Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of decision-making in response to a geographic challenge in the wider Pacific region involves:
- describing a geographic challenge
- describing perspectives and viewpoints considered in decision-making in response to the geographic challenge
- including relevant evidence and geographic terminology in the descriptions.
Explain decision-making in response to a geographic challenge in the wider Pacific region involves:
- explaining the geographic challenge
- explaining how the perspectives and viewpoints are considered in decision-making in response to the geographic challenge
- using evidence and geographic terminology to support the explanation.
Evaluate decision-making in response to a geographic challenge in the wider Pacific region involves:
- evaluating the extent to which the perspectives and viewpoints inform decision-making in response to the geographic challenge
- using evidence and geographic terminology to develop the explanation.
Explanatory Note 2
For the purposes of this achievement standard, the wider Pacific region refers to Micronesia, Melanesia, and Polynesia, including Aotearoa New Zealand.
Explanatory Note 3
Perspectives shape our ways of looking at the world and how we make sense of it. Discussion of perspectives typically includes consideration of values and beliefs that inform actions or responses.
For the purposes of this achievement standard, students will show evidence demonstrating understanding of an appropriate concept or value held by people of the studied context, and how this relates to decision-making specific to the wider Pacific region.
Explanatory Note 4
A geographic challenge is a topic, problem, or opportunity related to an environment, that people can have a response to.
Examples include:
- population pressures
- building in flood zones
- natural disasters
- pollution.
Explanatory Note 5
A viewpoint is the opinions an individual or a group of people have related to a geographic challenge.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Social Sciences Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
External Assessment Specifications
The External Assessment Specifications are published by NZQA and can be found on their website using this link:
NZQA Geography
Unpacking the Standard
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
The aim of this Standard is for ākonga to demonstrate their understanding of decision-making in response to a geographic challenge. Making decisions in geography is complex. Different people may have their own needs, issues, and interests related to a geographic challenge, and different values and beliefs that inform their perspectives and viewpoints. This means that the response to the challenge may involve many considerations and may not be an easy decision.
Perspectives and viewpoints can both be held by either an individual or group of people. For this Standard, ākonga will look at how both perspectives and viewpoints are considered in decision-making. In this Standard, perspectives shape our ways of looking at the world and how we make sense of it, and viewpoints are specific opinions related to a geographic challenge. For example, a perspective about building in a flood zone could be that safety should be of the highest priority in land use planning, while a viewpoint could be that no buildings should be constructed in the discussed flood zone, due to the measured hazard risk of the area.
Ākonga will use geographic thinking and draw from the Geography kete to explore a geographic challenge and the decision-making in response to it. Evaluating decision-making in geography involves evaluating the extent to which perspectives and viewpoints inform it.
Being able to do this supports ākonga to be able to engage in effective and collaborative decision-making in their own communities. They will also be able to think critically about decisions made by other people. They will demonstrate alofa for the people and environments related to the geographic challenge.
The Standard’s focus on a geographic challenge in the wider Pacific region means that ākonga will explore an appropriate value from the context that informs perspectives and viewpoints. This allows for a deeper understanding and respect, which will inform a place-based decision-making approach, which is more meaningful and effective. In this Standard, the wider Pacific region refers to Micronesia, Melanesia, and Polynesia, including Aotearoa New Zealand.
The teaching and learning for this Standard will prepare ākonga to make decisions using geographic thinking. This includes a range of aspects, such as:
- asking geographic questions
- collecting geographic information, including perspectives and viewpoints
- analysing geographic information
- evaluating alternatives
- making a decision.
It can be part of a unit of learning that draws on the following Significant Learning:
- explore impacts of people within te taiao and consider the consequences of them
- recognise that diverse perspectives influence decision-making
- explore how power can shape decision-making for te taiao.
Making reliable judgements
Resource material provided prior to assessment will include appropriate concepts or values held by people in the studied context within the wider Pacific region. To attain the Standard, ākonga must demonstrate understanding of an appropriate concept or value, which will be provided in the resource material. Understanding will be demonstrated through evidence. For example, ākonga might show evidence of their understanding of kaitiakitanga in an appropriate Aotearoa New Zealand context, or of vā in an appropriate Pacific context.
Ākonga will describe a geographic challenge and perspectives and viewpoints considered in decision-making in response to it. At higher levels of understanding, ākonga will explain the geographic challenge, and explain how perspectives and viewpoints are considered in the decision-making.
Ākonga who show a deeper understanding of this Standard will be able to evaluate the extent to which perspectives and viewpoints inform decisions made in response to a geographic challenge.
Ākonga will also be assessed on their ability to include relevant evidence and geographic terminology. Evidence will be provided in the resource materials given to them. Deeper understanding of this Standard will be demonstrated by their ability to use evidence and geographic terminology effectively, to support and develop their explanation. Kaiako should include geographic terminology in the Teaching and Learning Programme so that ākonga can use these terms correctly.
Collecting evidence
The Standard engages ākonga to show understanding of how decisions are made after consideration of the perspectives and viewpoints related to a geographic challenge.
Prior to the examination, resource material will be made available for ākonga to familiarise themselves with the context of the assessment and appropriate concepts or values. Ākonga should have the opportunity to explore the context, concepts, and values as a part of a broad Teaching and Learning Programme prior to assessment. This resource material will include characteristics of an environment and will consist of a range of texts that may be written or visual, including articles, maps, or graphs.
In the examination, ākonga will receive a clean resource booklet with the original material and additional resources on the alternatives or possible courses of action for the geographic challenge. It is expected that ākonga will use all of the resources to inform their response.
Possible contexts
The context for the geographic challenge is Aotearoa New Zealand or the wider Pacific region. The wider Pacific region is inclusive of Polynesia, Micronesia, and Melanesia. Ākonga can engage with geographic challenges throughout the year to prepare for assessment. Significant Learning can be linked to a geographic challenge and provide a context for exploration. By weaving this learning throughout the year, there is the opportunity for ākonga to use tools from the Geography kete, such as GIS, and have engagement with stakeholders. In an Aotearoa New Zealand context, there is the opportunity for ākonga to engage with Te Tiriti o Waitangi partners, including iwi, hapū, and whānau.
Kaiako are encouraged to support ākonga to understand perspectives and viewpoints and explore decision-making processes throughout the year within an Aotearoa New Zealand or wider Pacific context. There is the opportunity for ākonga to explore local geographic challenges that matter to them and their communities.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
The aim of this Standard is for ākonga to demonstrate their understanding of decision-making in response to a geographic challenge. Making decisions in geography is complex. Different people may have their own needs, issues, and interests related to a geographic challenge, and different values and beliefs that inform their perspectives and viewpoints. This means that the response to the challenge may involve many considerations and may not be an easy decision.
Perspectives and viewpoints can both be held by either an individual or group of people. For this Standard, ākonga will look at how both perspectives and viewpoints are considered in decision-making. In this Standard, perspectives shape our ways of looking at the world and how we make sense of it, and viewpoints are specific opinions related to a geographic challenge. For example, a perspective about building in a flood zone could be that safety should be of the highest priority in land use planning, while a viewpoint could be that no buildings should be constructed in the discussed flood zone, due to the measured hazard risk of the area.
Ākonga will use geographic thinking and draw from the Geography kete to explore a geographic challenge and the decision-making in response to it. Evaluating decision-making in geography involves evaluating the extent to which perspectives and viewpoints inform it.
Being able to do this supports ākonga to be able to engage in effective and collaborative decision-making in their own communities. They will also be able to think critically about decisions made by other people. They will demonstrate alofa for the people and environments related to the geographic challenge.
The Standard’s focus on a geographic challenge in the wider Pacific region means that ākonga will explore an appropriate value from the context that informs perspectives and viewpoints. This allows for a deeper understanding and respect, which will inform a place-based decision-making approach, which is more meaningful and effective. In this Standard, the wider Pacific region refers to Micronesia, Melanesia, and Polynesia, including Aotearoa New Zealand.
The teaching and learning for this Standard will prepare ākonga to make decisions using geographic thinking. This includes a range of aspects, such as:
- asking geographic questions
- collecting geographic information, including perspectives and viewpoints
- analysing geographic information
- evaluating alternatives
- making a decision.
It can be part of a unit of learning that draws on the following Significant Learning:
- explore impacts of people within te taiao and consider the consequences of them
- recognise that diverse perspectives influence decision-making
- explore how power can shape decision-making for te taiao.
Making reliable judgements
Resource material provided prior to assessment will include appropriate concepts or values held by people in the studied context within the wider Pacific region. To attain the Standard, ākonga must demonstrate understanding of an appropriate concept or value, which will be provided in the resource material. Understanding will be demonstrated through evidence. For example, ākonga might show evidence of their understanding of kaitiakitanga in an appropriate Aotearoa New Zealand context, or of vā in an appropriate Pacific context.
Ākonga will describe a geographic challenge and perspectives and viewpoints considered in decision-making in response to it. At higher levels of understanding, ākonga will explain the geographic challenge, and explain how perspectives and viewpoints are considered in the decision-making.
Ākonga who show a deeper understanding of this Standard will be able to evaluate the extent to which perspectives and viewpoints inform decisions made in response to a geographic challenge.
Ākonga will also be assessed on their ability to include relevant evidence and geographic terminology. Evidence will be provided in the resource materials given to them. Deeper understanding of this Standard will be demonstrated by their ability to use evidence and geographic terminology effectively, to support and develop their explanation. Kaiako should include geographic terminology in the Teaching and Learning Programme so that ākonga can use these terms correctly.
Collecting evidence
The Standard engages ākonga to show understanding of how decisions are made after consideration of the perspectives and viewpoints related to a geographic challenge.
Prior to the examination, resource material will be made available for ākonga to familiarise themselves with the context of the assessment and appropriate concepts or values. Ākonga should have the opportunity to explore the context, concepts, and values as a part of a broad Teaching and Learning Programme prior to assessment. This resource material will include characteristics of an environment and will consist of a range of texts that may be written or visual, including articles, maps, or graphs.
In the examination, ākonga will receive a clean resource booklet with the original material and additional resources on the alternatives or possible courses of action for the geographic challenge. It is expected that ākonga will use all of the resources to inform their response.
Possible contexts
The context for the geographic challenge is Aotearoa New Zealand or the wider Pacific region. The wider Pacific region is inclusive of Polynesia, Micronesia, and Melanesia. Ākonga can engage with geographic challenges throughout the year to prepare for assessment. Significant Learning can be linked to a geographic challenge and provide a context for exploration. By weaving this learning throughout the year, there is the opportunity for ākonga to use tools from the Geography kete, such as GIS, and have engagement with stakeholders. In an Aotearoa New Zealand context, there is the opportunity for ākonga to engage with Te Tiriti o Waitangi partners, including iwi, hapū, and whānau.
Kaiako are encouraged to support ākonga to understand perspectives and viewpoints and explore decision-making processes throughout the year within an Aotearoa New Zealand or wider Pacific context. There is the opportunity for ākonga to explore local geographic challenges that matter to them and their communities.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Literacy and Numeracy Requirements
This Achievement Standard has been approved for literacy in 2024 and 2025.
Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025.
Literacy and Numeracy Requirements
This Achievement Standard has been approved for literacy in 2024 and 2025.
Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025.