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This annotated exemplar is intended for teacher use only. Annotated exemplars consist of student evidence, with commentary, to explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 265 KB]

- NCEA.education

For Achieved, the student needs to demonstrate understanding of a science-informed response to a local issue.

This involves describing a science idea 鈥� which might be a relationship between things, or a theory or conceptual model about a natural phenomenon (rather than describing an observation or fact). It also requires an outline of a second perspective relevant to the issue that is held by a particular group (rather than an individual or broad group), and identification of a science-informed response to the issue. Students must also show understanding of tiakitanga in the context of responsible science practice in the local issue.

The student has described science ideas relating to population decline due to predator species, biodegradability of 1080, and predation of ground and low-nesting birds by stoats. The student has outlined the perspectives of the Department of Conservation/Te Papa Atawhai (DOC) and of the Society for the Prevention of Cruelty to Animals (SPCA) in relation to the safe use of 1080, and concerns about animal welfare. The student has identified the use of non-lethal methods such as limiting reproductive abilities as a possible science-informed response. There is some evidence of a tiakitanga approach in the context of the impact of 1080.

For Merit, the student could explain why 1080 is toxic, how 1080 is broken down by organisms in the soil or what it breaks down into, or why introduced predators have such a strong ecological effect here in New Zealand. The student could explain why the SPCA views all animal suffering equally or why it is important to DOC to protect threatened native species. Non-lethal methods of dealing with predators could be explained, such as limiting reproductive abilities.

For Merit, the student needs to explain a science-informed response to a local issue.

This involves explaining the science idea, the second perspective, and the science-informed response to the issue (including the 鈥榟ow鈥� or 鈥榳hy鈥� of the science idea).

The student has explained how human activity disrupts the carbon cycle, and why increased global temperatures are a problem. They have also explained that the Ministry of Transport and car importers are concerned about limited access to minerals, New Zealand鈥檚 small market size, and high penalty fines for failing to meet electric vehicle import targets.

The student has explained how and why the science-informed responses to transport help reduce reliance on fossil fuels and emissions, including increased use of zero emission vehicles and low-carbon transport choices such as public transport, cycling, and walking. Understanding of tiakitanga in the context of climate change is also evident.

For Excellence, the student could analyse the transport changes identified and discuss the importance of the science-informed perspective around vehicle emissions as well as the perspective of the Ministry of Transport and car importers.

For Excellence, the student needs to analyse a science-informed response to a local issue.

This involves discussing the importance of both the science perspective and the second perspective in relation to the science-based response to the issue. The second perspective may support, partially align with, or differ from the science perspective.

The student has analysed a science-informed response to the Mangawhero River issue by discussing why both the science-informed perspective and the Ng膩ti Rangi perspective are important. They have shown how scientific monitoring of clarity, sediment, nutrients, and eutrophication provides evidence for responses such as riparian planting and reducing waste and stormwater entering the river. At the same time, they have discussed how Ng膩ti Rangi鈥檚 emphasis on te ao M膩ori values, and indicators such as tuna, highlights cultural responsibilities for protecting the awa. 

By linking both perspectives to the proposed responses, the student has demonstrated the importance of the perspectives in relation to responding to the issue. The student has also provided evidence to show clear understanding of tiakitanga in the context of addressing the Mangawhero River.