Number
AS90810
Version
1
Page 1 of 3
Achievement Standard
Subject Reference
Education for Sustainability 2.1
Title
Plan, implement and evaluate a personal action that will contribute
towards a sustainable future
Level
2
Credits
6
Subfield
Science
Domain
Environmental Sustainability
Assessment
Internal
Status
Registered
Status date
18 December 2007
Planned review date
28 February 2009
Date version published
18 December 2007
This achievement standard involves the planning, implementation and evaluation of a
personal action (individual or group) that will contribute towards a sustainable future.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence



Plan, implement and
evaluate a personal
action that will
contribute towards a
sustainable future.
Plan in detail, implement
and comprehensively
evaluate a personal action
that will contribute towards
a sustainable future.
Plan in detail, implement
and critically evaluate a
personal action that will
contribute towards a
sustainable future.
Explanatory notes
1
This achievement standard is derived from the Guidelines for Environmental
Education in New Zealand Schools, Learning Media, Ministry of Education, 1999.
2
This achievement standard is based on Level 7 of the New Zealand Curriculum
Framework including learning outcomes from the Science, Social Science, Health &
Physical Education, The Arts, and Technology curriculum objectives.
3
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.
 New Zealand Qualifications Authority 2016
Number
AS90810
Version
1
Page 2 of 3
4
Implement means undertake the planned action as far as possible, and modify and
adjust if necessary.
In detail means that evidence of the current situation is supplied that is sufficiently
qualitative and/or quantitative to support the planned action.
Comprehensively means with depth and breadth.
Evaluate requires the student to:
 apply an aspect of sustainability during the discussion to make a judgement on the
effectiveness of the action taken. It is expected that statistical analysis will be
used where appropriate
 identify their own personal response to the action and discuss whether it has
changed their attitudes or behaviours in relation to an aspect of sustainability.
Critically evaluate means the student is required to identify and discuss strengths,
weaknesses, opportunities and threats associated with the action and establish
criteria on which to make a judgement.
5
The personal action may be conducted as a group or individual activity. Evidence of
individual work must, however, be provided. This action may be an extension of
action begun in previous years by the student or by another group/organisation. This
is done with teacher guidance and involves the student in reflective practice.
6
An environment refers to a definable area such as a stream, estuary, bush, urban
community, national park, business, home or farm. Students will be expected to visit
the environment that they are taking action for and/or work with appropriate
stakeholders. On site experiences are important in order for students to engage with
an issue of sustainability.
7
Action towards a sustainable future incorporates the dimension of ‘Education for the
Environment’ as outlined in the Guidelines for Environmental Education in New
Zealand Schools, Learning Media, Ministry of Education, 1999 p.14, and
acknowledges the reciprocal relationship of people with the environment. It reflects
the notion of taking responsibility for our choices and decisions and in particular
exploring positive actions that lessen our impact on environments. Action taken for a
sustainable future could be preventative, mitigating or remedial.
8
Each student should evaluate the action taken in terms of at least one aspect of
sustainability – environmental, social, economic and cultural; and/or Māori concepts.
The expression of the Māori concepts will vary between hapū and between iwi. It is
expected that the local Māori community be consulted on how these concepts will be
expressed.
9
An action-oriented approach typically follows that suggested in the Guidelines for
Environmental Education in New Zealand Schools, Learning Media, Ministry of
Education, 1999 (p. 74); or modified versions such as those from the Enviroschools
Toolkit or Regional Council resources that can be accessed from
http://www.tki.org.nz/r/environ_ed/.
 New Zealand Qualifications Authority 2016
Number
AS90810
Version
1
Page 3 of 3
Quality Assurance
1
Providers and Industry Training Organisations must be accredited by NZQA before
they can register credits from assessment against achievement standards.
2
Accredited providers and Industry Training Organisations assessing against
achievement standards must engage with the moderation system that applies to
those achievement standards.
Accreditation and Moderation Action Plan (AMAP) reference
0226
 New Zealand Qualifications Authority 2016