- Home
- Qualifications and standards
- NCEA
- Māori and Pasifika
-
Providers and partners
- About education organisations
- NZQA's quality assurance system for tertiary education organisations
- Guidelines and forms
- Consistency of graduate outcomes
- Approval, accreditation and registration
- Monitoring and Assessment
- Self-assessment
- External evaluation and review
- Assessment and moderation of standards
- Submitting results and awarding qualifications and micro-credentials
- Tertiary and International Learners Code of Practice
- Offshore use of qualifications and programmes
- Reform of Vocational Education
- International Education planning
- international
- About us
Biology - annotated exemplar Level 3 AS91602
Integrate biological knowledge to develop an informed
response to a socio-scientific issue (3.2)
Show: All Biology exemplars
|
Read the STANDARD |
|
|
Download all these exemplars and commentary (PDF, 407KB) |
This annotated exemplar is intended for teacher use only. The student work shown does not always represent a complete sample of what is required. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.
Low Excellence
| Commentary | ||
|---|---|---|
For Excellence, the student needs to integrate biological knowledge to develop a comprehensive informed response to a socio-scientific issue. This involves:
This student has described and explained relevant biological concepts and processes (1), and biological implications relating to the issue of fortifying bread with folic acid (2). A social implication is considered (3). Two differing opinions or viewpoints about the issue are given – one against (4) and one for (5). A personal position (6) and a proposed societal action (7) are chosen and explained with supporting evidence. The student has made an attempt to justify the personal position and proposed societal action by comparing the significance of biological and social implications (8). For a more secure Excellence, the student could:
|
High Merit
| Commentary | ||
|---|---|---|
For Merit, the student needs integrate biological knowledge (EN 5) to develop a reasoned informed response to a socio-scientific issue. This involves explaining why a personal position and proposed action(s) at a personal and/or societal level have been chosen. This student has described and explained relevant biological concepts and processes (1), and biological implications relating to the issue of fortifying bread with folic acid (2). A social implication is considered (3). Two differing opinions or viewpoints about the issue are given – one against (4) and one for (5). A personal position (6) and proposed societal action (7) are chosen and explained with supporting evidence. The student has begun to justify the personal position and proposed societal action by considering the likely effectiveness of the proposed action (8). To reach Excellence, the student could justify the personal position and proposed action by including more detail on the likely effectiveness of the proposed action. Alternatively, the student could provide evidence to:
|
Low Merit
| Commentary | ||
|---|---|---|
For Merit, the student needs integrate biological knowledge (EN 5) to develop a reasoned informed response to a socio-scientific issue. This involves explaining why a personal position and proposed action(s) at a personal and/or societal level have been chosen. This student has described and explained some relevant biological concepts and processes (1), and biological implications relating to the issue issue of fortifying bread with folic acid (2). A social implication is considered (3). Two differing opinions or viewpoints about the issue are given – one against (4) and one for (5). A personal position (6) and proposed societal action (7) are chosen and explained with some supporting evidence. For a more secure Merit, the student could:
|
High Achieved
| Commentary | ||
|---|---|---|
For Achieved, the student needs to integrate biological knowledge (EN 5) to develop an informed response to a socio-scientific issue. This involves:
This student has described relevant biological concepts and processes (1), and biological implications relating to the issue of fortifying bread with folic acid (2). A social implication is briefly considered (3). Two differing opinions or viewpoints about the issue are given – one against (4) and one for (5). A personal position (6) and personal proposed action (7) are given. To reach Merit, the student could:
|
Low Achieved
| Commentary | ||
|---|---|---|
For Achieved, the student needs to integrate biological knowledge (EN 5) to develop an informed response to a socio-scientific issue. This involves:
This student has described some relevant biological concepts and processes (1), and biological implications relating to the issue of fortifying bread with folic acid (2). A social implication is briefly considered (3). Two differing opinions or viewpoints about the issue are given – one against (4) and one for (5). A personal position (6) and proposed societal action (7) are given. For a more secure Achieved, the student could develop the relevant biological concepts and processes relating to the issue more thoroughly to support the personal position taken, and proposed societal action, of fortifying bread with folic acid. |
High Not Achieved
| Commentary | ||
|---|---|---|
For Achieved, the student needs to integrate biological knowledge to develop an informed response to a socio-scientific issue. This involves:
An overview of what is meant by ‘biological knowledge’ can be found in Explanatory Note (EN) 5. This student has made an attempt to describe relevant biological concepts and processes (1), and biological implications relating to the issue of fortifying bread with folic acid (2). A social implication is briefly considered (3). Two differing opinions or viewpoints about the issue are given – one against (4) and one for (5). A personal position is given (6). To reach Achieved, the student could:
|