clear identification of a viewpoint (1), supporting quotes (2) and use of geographic terminology. The concept of change is used, and supported with a flow diagram (3).

A recommendation is supported with detailed reasons and brief reference to other courses of action (4).

To reach Excellence, the student would need to show understanding of the stakeholder beliefs, values and/or perspectives for both viewpoints. A fully supported recommendation would provide more detail when comparing the other options.

Low Merit

Commentary
Student response

Student 3 (PDF, 96KB)

For Merit, the student needs to describe, in depth, aspects of a contemporary New Zealand geographic issue.

This typically involves:

  • describing, in detail the different viewpoints and/or opinions individuals (or groups) hold in relation to the issue, using specific information
  • describing in detail the strength(s) and weakness(es) of each course of action
  • recommending a course of action with detailed reasons.

The student demonstrates in depth descriptions for two different viewpoints. The description of the viewpoints of local residents is supported, with specific case study evidence showing clear links to the issue (1).

For each course of action, either the strengths or weaknesses are described in detail, including specific evidence (2).

For a more secure Merit, the student would need to describe in detail each of the strengths and weaknesses. For example, detail could be provided by naming the alternative routes or comparing the distance (3).

High Achieved

Commentary
Student response

Student 4 (PDF, 130KB)

For Achieved, the student needs to describe aspects of a contemporary New Zealand geographic issue.

This typically involves:

  • describing the nature of the contemporary geographic issue
  • describing the different viewpoints and/or opinions individuals (or groups) hold in relation to the issue
  • describing the strength(s) and weakness(es) of possible courses of action
  • recommending a course of action with a reason.

The student demonstrates some depth in their descriptions through the effective use of supporting detail of the issue.

The description of the nature of the issue shows use of specific case study evidence (2), which is also apparent in the planning diagram (1). Both parts of the response demonstrate understanding of the natural and cultural aspects, including the significance of the location.

Descriptions of two different viewpoints held in relation to the issue were completed by the student. The extract uses the viewpoint of local residents (3), and supports their description with some specific detail.

Strengths and weaknesses of three courses of action are described, with the extract focusing on option 1 (4).

To reach Merit, the student would need to include more detail in the description of each viewpoint than is shown in the local resident viewpoint (3). The strengths and weakness of each course of action need to be described in detail.

Low Achieved

Commentary
Student response

Student 5 (PDF, 126KB)

For Achieved, the student needs to describe aspects of a contemporary New Zealand geographic issue.

This typically involves:

  • describing the nature of the contemporary geographic issue
  • describing the different viewpoints and/or opinions individuals (or groups) hold in relation to the issue
  • describing the strength(s) and weakness(es) of possible courses of action
  • recommending a course of action with a reason.

The student demonstrates understanding through simple descriptive responses that meet the requirements of the standard.

The nature of the issue is described (1), and the annotated map established the spatial dimension.

Brief descriptions of three viewpoints held in relation to the factory closure were completed by the student. The viewpoint of JP is clearly described with reasons (2), and the third viewpoint described by the student was that of the factory owner, which showed that the requirement of the standard for different viewpoints was met.

The student provided a strength and a weakness of each course of action. The extract shows a description of a strength (4), and an identified weakness (5). A recommendation is made with a reason (6).

For a more secure Achieved, the student would need to describe a strength and a weakness for each course of action, rather than give brief statements (5). The reason for the recommendation needs to further develop the ideas that were given as a ‘strength’ (4). The viewpoints of JP (2) and KS (3), while clearly related to the issue, are similar, and the standard requires ‘different viewpoints’ (see Explanatory Note 2).

High Not Achieved

Commentary
Student response

Student 6 (PDF, 95KB)

For Achieved, the student needs to describe aspects of a contemporary New Zealand geographic issue.

This typically involves:

  • describing the nature of the contemporary geographic issue
  • describing the different viewpoints and/or opinions individuals (or groups) hold in relation to the issue
  • describing the strength(s) and weakness(es) of possible courses of action
  • recommending a course of action with a reason.

The student demonstrates understanding of some aspects of the geographic issue through brief descriptions, and the selection of appropriate evidence.

Two different viewpoints held in relation to the issue were briefly described by the student. The description of JP’s viewpoint shows a clear identification of one viewpoint with reasons (2).

Both a strength and a weakness are given for one course of action (3) and a recommendation is given (4). The strength (3) can be considered the reason for the recommendation (see Explanatory Note 2).

To reach Achieved, the student would need to demonstrate understanding by applying, rather than copying the resource material. The nature of the issue needs to be described; listing is insufficient (1). The map could be annotated to more clearly demonstrate understanding of the spatial dimension of the issue.

The reason supporting the recommendation could focus more directly on the issue, rather than focus on the subsequent issue of unemployment.

 
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