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TKI Social Studies Assessment Resources

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For Excellence, the student needs to conduct a comprehensive social inquiry.

This involves the use of an inquiry framework that includes detailed information about contrasting points of view, that relate to the focus and strengthen the findings of the inquiry.

The student has detailed information about contrasting points of view (1) that relate to the focus of the inquiry on the rise of freedom camping.

The student provides brief information as to how the information collected on contrasting viewpoints strengthens the findings of the inquiry (2).

For a more secure Excellence, the student could show further comprehensive understanding by providing depth and breadth in the explanations about how these findings strengthen the inquiry.

For Merit, the student needs to conduct an in-depth social inquiry.

This involves the use of an inquiry framework that includes:

• detailed information that relates to the focus of the inquiry, gathered from a range of primary and secondary sources using an acceptable ethical framework
• detailed information about points of view that relate to the focus of the inquiry
• detailed information about social actions that relate to the focus of the inquiry.

The student has provided detailed information that relates to the focus of the inquiry into freedom camping (1), gathered from a range of primary and secondary sources (2) using an acceptable ethical framework (3).

The student has provided detailed information about points of view from three sources (4), and social actions from the Christchurch and Nelson City Councils and one source (5) that relate to the focus of the inquiry about freedom camping.

The student has provided information about contrasting points of view from two interviewees (6).

To reach Excellence, the student could provide detailed information about contrasting points of view that relate to the focus and strengthen the findings of the inquiry.

For Merit, the student needs to conduct an in-depth social inquiry.

This involves the use of an inquiry framework that includes:

• detailed information that relates to the focus of the inquiry, gathered from a range of primary and secondary sources using an acceptable ethical framework
• detailed information about points of view that relate to the focus of the inquiry
• detailed information about social actions that relate to the focus of the inquiry.

The student has provided detailed information that relates to the focus of the inquiry of freedom camping (1), gathered from a range of primary and secondary sources (2) using an acceptable ethical framework (3).

The student has provided detailed information about points of view from Tim Cadogan, the Central Otago mayor (4).

The student has provided just sufficiently detailed information about social actions from the Central Otago Council (5).

For a more secure Merit, the student could provide further information about the social actions related to freedom camping.

For Achieved, the student needs to conduct a social inquiry.

This involves the use of an inquiry framework that includes:

• a focus for the inquiry
• research questions developed from the focus of the inquiry, based on the social inquiry process
• information relating to the focus of the inquiry, gathered from primary and secondary sources using an acceptable ethical framework
• information about points of view relating to the focus of the inquiry
• information about social actions relating to the focus of the inquiry
• a list of references to sources.

The student develops a focus for the inquiry (1) and research questions related to the focus of the growing push for Māori place names (2).

The student has collected sufficient primary and secondary information (3), using ethical procedures (4).

The student has sufficient relevant information about points of view from two Otamarau Grove residents (5).

The student has sufficient relevant information about social actions taken by the Wainuomata Council and New Zealand Listener relating to the focus of the inquiry (6).

The student has a list of references for the collected information (7).

To reach Merit, the student could provide more detailed information from a range of primary and secondary sources about points of view and social actions on the growing push for Māori place names.

For Achieved, the student needs to conduct a social inquiry.

This involves the use of an inquiry framework that includes:

• a focus for the inquiry
• research questions developed from the focus of the inquiry, based on the social inquiry process
• information relating to the focus of the inquiry, gathered from primary and secondary sources using an acceptable ethical framework
• information about points of view relating to the focus of the inquiry
• information about social actions relating to the focus of the inquiry
• a list of references to sources.

The student develops a brief focus for the inquiry (1) and research questions related to the focus of the growing push for Maori place names (2).

The student has collected sufficient primary and secondary information (3), using ethical procedures (4).

The student has collected brief relevant information about points of view from the Hamilton City Council and Hamilton Hapu and the Kaumatua at the school (5).

The student has sufficient relevant information about social actions taken by the Kaiti Schools pupils and relating to the focus of the inquiry (6).

The student has a list of references of the collected information (7).

For a more secure Achieved the student could:

• provide a more detailed focus
• provide clearer information about points of view relating to the focus of the inquiry.

For Achieved, the student needs to conduct a social inquiry.

This involves the use of an inquiry framework that includes:

• a focus for the inquiry
• research questions developed from the focus of the inquiry, based on the social inquiry process
• information relating to the focus of the inquiry, gathered from primary and secondary sources using an acceptable ethical framework
• information about points of view relating to the focus of the inquiry
• information about social actions relating to the focus of the inquiry
• a list of references to sources.

The student develops a brief focus for the inquiry (1) and research questions related to the focus of the growing push for Māori place names (2).

The student has collected some primary and secondary information (3), using ethical procedures (4).

The student has information about one point of view (5), and one social action (6) which relates to the growing push for Māori place names.

The student has a list of references of the collected information (7).

To reach Achieved, the student could:

• develop a more detailed focus
• provide clearer information about more than one point of view and more than one social action relating to the focus of the inquiry
• use an ethical framework more widely.