NCEA Level 2 Education for Sustainability (90814) 2010 — page 1 of 6
Assessment Schedule – 2010
Education for Sustainability: Describe aspects of sustainability in relation to a sustainable future (90814)
Evidence Statement
Evidence
This assessment focuses on aspects of sustainability as
per EN4. Candidates are required to identify and apply
aspects of sustainability (environmental, social, cultural,
economic) to a discussion of a sustainable future in the
context of each particular question.
Candidates must select TWO questions to answer from the
four provided.
EN3: A sustainable future requires the development of
ways of thinking and acting to meet the needs of the
present generation without compromising the ability of
future generations to meet their own needs. Sustainability
includes, but is not limited to:
Achievement
Achievement with Merit
TWO questions answered
Describe:
TWO questions answered
Explain:
TWO questions answered
Discuss:



aspects of sustainability

related to a sustainable
future.
EN 5
Describe requires students to
give an account, or
characteristics, of the aspects
of sustainability.

aspects of sustainability
related to a sustainable
future.
EN 5
Explain requires students to
provide reasons as to how or
why the aspects of
sustainability relate to a
sustainable future.

maintenance of biodiversity, ecological processes, and
life support systems

an economy relative to its ecological life support
system

Candidates must:
Candidates must:
a fair distribution of resources and opportunities



looking beyond direct consequences of activities to
explore attitudes, values, and moral issues that create
particular views on the use of natural resources
describe at least TWO
aspects of sustainability
explain at least TWO
aspects of sustainability.

show some understanding
of the interdependence of
the aspects described

explain how the aspects
are interdependent

explanation provides
reasons as to how or why
aspects of sustainability
relate to the development
of a sustainable future.

personal and social responsibility.

EN4: Aspects of sustainability are environmental, cultural,
social, and economic. These aspects and the
interdependence between them need to be described,
explained, and discussed in the context of different
resource material provided in the exam tasks.
Achievement with Excellence
description may not clearly
relate aspects to the
development of a
sustainable future, but an
attempt has been made.
aspects of sustainability

related to a sustainable
future.
EN 5
Discuss requires students to
demonstrate understanding
of links between different
aspects of sustainability related
to a sustainable future. It may
involve students in making
judgments, stating opinions,
considering implications,
projecting future impacts,
evaluating options, comparing
and contrasting, analysing or
suggesting alternatives.
Candidates must:

discuss TWO or more
aspects of sustainability

demonstrate understanding
of the inter-dependence of
the aspects discussed

justify how they relate to
the development of a
sustainable future.
Reference their answers to the context provided for each question, ie use quotes from the excerpts
provided or refer to statistics.
NCEA Level 2 Education for Sustainability (90814) 2010 — page 2 of 6
Appendix – Possible evidence
Question One – Water
Concerns about how we use our freshwater resources are increasing in New Zealand. To protect and preserve waterways while still allowing
accessibility and the use of the resource causes much debate.
With reference to the resources on pages 4 and 5, identify TWO issues you think New Zealand faces, with respect to water as the country seeks to
develop a more sustainable future.
Issues a candidate may use:

irrigation and farming

wasteful domestic use of water

virtual water footprint and overseas markets

reticulation of drinking water

loss of biodiversity or threats to native species

recreation v power generation.
Discuss the issues you identified and the likely impact on aspects of sustainability. Include at least TWO of the following concepts in your discussion:

conflicts and trade-offs

market demand

new ways of thinking and acting

resource management

biodiversity

perception and values

ecological footprint

future generations.
Support your discussion with reference to relevant recent debates or specific initiatives / examples you have studied this year.
Note: No matter which water issues the candidates discuss, they must reference them to at least ONE specific event, activity or initiative they have studied this
year.
An Achievement candidate may describe the conflicts that have arisen over the plan to develop indoor cubicle dairy farms in the Mackenzie country without
explaining what the differing viewpoints are, as would be expected in a Merit / Excellence candidate. They may describe the impact such farming may have on
the ecology of the area without detailing how that links to freshwater values. Merit or Excellence candidates would be expected to further develop the idea of
NCEA Level 2 Education for Sustainability (90814) 2010 — page 3 of 6
ecological footprint and impact on freshwater biodiversity, and reference their explanation or discussion to further examples of the impact some farming practices
may have on water quality. It is possible they may discuss riparian planting initiatives their school has undertaken in cooperation with a local farmer.
Achievement candidates may describe only in passing possible impacts on New Zealand’s sustainability, whereas Merit and Excellence candidates would be
expected to postulate in more detail possible short and long-term impacts on our sustainability and explain how one aspect of sustainability may interact with
another. This could include downturn in our market share as Europeans choose not to buy our products, as they see them as less environmentally friendly, or
that our countryside becomes less attractive to tourists, as iconic values are compromised or rivers polluted. An Excellent candidate may discuss personal
responsibility or new ways of thinking and acting with regard to domestic use of water as we come to realise that it is a finite resource and must not be wasted, ie
grey water capture of domestic water, low-flow shower heads, etc with case studies or examples used in support.
Question Two – Cartoon
Carefully study the cartoon. The cartoonist’s message relates to making decisions that affect a sustainable future. Value conflicts and trade-offs
often occur during decision-making processes.
Apply aspects of sustainability in your discussion of the cartoonist’s message. You must make reference to examples or supporting evidence you
have studied this year.
Ideas candidate may discuss:

science and technology in terms of solving environmental problems

economic imperatives / competition often seen as more important to some than planetary issues

to ignore the impending sustainability issues imperils human survival; humanity in a race against time not against each other

that the people discussing the Apollo Mission should turn their attention and energies to the race to solve the big environmental issues of today.
It is expected that candidates discuss how decisions made impact in a number of ways on social, economic, cultural as well as ecological sustainability. Look for
how candidate describes / explains / discusses message of cartoon with respect to examples they have explored during the year, ie perhaps the global race that
challenges our thinking is climate change and new technological developments may help us reduce carbon emissions and provide both social and economic
benefits while also slowing climate change which impacts on biodiversity, etc. Another angle may be that candidates explore what 'greater achievements' may be
for humanity when considering various global reports such as the Millennium Development Goals or the Millennium Ecosystem Assessment reports.
A candidate working at Achievement level may describe or outline various challenges that the world faces and suggest that technological developments could
help us but provides little in the way of further explanation or examples.
A Merit or Excellence candidate should be able to provide greater depth or breadth of detail, with an Excellence candidate extrapolating further possibilities and
drawing on a wide range of examples or case studies, ie technological developments that may be mitigating the effects of climate change or global initiatives that
support biodiversity.
NCEA Level 2 Education for Sustainability (90814) 2010 — page 4 of 6
Question Three – Tourism
Tourism is New Zealand’s largest export earner, accounting for over 19 per cent of this country’s earnings. Consider the four scenarios of the report
and discuss how the New Zealand tourism industry could apply aspects of sustainability in order to have a successful and profitable future. Refer to
specific examples you have studied this year.
Ideas candidates may use:

economically sensible to invest in greener transport forms, ie invest in modern sea travel using solar and wind energy or the nationwide cycling network

need to preserve our environment to ensure tourists still have unique environments to visit, so must ensure no mining in conservation estate

cultural tourism developed with capital invested in communities

development of transition initiatives whereby tourists can be immersed in new more sustainable ways of doing things

carbon legislation developed to support trade-offs for long-haul travel.
Examples may be what Air New Zealand or a local tourism company is doing, the New Zealand Tourism industry report or the Prime Minister’s national cycleway
network initiative.
Candidates should attempt to consider all four scenarios but may be able to provide a more in depth discussion of only one.
Scenario 1: New Zealand needs to be among the leading nations or ‘fast followers’ in this area to tap into new developments in green technology such as windor solar-powered transport. May also discuss the ethics of continued international travel, especially if only for short time and on package tour where much of the
money is lost to off-shore multinational / transnational companies.
Scenario 2: New Zealand may be advantaged here, as we are a relatively stable and safe country. Candidate may discuss how such stability and safety could
be maintained and marketed.
Scenario 3: New Zealand already coping with this issue of ‘price and privilege’; may discuss the need to ensure that tourists get value for money while here and
feel that their travel is both ethical and ecologically friendly by offering ‘green’ transport and carbon neutral experiences. Need to look at how we market to both
top-end and lower-end travellers but also ensure we encourage domestic tourism.
Scenario 4: Similar to scenario 3. Government encourages development of carbon neutral tourism businesses; international marketing highlights benefits of
travelling to 100% carbon neutral New Zealand.
An Achievement candidate may describe some possibilities for the New Zealand tourism industry and touch on the social and economic benefits of enhancing
the reality of a 100% pure image into the future. May be able to draw on only vague examples. At Merit and Excellence level would expect a candidate to draw
on learning from a variety of sources and from current events. May be able draw on own experiences of travel and what they would look for in ecologically stable
travel experiences. An Excellence candidate may explore the ethic of travel at a deeper level and postulate further scenarios.
For examples in discussing Price & Privilege, a candidate could suggest that New Zealand take advantage of promoting itself as a desirable destination for the
wealthy, which could enhance tourism revenue, ie more boutique wilderness lodges. If taking a social justice perspective they may discuss how NZ could look at
fostering benefits of the industry for all New Zealanders by supporting or providing incentives for communities to provide for tourist needs and also enable
tangata whenua to developing cultural heritage sites which are very valuable assets. Also if NZ does profit from a more exclusive global tourism, subsidies and
incentives can be given to all NZ citizens for their own tourist adventures. Models that work could be shared internationally.
NCEA Level 2 Education for Sustainability (90814) 2010 — page 5 of 6
Question Four – Laws / legislation
With reference to examples you have studied this year, discuss the type of laws and regulations that support or undermine the development of a
sustainable future. Consider the possible environmental, social, economic, and cultural impacts of the laws and regulations.
Candidates could explore both international and New Zealand laws / regulations, ie Kyoto / Copenhagen, CITIES, Resource Management Act 1991, Hazardous
Substances and New Organisms Act, Ozone Layer Protection Act 1996, Waste Minimisation Act 2008; Marine or coastal legislation; or discuss the
responsibilities of national and local governments. In discussing legislation both local and international, candidates will likely mention / discuss international
conventions or important organisations like IUCN, the International Union for Conservation of Nature and WWF, World Wide Fund for Nature, especially as 2010
is International Year of Biodiversity
Candidates may also comment on the truism of the quote in discussing human behaviour and our relationship with the natural environment.
An Achievement candidate may merely describe the types of laws that they know of both in New Zealand and internationally. May briefly consider how
environmental law benefits, not only the biodiversity of an area but also the social and economic gains such as jobs in biodiversity protection or ecological
tourism or development of new medicines from indigenous plants, but provide few or no actual examples.
Candidates operating at Merit or Excellence will be expected to explain or discuss the various laws they use as examples and provide evidence as to how they
have regulated human behaviour to the benefit of both the environment and people (at least ONE of social, economic, cultural aspects). An Excellence candidate
could bring their discussion back to a more personal level, reflecting on how particular legislation may affect their decisions or influence their behaviour.
NCEA Level 2 Education for Sustainability (90814) 2010 — page 6 of 6
Judgement Statement
This achievement standard requires descriptions of aspects of sustainability in different contexts in relation to a sustainable future
Achievement
Achievement with Merit
Achievement with Excellence
2A
1M
1E
The judgement should be holistic, based on the balance of evidence presented for assessment. The student must have shown an understanding of at least TWO
aspects of sustainability within TWO different contexts.
Codes:
SA
SF
BE
C
=
=
=
=
sustainability aspects
sustainable future
supporting evidence or case study
concepts applied
L
J
Op
F
=
=
=
=
Links or connections stated; compares / contrasts
justification or rationalisation of argument / opinion
opinion
false / poor logic; incorrect point