Number
AS90828
Version
1
Page 1 of 3
Achievement Standard
Subject Reference
Education for Sustainability 3.1
Title
Evaluate a planned personal action that contributes toward a
sustainable future
Level
3
Credits
6
Subfield
Science
Domain
Environmental Sustainability
Assessment
Internal
Status
Registered
Status date
12 January 2009
Planned review date
28 February 2011
Date version published
12 January 2009
This achievement standard involves the evaluation of both the planning and the
effectiveness of personal action (individual or group) that contributes towards a
sustainable future.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
 Evaluate a planned
personal action that
contributes toward a
sustainable future.
 Evaluate a comprehensive
planned personal action
that contributes toward a
sustainable future.
 Critically evaluate and
justify a comprehensive
planned personal action
that contributes toward 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 derived from Level 8 of The New Zealand Curriculum,
Learning Media, Ministry of Education, 2007, including learning outcomes from the
Science, Social Sciences, Health and Physical Education, The Arts, and Technology
learning areas achievement objectives.
 New Zealand Qualifications Authority 2016
Number
AS90828
Version
1
Page 2 of 3
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.
4
A planned personal action requires the student to:
a carry out research and/or a practical investigation to develop and inform a plan of
action that will contribute to a sustainable future
b implement their plan.
Comprehensive requires the student to use evidence that is sufficiently qualitative
and/or quantitative to explain the development of the plan. It must include a detailed
time-frame and several steps of action based on evidence.
5
Evaluate requires the student to:
a apply aspects of sustainability to make a judgement on the effectiveness of the
action based on evidence taken in relation to a sustainable future. Where data is
collected there should be appropriate processing
b use reflective practice throughout the planning to make a judgement on the plan
in effecting the action
c identify their own personal response to the action and discuss whether it has
changed their attitudes or behaviours in relation to aspects of sustainability.
Critically evaluate means the student is required to discuss the plan and the action
taken and establish criteria on which to make an informed judgement.
Students will justify decisions by making judgments, considering implications,
projecting future impacts, evaluating options, comparing and contrasting, analysing
or suggesting alternatives and next actions for personal and social responsibility.
6
The personal action may be conducted as part of a small group or as an individual
activity. Evidence of individual work must be provided for all stages. This action may
be a significant development of action (eg action has greater impact on sustainability)
begun in previous years by the student or by another group/organisation. This is
done in consultation with the teacher and involves the student in ongoing evaluation
and reflective practice which should be written up in a logbook or milestone reports,
with justification of changes to action.
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
taking positive actions that contribute to a sustainable future. Action taken for a
sustainable future could be preventative, mitigating or remedial.
 New Zealand Qualifications Authority 2016
Number
8
AS90828
Version
1
Page 3 of 3
Each student should evaluate the action taken in terms of aspects of sustainability –
environmental, social, economic and cultural and the interdependence between
them. Māori concepts relating to these aspects will vary between hapū and between
iwi. It is expected that the local Māori community will be consulted on how these
concepts will be articulated.
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