Teacher guidance
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
Teaching and learning prior to this assessment should also consider the ways that historical significance may be understood.
If needed, kaiako may provide appropriate resources for ākonga. It may be that some of the primary sources explored in Achievement Standard 92024 can also be applied to this assessment task.
The following aspects of significance are recommended as a way for ākonga to think about significance:
- tuakiri — the person may be seen as important in shaping, affirming, or disrupting the identity of individuals, whānau, hapū, iwi, or communities
- collective maumaharatanga — the memorialisation and recollection of the person is important to the collective memory of a group over time
- impact — the extent to which a person disrupted existing ways, set a new direction, or reinforced the importance of existing ways.
Where ākonga choose to present an oral assessment, whether in front of the kaiako or the whole class, the kaiako must video the presentation for moderation purposes.
Teaching and learning prior to this assessment should also consider the ways that historical significance may be understood.
If needed, kaiako may provide appropriate resources for ākonga. It may be that some of the primary sources explored in Achievement Standard 92024 can also be applied to this assessment task.
The following aspects of significance are recommended as a way for ākonga to think about significance:
- tuakiri — the person may be seen as important in shaping, affirming, or disrupting the identity of individuals, whānau, hapū, iwi, or communities
- collective maumaharatanga — the memorialisation and recollection of the person is important to the collective memory of a group over time
- impact — the extent to which a person disrupted existing ways, set a new direction, or reinforced the importance of existing ways.
Where ākonga choose to present an oral assessment, whether in front of the kaiako or the whole class, the kaiako must video the presentation for moderation purposes.
Assessment schedule
[ File Resource ]
- Title: HI 1.2b Assessment Schedule
- Description: HI 1.2b Assessment Schedule
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/HI%201.2b%20Assessment%20Schedule.docx?VersionId=m0U6DZE2.Ss5HiDSsMIzuw62uHv.Ohn.
- File Extension: docx
- File Size: 58KB
- HI 1.2b Assessment Schedule.docx
- Description: HI 1.2b Assessment Schedule
