NCEA Level 2 Education for Sustainability (90814) 2009 — page 1 of 7
Assessment Schedule – 2009
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:

maintenance of biodiversity, ecological
processes and life support systems

an economy relative to its ecological life
support system

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

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 / or discussed in the
context of different resource material provided in
the exam tasks.
Achievement
Achievement with Merit
Achievement with Excellence
TWO questions answered.
Describe
TWO questions answered.
Explain
TWO questions answered.
Discuss

aspects of sustainability

aspects of sustainability


related to a sustainable
future.

related to a sustainable
future.
Merit plus
EN 5
Describe requires students to
give an account, or
characteristics, of the aspects of
sustainability.
EN 5
Explain requires students to
provide reasons as to how or
why the aspects of sustainability
relate to a sustainable future.
EN 5
Discuss requires students to
demonstrate understanding of
links between different aspects
of sustainability related to a
sustainable future. Discussion
may involve students in making
judgements, stating opinions,
considering implications,
projecting future impacts,
evaluating options, comparing
and contrasting, analysing or
suggesting alternatives.
Candidates must:
Candidates must:
Candidates must:

describe at least TWO
aspects of sustainability

explain at least TWO aspects
of sustainability

discuss TWO or more
aspects of sustainability

reference their answers to
the context provided for each
question, ie use quotes from
the excerpts provided or refer
to statistics

reference their answers to
the context provided for each
question, ie use quotes from
the excerpts provided or refer
to statistics

reference their answers to
the context provided for each
question, ie use quotes from
the excerpts provided or refer
to statistics.

show some understanding of
the interdependence of the
aspects described

show clear understanding of
the interdependence of the
aspects explained

demonstrate understanding
of the interdependence of the
aspects discussed

clearly relate aspects to the
development of a sustainable
future.

clearly relate aspects to the
development of a sustainable
future.
Description may not clearly relate
aspects to the development of a
sustainable future, but an attempt
has been made.
NCEA Level 2 Education for Sustainability (90814) 2009 — page 2 of 7
Appendix – Example answers
Question One: Carbon neutrality – Refer to the resources on pages 4 and 5. Identify TWO issues you think New Zealand may face with respect to greenhouse
gas emissions and climate change as the country seeks to achieve carbon neutrality and develop a more sustainable future. Discuss BOTH issues you identified
above and the likely impact on aspects of sustainability should New Zealand not achieve its carbon neutrality targets or reduce the amount of greenhouse gases
emitted. Support your discussion with reference to relevant recent debates or specific initiatives / examples you have studied this year.
Achievement:
(a) Our ageing car fleet emits lots of greenhouse gases.
New Zealand may see reduced tourist numbers as flying costs increase.
(b) If New Zealand does not achieve its carbon neutrality targets or reduce greenhouse gas emissions, then there is the possibility of wide-ranging impacts on
aspects of sustainability. Economically, we could be affected. Depending on your viewpoint, attaining carbon neutrality before other countries is either a
competitive advantage or a negative achievement. Take the tourism industry for example: they are working hard to be carbon neutral because that would
reduce the guilt long-haul visitors may have by coming to New Zealand. If they feel good about travelling here, then we may be able to retain the tourist
numbers that help maintain our economy. It also means that we think about how we look after the environment that maintains our tourism industry. We
market New Zealand as 100% pure, yet we emit large amounts of greenhouse gas – up there with the top three nations – and so there is a big push to find
ways to reduce the amount we emit. We are tackling this in at least three directions – through our agricultural practices, legislation about fuel emissions and
the search for improved renewable energy sources. Some of these changes will help improve the environment and may well save money, but others will
affect the choices of ordinary people as it may well be more expensive to travel, lead to a loss of jobs or cost more to heat homes.
Merit:
(a) Our ageing car fleet emits lots of greenhouse gases, which make it difficult for us to achieve our Kyoto agreement.
New Zealand may see reduced tourist numbers as flying costs increase and tourists from Europe choose to take holidays closer to home.
Another issue could be how to bring the general population on board with the challenges and changes needed.
(b) If New Zealand does not achieve its carbon neutrality targets or reduce greenhouse gas emissions, then there is the possibility of wide-ranging impacts on
aspects of sustainability. The resources show that New Zealand has set goals to work toward but it requires a shift in thinking and behaviour, not just policy,
if the goals are to be achieved. Economically, we could be affected and this aspect is one that causes much controversy. Depending on your viewpoint,
attaining carbon neutrality before other countries is either a competitive advantage or a negative achievement. Take the tourism industry for example: they
developed the Tourism Strategy 2015 recognising the challenge of climate change and long-haul travel. Many in the sector are working hard to be carbon
neutral because that may reduce the guilt some long-haul visitors have about travelling to New Zealand. If they feel good about travelling here, then we may
be able to retain the tourist numbers that help maintain our economy. It also means that we think about how we nurture the environment that maintains our
tourism industry. We market New Zealand as 100% pure and understand that the environment is our key asset, yet we emit large amounts of greenhouse
gas – up there with the top three nations – and so there is a big push to find ways to reduce the amount we emit. We are tackling this in at least three
directions: agriculture, fuel, and renewable energy. In the agricultural sector, it is recognised that up to 50% of New Zealand’s greenhouse gases are made
up of methane and nitrous oxide, two gases associated with farming. The Government has looked at how to include agriculture in the emissions trading
scheme, and some in the sector are working together to find ways to reduce emissions.
In 2008, a discussion document about fuel efficiency, targeting the road transport sector, was introduced. Other government initiatives were the Emissions
Trading Scheme and the fuel economy star-rating scheme, aimed at reducing our emissions. Most of New Zealand’s energy comes from renewable sources
like hydro, geothermal and wind. There are many initiatives – both private and public – aimed at increasing our capacity in these areas. Some of these
changes may well slow environment damage and could save money long term, but others will affect the choices of ordinary people because it may be more
expensive to travel, could lead to a loss of jobs or cost more to heat homes. That is why in some communities, people are working together to make the
changes necessary to mitigate the impacts of climate change. The transition community of Waiheke Island is developing social sustainability alongside
NCEA Level 2 Education for Sustainability (90814) 2009 — page 3 of 7
environmental and economic by bringing people together. They have established an energy group to investigate setting up a community-owned power
generation company and have worked in partnership with the council to plant a community fruit tree farm.
Excellence:
(a) Our ageing car fleet emits lots of greenhouse gases, meaning we will find it difficult to meet Kyoto targets.
A greater issue for us all is how to bring about the shift in thinking and behaviour in the general population in order to face the challenges of climate change.
(b) If New Zealand does not achieve its carbon neutrality targets or reduce greenhouse gas emissions, then there is the possibility of wide-ranging impacts on
aspects of sustainability. We may think that because we contribute about 2% of the world’s carbon emissions, what we do doesn’t matter; but if we think of
ourselves as responsible global citizens, then we each have to take action to make a difference. A sustainable future requires that we think beyond shortterm personal goals and look to how our behaviour may impact on future generations. If we as a nation do nothing about climate change mitigation, then we
could be affected economically. The resources show that New Zealand has set goals to work toward, but it requires political will at all levels to take it
beyond policy into action and really make a difference. It seems presently that New Zealand is fearful of being bold on climate change action in case the
science is wrong and it was all a big con. The reality is, as supported by the Millennium Report of 2005, that the earth cannot support the way we are living
now. We all have to live more simply.
Depending on your viewpoint, attaining carbon neutrality before other countries do is either a competitive advantage or a negative achievement; some of
our trading partners would not look favourably on us if we continued to pollute or do nothing to reduce our carbon emissions.
Take the tourism industry for example: they developed the Tourism Strategy 2015 recognising the challenge of climate change and long-haul travel. Many in
the sector are working hard to be carbon neutral as that may reduce the guilt some long-haul visitors have about travelling to New Zealand. If they feel good
about travelling here, then we may be able to retain the tourist numbers that help maintain our economy. It also means that we think about how we nurture
the environment that maintains our tourism industry. One tourism organisation trying to make a change is Intercity coaches. They have a sustainability
programme called Destination Carbon Neutral and are working with Landcare New Zealand’s carboNZero to measure and minimise emissions.
We market New Zealand as 100% pure and understand that the environment is our key asset yet we emit large amounts of greenhouse gas – up there with
the top three nations – and so there is a big push to find other ways to reduce the amount we emit. I will profile three sectors working to reduce their carbon
footprint: agriculture, road transport and energy. In the agricultural sector, it is recognised that up to 50% of New Zealand’s greenhouse gases are made up
of methane and nitrous oxide, two gases associated with farming. The Government has looked at how to include agriculture in the emissions trading
scheme, which caused some controversy. Some groups in the sector have taken the initiative to find ways to reduce emissions. The wine industry has taken
a lead in this regard; the New Zealand Winegrowers have a goal of 100% of the industry operating under audited sustainability schemes by 2012, and this
would impact environmentally and economically because they would save water and be more energy-efficient. Grove Mill Winery was the first carbon
neutral winery in the world.
In 2008, a discussion document about fuel efficiency, targeting the road transport sector, was introduced. Other government initiatives were the Emissions
Trading Scheme and the fuel economy star-rating scheme, aimed at reducing our emissions. Most of New Zealand’s energy comes from renewable sources
like hydro, geothermal and wind. There are many initiatives – both private and public – aimed at increasing our capacity in these areas. Some of these
changes may well slow environment damage and could save money long term, but others will affect the choices of ordinary people because it may be more
expensive to travel, could lead to a loss of jobs or cost more to heat homes. That is why in some communities, people are working together to make the
changes necessary to mitigate the impacts of climate change. The transition community of Waiheke Island is developing social sustainability alongside
environmental and economic by bringing people together. The Waiheke community have established an energy group to investigate setting up a
community-owned power generation company and have worked in partnership with the council to plant a community fruit tree farm.
All of these initiatives to reduce carbon emissions really achieve sustainability targets only if all aspects are taken into account. It is all very well saving
money and being more environmentally friendly; but if the people involved can’t see the benefits and don’t understand the links to their well-being and
perhaps are working against the overall outcome, then a sustainable future has not been achieved. Hand in hand with policy and auditing changes need to
go education and support for the people involved. Sustainability goals can’t be forced on people; a very big carrot-and-smaller-stick approach may well work
best, and this is where government policies need to be coupled with flax-root initiatives in order to bring about change for our planetary future.
NCEA Level 2 Education for Sustainability (90814) 2009 — page 4 of 7
Question Two: Outlook for the Global Environment Identify at least TWO issues, other than climate change, referred to by the author. Discuss the possible
local and / or global environmental, economic, social and cultural impacts associated with the issues you have identified. Consider the possible implications for
the development of a sustainable future. Support your discussion with reference to specific examples you have studied this year.
(a) Candidate must choose two issues. Could include the following: Habitat rapidly destroyed, half the world invertebrate species endangered, biodiversity loss,
deforestation, limited fresh water, coastal and marine environments threatened. May also refer to population growth leveling off and ozone layer recovering,
though a student would need to be able to link these positive things to a sustainable future.
(b) Look for a candidate discussing aspects of sustainability using global and / or local examples to support their discussion, ie When we consider the rate of
biodiversity loss internationally, we can see that we are not living within the capacity of earth. Our demand for more living spaces or resources is affecting
the ecological balance of our natural environment to the detriment of other living species. We see this in New Zealand. As a nation, we have lost many of
our native species since the arrival of humans and the animals like rats and stoats we introduced. The rate of habitat destruction due to deforestation was
huge, so now we fight to save species like the kokako, kiwi, weta, black robin etc.
The work that DOC does on species recovery in partnership with iwi, community groups and the BNZ Save the Kiwi group builds cultural and social
sustainability as different people get to work alongside each other, sharing perspectives, ideas and skills. The Kiwi Forever project in the central North
Island is one we were able to participate in, and we learnt heaps about how important kiwi are to Ngāti Rangi and discussed how we as ‘Kiwis’ would feel if
our iconic bird was to become extinct. …
A conclusion would need to draw together ideas into a discussion of the implications for a sustainable future if rates of biodiversity loss continue or fresh water
depletion occurs, bringing into the equation aspects of sustainability, ie If we allow biodiversity loss to continue at the rate it has in recent years we compromise
our own existence and certainly leave little for future generations to appreciate. For a future to be sustainable, we have to understand the interdependence of all
aspects of sustainability, particularly the delicate ecological balance that provides us with ecosystem services we require to live and act to preserve plants and
animals and landscapes so that they are available for the future.
Question Three: Cartoon – With reference to examples you have studied this year, discuss the cartoonist’s message in relation to a sustainable future. Include
at least two of the listed concepts when considering the implications for aspects of sustainability
A candidate must make some comment as to the cartoonist’s message. They then must discuss that message with regard to the development of a sustainable
future using examples from their studies to support their discussion, ie Wind farm developments in Makara or Mackenzie Country or on Samsoe Island,
Denmark. At least two concepts must be described, explained or discussed in the light of the cartoonist’s message.
ie In relation to a sustainable future the cartoonist’s message is mixed. Tom Scott is obviously commenting on the controversy wind farms cause. Some people
think that they are wonderful; others hate them and do not want them in their backyard. This reflects the differing perceptions and values people hold about
things like energy generation and landscapes. Many people in Palmerston North like the wind turbines on the hills near that city; many others protested against a
wind farm being built in the Mackenzie Country because they believed the iconic nature of the place would be compromised. The cartoonist indicates that
although wind turbines do blot the landscape, they can be removed, unlike a hydro dam or a coal mine.
When considering questions of wind farm development, there is bound to be conflicts and trade-offs. The Resource Management Act allows for different views
on particular development proposals to be aired and possible trade-off decisions reached in order for an issue to be resolved. This was regarded as a groundbreaking piece of legislation internationally when it was introduced, but in recent years it has been criticised for being too complex, for holding up developments
or being too expensive for community groups to submit on.
As we move toward a more sustainable future and look to new ways of generating energy, we have to make decisions based on strong sustainability, as shown
in the diagram. Our decisions must include long-term thinking – considering future generations and understanding that our decisions are limited by the health of
our ecosystems. Decisions can no longer be based entirely on traditional monetary principles; more and more countries and businesses are using ecological
economic principles or true cost accounting processes, which take account of the cost to the environment and society, when making decisions. One example of
this is the Danish Island of Samsoe, where they developed a sustainable energy programme. [The candidate goes on then to expand on this example before
concluding.]
NCEA Level 2 Education for Sustainability (90814) 2009 — page 5 of 7
Question Four: Consumerism – Discuss the implications for a global sustainable future should mass consumption or consumerism continue to grow, both in
developed and developing nations. You should apply aspects of sustainability and refer to specific examples you have studied this year.
Aspects of sustainability applied and described / explained / discussed in considering the implications for a global sustainable future should mass consumption or
consumerism continue. References made to the West and developing nations, such as India or China.
Achievement: If we continue to buy, buy, buy as we do now, then there are serious implications for a sustainable future, particularly environmentally and
socially. As the world’s population grows, so too does resource use. As the article says, “Developing countries have the greatest potential to expand the ranks of
consumers”. If they all have what we have, then the world has not got enough resources for that. Either we in the West reduce our lifestyles by living more
simply, or there will be more conflict over scarce resources. Such conflict will not only destroy ecosystems and the environment generally but will also impact on
the poorest people in the world. We learnt this year that many of us in the West want cheaper goods, and that has led to manufacturing being set up in some
developing countries. We watched China Blue, about young women working in a jeans factory in China. On the one hand, one woman was earning more than
she would have done back in her village, but on the other hand she worked very long hours for poor pay by our standards and in relatively poor conditions
compared to what workers would put up with here. After watching the movie, we discussed what decisions we could make about what we buy and how we could
support local manufacturing because what we decide has an impact on both our local market and factories in China. We learnt that consumer demand can make
a difference economically and environmentally.
Merit: If we continue to buy, buy, buy as we do now, then there are serious implications for a sustainable future, particularly environmentally and socially. As the
world’s population grows, so too does resource use. Many developing nations have huge problems with providing the basics of life for their population, yet, as
the article says, “Developing countries have the greatest potential to expand the ranks of consumers”. If they all have what we have, then the world has not got
enough resources for that. We learnt that in countries like China and India, the growing middle classes are now able to afford the kind of lifestyles that we have
had for some years; but that will have an impact on us, particularly in New Zealand because we would not be able to compete so easily because of our size,
distance from our markets and the fact we are not a low-wage economy. Our class listened to a woman from Trade Aid who spoke about how we can have a
role to play in building greater equity and social justice, both by living more simply and becoming more ethical consumers. She encouraged us to think about how
and where our goods are made and what it’s like for the people who make them. She showed us a documentary, China Blue, about a young woman who works
long hours in a factory producing jeans for the markets of Europe and America. We realised that we wouldn’t be willing to work like she did, but we also
discussed how her wage is still greater than what she would earn back in her village and that China’s overall standard of living has risen greatly over the past
few decades. China has been determined to raise living standards before tackling environmental issues because the government believes that a strong economy
will be able to afford environmental cleanups. Many governments have been like China, believing that continued economic growth will improve lives in numerous
ways. This growth model is now proving disastrous for the planet, as the earth cannot sustain everyone living as we have done in the West. Here in New
Zealand, we can support local manufacturing by buying New Zealand goods made from local products. One such company we studied is [student names], a
company that operates using the Natural Step principles [student explains these].
Excellence: Already, the planet is seeing the impact of our consumerist culture. The Millennium Ecosystem report of 2005 clearly detailed just how our lifestyles
are affecting planetary systems and other living things. It indicated that the impact we have has threatened not only increased species extinction but also our
own well-being. As the world’s population grows, so too does resource use. Many developing nations have huge problems with providing the basics of life for
their population, yet, as the article says, “Developing countries have the greatest potential to expand the ranks of consumers”. Many more people are suffering
the effects of poverty, sometimes exacerbated by environmental degradation and sometimes through conflict over scarce resources, as in the Sudan. It is in
places like this that we can starkly see the impacts of unsustainable behaviours, of the natural limits to growth because people are affected socially, culturally,
and economically because of environmental pressures.
In the past, it was considered important that all countries of the world have the opportunity to develop as the West has. When the concept of sustainability was
first proposed in the 1970s, many Third World nations felt that it was a way for the West to remain powerful by keeping their nations less developed. The concept
of sustainable development was introduced, where development meets the needs of the present without compromising the ability of future generations to meet
their own needs. This is a concept fraught with difficulties, particularly if there is no understanding of the interdependence of all aspects of sustainability. If
NCEA Level 2 Education for Sustainability (90814) 2009 — page 6 of 7
people’s economic levels are improved, what impact has that had on the environment? Conversely, if an ecologically unique area is locked up and people moved
away, what impact does that have on their social and economic well-being?
What we need to consider when discussing consumerism is the natural limits to continued growth; if everyone in the world lives as we do, then we would need
three or four planets to sustain us. The growing middle classes in China and India are often living lifestyles that can be maintained only if a large number of
others do not have access to such lifestyles, and yet those who live in poverty have always aspired to gain better living. Yet we can’t all have it all – we need to
find some middle ground that satisfies people’s economic, social, cultural well-being within the limits the environment sets.
Our class listened to a woman from Trade Aid who spoke about how we can have a role to play in building greater equity and social justice, both by living more
simply and becoming more ethical consumers. She encouraged us to think about how and where our goods are made and what it’s like for the people who make
them. She showed us a documentary, China Blue, about a young woman who works long hours in a factory producing jeans for the markets of Europe and
America. Many of us realised that we wouldn’t be willing to work like she did, but we also discussed how her wage is still greater than what she would earn back
in her village and that China’s overall standard of living has risen greatly over the past few decades because of increased industrialisation. China has been
determined to raise living standards before tackling environmental issues because the government believes that a strong economy will be able to afford
environmental clean-ups, and in many respects that is just what most countries in the West did during the 19th and 20th century. This growth model is now
proving disastrous for the planet, as the earth cannot sustain everyone living as we have done in the West, especially as population numbers continue to grow.
The earth could probably sustain 4 billion but not the 6 billion we have presently, nor the 9 billion it is likely to rise to.
Here in New Zealand, we have a classic consumerist society, with many people listing shopping as their main leisure activity. Many people buy cheap imported
goods rather than support local manufacturing because many New Zealand-made products are high-end and therefore expensive. One company that has
captured a significant portion of the local market is [student names]; this company operates using the Natural Step principles [student discusses these] and has
marketed itself to a niche market. There has been a great deal of this “Buy right to save the planet” marketing here in New Zealand and globally [student adds
details here and concludes].
NCEA Level 2 Education for Sustainability (90814) 2009 — page 7 of 7
Judgement Statement
This achievement standard requires descriptions of aspects of sustainability in different contexts in relation to a sustainable future
Achievement
2A
Achievement with Merit
1A
1M
OR
2M
Achievement with Excellence
1M
1E
OR
2E
This achievement standard requires descriptions of aspects of sustainability in different contexts in relation to a sustainable future.
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.
The following codes were used in the marking of this standard:
SA
sustainability aspects
SE
supporting evidence or case study
SF
sustainable future
P
perspective, belief, attitude, values
BP
behaviours or practices
L
links or connections stated; compares / contrasts
R
reason
J
justification or rationalisation of argument / opinion
Cp
sustainability aspects applied
Op
opinion