Economics - annotated exemplars level 1 AS90984 (Resource B)

Demonstrate understanding of decisions a producer makes about production (1.2B)

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Low Excellence

Commentary
Student response

Student 1 (PDF, 87KB)

For Excellence, the student needs to demonstrate comprehensive understanding of decisions a producer makes about production.

This would typically involve:

  • linking detailed explanations of production decisions with detailed explanations of the consequences for the producer and/or society
  • integrating supporting data or information into explanations of producer decisions.

The student has comprehensively explained what type of producer Ngāti Kahungunu Iwi Incorporated (NKII) is, presenting economic data in a table, and explaining two economic goals of Kahungunu Asset Holding Company (KAHC) using the data (1).

The student has explained how sustainable resource use could be achieved, integrating the strategic plan of NKII (2). The resources managed by NKII are identified (2), with an explanation of why the strategic plan includes sustainable resource use (2).

An explanation is provided of how the goal of sustainable fishing could be achieved using research and development, and the student explains why this goal has advantages for society is explained (3).

The student explains how the goal of protecting the environment can be attained, and the example of Karamu stream is used to explain why this goal has advantages for Ngāti Kahungunu and society (4).

The student identifies how the plans and strategies of NKII - used to achieve their goals around sustainable resource use - would have positive consequences for Ngāti Kahungunu and society (5).

For a more secure Excellence, the student would include an explanation around some of the other economic goals of KAHC - how and why their production decisions (around farming and horticulture, and/or tourism and hospitality, and/or each marae) would have consequences for Ngāti Kahungunu and/or society. 

High Merit

Commentary
Student response

Student 2 (PDF, 60KB)

For Merit, the student needs to demonstrate an in-depth understanding of decisions a producer makes about production.

This would typically involve:

  • providing a detailed explanation of production decisions
  • providing a detailed explanation of the consequences of those decisions for the producer and/or society
  • using data or information to support explanations of producer decisions.

The student has demonstrated in-depth understanding by using supporting data from the production process in a detailed explanation of productivity, and the production decisions were linked to consequences for the producer in a detailed explanation.

Additionally, the student identified and described two economic goals of KAHC, and explained how the second goal will be achieved using a quota management system and research and development (6). The resources managed by NKII are identified, with an explanation of why the strategic plan includes sustainable resource use (7).

The student explains how the goal of protecting the environment can be attained, and the example of Karamu stream is used to explain why this goal has advantages for Ngāti Kahungunu (7).

The student also identifies the positive consequences of achieving goals around protecting Ngāti Kahungunu’s resources and preserving their assets (8).

To reach Excellence, the student would explain how sustainable resource use could be achieved, integrating the strategic plan of NKII. Additionally, explanations would be needed for some other economic goals of KAHC, and of how and why their production decisions have consequences for Ngāti Kahungunu.

Low Merit

Commentary
Student response

Student 3 (PDF, 79KB)

For Merit, the student needs to demonstrate an in-depth understanding of decisions a producer makes about production.

This would typically involve:

  • providing a detailed explanation of production decisions
  • providing a detailed explanation of the consequences of those decisions for the producer and/or society
  • using data or information to support explanations of producer decisions.

The student has demonstrated an in-depth understanding by explaining production decisions around sustainable resource use and goals using information from NKII, and explained the consequences for Ngāti Kahungunu in detail.

Additionally, the student presented production and productivity data in a table (9), and the production process was explained and identified as labour intensive (10).

The student also explained how and why division of labour was implemented (11), and specialisation was explained (12). The student also provided reasons for why there were changes in the productivity figures between the first production process and the second one, using the data to explain how production decisions affected productivity (12).

The student has also explained the consequences for themselves as producers when the cost of labour is included and advantages for the community if they decide to expand production (13).

For a more secure Merit, the student would include more explanation around expanding production and the consequences for them as producers if they decide on a capital intensive production process and possible disadvantages for the workers (14). 

High Achieved

Commentary
Student response

Student 4 (PDF, 64KB)

For Achieved, the student needs to demonstrate understanding of decisions a producer makes about production.

This would typically involve:

  • defining, identifying, describing or providing an explanation of production decisions
  • identifying, describing or providing an explanation of consequences of those decisions for the producer and/or society
  • presenting data or information related to producer decisions.

The student has demonstrated understanding by explaining production decisions around sustainable resource use and goals using information from NKII, and explaining the consequences for Ngāti Kahungunu in detail.

Additionally, the student presented production and productivity data in a table (15), explained the production process, and explained how and why division of labour and specialisation was implemented (16).

The student also provided reasons for why there were changes in the production figures between Day 1 and Day 2, and used average cost data to support the explanation (17).

The student has explained consequences such as improved quality, reduced costs of production, and economies of scale for the producer if they decide on a capital intensive production process (18). The disadvantages to the community of this decision are also explained (18). The student also understands that decisions a producer makes about production may not always involve profit maximisation (19). 

To reach Merit, the student needs to also use the productivity data to explain how production decisions affected productivity, and why there were changes in productivity (20).

Low Achieved

Commentary
Student response

Student 5 (PDF, 62KB)

For Achieved, the student needs to demonstrate understanding of decisions a producer makes about production.

This would typically involve:

  • defining, identifying, describing or providing an explanation of production decisions
  • identifying, describing or providing an explanation of consequences of those decisions for the producer and/or society
  • presenting data or information related to producer decisions.

The student has demonstrated understanding by explaining production decisions around sustainable resource use and goals using information from NKII, and explained the consequences for Ngāti Kahungunu.

Additionally, the student presented production and productivity data in a table (21), explaining the production process used (22).

The student also explained why division of labour was implemented, and the consequences to Ngāti Kahungunu (as producers) of applying division of labour to the production process (23).

The student also describes reasons why production of kete should be expanded for the producer and community (24). 

For a more secure Achieved, the student could include more description or explanation around how expanding production would improve productivity. The student would also need to identify the consequences for the community and/or producer of the decision to use a labour intensive or capital intensive production process (25).

High Not Achieved

Commentary
Student response

Student 6 (PDF, 60KB)

For Achieved, the student needs to demonstrate understanding of decisions a producer makes about production.

This would typically involve:

  • defining, identifying, describing or providing an explanation of production decisions
  • identifying, describing or providing an explanation of consequences of those decisions for the producer and/or society
  • presenting data or information related to producer decisions.

The student has partially demonstrated understanding by explaining production decisions around sustainable resource use and goals using information from NKII, and explained the consequences for Ngāti Kahungunu.

Additionally, the student presented production and productivity data in a table (26), and the production process was explained (27).

The student explained how division of labour was implemented into the production process for the second day (28), and explained why specialisation would improve productivity for the producer (29).

To reach Achieved, the student needs to also identify, describe or explain consequences such as improved quality, consistency of size and reduced costs of production, and explain that improved productivity increases profit for the producer (30).

 
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