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Assessment Resource
Level 2 Psychology
27690, Analyse the application of theories in fields of psychology
Credits: 6
Teacher guidelines:
The following guidelines are supplied to enable teachers to carry out valid and consistent
assessment using this internal assessment resource.
Context/setting:
In this activity students will analyse the application of theories in psychology.
Students will answer focus questions in relation to a given case study. Students will
have opportunity to research theories relating to the different Fields studied in class as
well as use their class notes.
As part of the teaching programme you will work through three fields to demonstrate
knowledge of psychological theories related to psychological practice. A range of
activities needs to be offered in class which will help students understand the varied
fields of psychological theory, research and practice.
You will also give students opportunities to study the human contexts in which
psychological is applied. Information on psychology as it is practiced in New Zealand is
available from the New Zealand Psychological Society, http://www.psychology.org.nz,
and The New Zealand Psychologists Board, http://www.psychologistsboard.org.nz/.
Conditions:
Assessment for this standard will be to analyse a case study and apply relevant
psychological theory from three different fields to explain the behaviour described. The
case study will be focused on a real life situation based on a New Zealand context that
has been researched and discussed by the whole class.
The case study can contain material that includes, but is not limited to -transcripts of
interviews, media clippings, extracts and summaries of academic research and
marketing material. These will be presented in a methodical manner and be supported
by linking statements and a written introduction and conclusion.
Before assessment begins, teachers should guide students through the process of
exploring texts, reading for meaning, and locating relevant information.
It is expected that teachers will spend at least one week introducing students to the
concepts surrounding fields of psychological practice, the theories underpinning each,
and how they are applied in real life situations.
Students will be given one week of class time to gather relevant information for their
analysis of this case study. Work can also be done out of class time. As students are
able to undertake research outside of class time, they will be required to complete a
declaration of authenticity.
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Fields refers to human contexts in which psychology is applied. These include but are
not limited to - sport, forensic, health, education, environment, industrial and
organisational, media, clinical and counselling.
Theories are organising ideas or concepts that describe, explain or predict behaviour or
mental processes. These may include abnormal, comparative, developmental, individual
differences, social psychology.
Scenarios refer to situations that have occurred, or are likely to occur, in every day
existence. Examples include but are not limited to - sporting situations where motivation
theory can be applied, health situations such as smoking where theories of personal
behaviour can be applied, or education situations such as teaching where learning
theory can be applied.
A justified argument is one supported by published research or recognised psychological
theory.
It is expected that the scenario will be based on a New Zealand context and should be
sensitive to safety, privacy, gender, cultural, and other individual needs. Information on
psychology as it is practiced in New Zealand is available from the New Zealand
Psychological Society, http://www.psychology.org.nz.
References may be oral, visual and/ or written and may be selected from one or several
text types. Texts should be appropriate to Level 7 of the NZC, or have characteristics
that enable students to meet the expected level of understanding. Assessment of this
standard also provides opportunities for students to develop aspects of the key
competencies of the NZC.
Students need to keep a record of all the source material they use. A suggested
reference record for source material has been provided. To encourage students into the
habit of using citation styles as used by psychologists across the world, teachers can
teach them how to cite references using the American Psychological Association (APA)
citation style. Guidance on APA citation style can be found through
http://www.apastyle.org/
Where student work is to be presented for assessment, constructive feedback should not
compromise authenticity but can validly include suggestions about areas where further
developments are needed. Students should have the opportunity to receive feedback to
edit, revise and polish their work before assessment judgements are made.
Providing the scenario:
Assessment for this standard requires students to analyse how theories from three fields
from within psychology explain behaviour in a given scenario. This scenario must be
broad enough to allow students to explore the three fields chosen. The scenario can be
based on academic research.
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An example of suitable scenarios could include:



A consideration of a local sports club and its members. Sports psychology Motivation theory can be considered to examine how amateur players are motivated
to compete after a busy weeks work. Health psychology – local clubs, due to their
position at the heart of communities, can work with health initiatives like anti-drink
driving programmes and Push-Play. Organisational psychology can be used to
examine how clubs maintain voluntary participation and raise funds.
A study into the issue of drugs (controlled substances) and their use and abuse in
society. Clinical psychology – theories in abnormal psychology and treatment e.g.
Serotonin levels and the use of anti-depressants. Health psychology – theories
within individual differences, environmental factors and risks linked to drug abuse
also theories as to tolerance and addiction. Sports psychology – Motivational theory
to examine the pressure on athletes to take performance enhancing substances, the
effect of specific banned substances within sports and their effect on athletes’
behaviour. An exploration of why athletes are at a suggested increased risk of drug
abuse.
A study of a multinational company with branches in New Zealand. Industrial
psychology can be used to consider how staff are recruited, trained and rewarded.
Environmental psychology can be considered to examine where branches are
located in relation to socio-economic populations. Marketing psychology can be
used to consider how organisations create brands, manage customer expectations,
and create pricing strategies.
The given scenarios need to be supported with a range of resources to enable students
to demonstrate understanding of fields of psychology and how these are applied. The
supporting resources may include:
 Guest speakers
 Academic research
 Field trip
 Business and marketing textbook examples
 Advertising e.g. adverts, packaging, company mission statements, use of
sponsorship
 Documentaries and news reports
 Websites
Additional information:
Teaching and learning guidelines that inform psychology as it is taught in New Zealand
can be found at http://www.tki.org.nz/ncea/.
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Level 2 Psychology
27690, Analyse the application of theories in fields of psychology
Credit: 6
All Blacks Do Cry: John Kirwan raising the awareness of Depression in
Aotearoa/New Zealand
Student Instructions Sheet
During your Psychology programme in class, your teacher will work through three fields
to demonstrate knowledge of psychological in practice. You will do a range of activities
in class which will help you understand the concepts surrounding fields of psychology,
the theories underpinning each, and how they are applied in different scenarios.
Your assessment task will be to analyse a given case study based on a New Zealand
scenario that has been researched and discussed by the whole class.
You will be given one week of class time to gather relevant information to analyse your
case study. Work can also be done out of class time. As you will be able to undertake
research outside of class time, you will be required to complete a declaration of
authenticity.
Your analysis of the case study can contain material that includes, but is not limited to transcripts of interviews, media clippings, extracts and summaries of academic research,
marketing material, and case studies. You will present these in a methodical manner
and support them by linking statements and with an introduction and conclusion.
Before assessment begins, your teacher will guide you through the process of exploring
texts, reading for meaning, and locating relevant information. As part of your Psychology
programme your teacher will work with you to source reference texts or other materials.
Keeping a record of reference or sourced material
As you complete your analysis you will need to keep a record of all the source material
you will use. Your source material can include books, websites, podcasts, journals,
newspapers, magazines, photographs. Draw up a record sheet so that you can record
your sources in an ongoing way over the course of work.. Guidance on APA citation
style can be found through To get you into the habit of using citation styles as used by
psychologists across the world, it is suggested you cite your references using the
American Psychological Association (APA) citation style. Guidance on APA citation style
can be found through http://www.apastyle.org/.
Example of reference record
Source description
APA Reference
Book – Psychology in Weatherall, A., Wilson, M., Harper, D., McDowall, J., (2007)
Aotearoa/New
Psychology in Aotearoa/New Zealand. Pearson: Auckland.
Zealand
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Example of an online
article describing
John Kirwan’s
involvement with
Depression
awareness
campaign.
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=
10405228
Date accessed: 21/07/2011
Assessment guide
For achieved
Identify and describe, with
supporting evidence, the
application of theories in
fields of psychological
practice in terms of how
they explain behaviour in
given scenarios.
For merit
For excellence
The analysis includes a
comparison of the way that
the theories explain
behaviour in the given
scenarios. The key points
of similarity and difference
between the theories within
the fields of psychological
practice, and their
respective explanation of
the behaviour, must be
identified and discussed.
The analysis includes a
comprehensive comparison
of the way that the theories
explain behaviour and a
justification of the
theoretical position that
explains behaviour in the
given scenarios. A justified
position must be argued for
each of at least two different
fields of psychological
practice.
Case study: A campaign to promote awareness of depression
Case study guidelines
To complete this assessment:
 Read through the case study background information given to you.
 Read the accompanying questions.
 You will be allowed one week of class time to gather information to support your
answers and to complete the written task.
 Your answers should include relevant theories to answer the questions from the three
Fields you have studied in class (Clinical, Health and Sports psychology).
Sample scenario: All Blacks Do Cry: John Kirwan raising the awareness of
Depression in Aotearoa/New Zealand
Apply your knowledge of psychological theory from the different Fields you have studied
(Clinical, Health and Sport psychology) to answer the focus questions.
Ensure you have answered the questions within each of the Field sections including
relevant theories to support your answer.
Your answers should use psychological theory to explain the behaviour discussed in
relation to the case study of John Kirwan, his battle with depression and his involvement
with advertising initiatives aimed to increase awareness of the illness.
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Sample Case study stimulus:
John Kirwan to front new depression campaign
Tuesday Oct 10, 2006
Former All Black John Kirwan is to front a $6.4 million government depression
awareness campaign.
The three-year National Depression Initiative, announced today by Associate Health
Minister Jim Anderton and paid for out of the existing Suicide Prevention Strategy
budget, aims to raise awareness of depression.
"We know that up to 90 per cent of suicides are caused
by depression and that each year 500 New Zealanders
are dying by suicide," Mr Anderton said.
"If we can raise awareness and reduce the impact that
depression has on people's lives, hopefully we can
reduce the number of lives being lost to suicide every
year."
Former All Black John Kirwan,
who is fronting an ad campaign on
depression.
He welcomed the involvement of Kirwan, who himself suffered from depression over the
course of his All Blacks career, as frontman for the advertising campaign.
Mr Anderton said the World Health Organisation had projected depression would be
second only to cardiovascular disease as part of the "global burden" of disease.
"We are not talking about people feeling down or moody. We know everyone feels like
that at some time in their lives but some people continue to feel like that for long periods
of time."
The National Depression Initiative campaign would support new and existing primary
health care and mental health promotion services.
John Kirwan's depression campaign a success
Friday Aug 6, 2010
The latest initiative from the Ministry of Health - a self-help programme featuring John
Kirwan - is proving a success at helping depression sufferers.
The Journal, a six-week online self-help programme featuring former All Black and
depression campaigner Kirwan as a personal coach, was launched in June as part of the
ministry's national depression initiative (NDI).
Figures released by the ministry today show that of the 4485 people who had signed up
to the programme, 70 had completed the entire course and 660 were halfway through.
The figures also show the reported severity of participants' depression had improved for
83 per cent of participants, based on self-assessment scores prior to, during and after
completing the programme.
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The ministry said that while it was still early days, The Journal was proving to be a
successful initiative that was reaching out to and engaging with the public.
The NDI began with the popular television advertisements featuring a variety of kiwi
celebrities, including Kirwan, relating their attempts to cope with depression in their own
lives.
News articles taken from NZHerald.co.nz (Date accessed: 21/07/2011)
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10405228
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10664169
Sample Task:
With reference to the case study of John Kirwan, depression and campaigns aimed at
increasing awareness of the illness, use your knowledge of psychological theory within
the following Fields to complete the three tasks.
Task 1: Clinical Psychology
How might clinical psychologists explain what causes Depression?
(Your answer should aim to compare two or more theories and evaluate, using
supporting evidence, which is the strongest explanation).
Task 2: Health Psychology
Health Psychology takes a BioPsychoSocial approach to explain health and related
behaviour.
Using psychological theories explain how using John Kirwan as a figurehead for raising
awareness of depression may help to reduce Depression as a health issue in New
Zealand.
(Your answer should aim to compare two or more theories and evaluate, using
supporting evidence).
Task 3: Sports Psychology
What factors within professional sport might make professional sportspeople more at risk
from developing Depression?
Using psychological theories explain how these factors increase the susceptibility for
professional sports people to develop depression.
(Your answer should aim to compare two or more theories and evaluate, using
supporting evidence, which is the strongest explanation).
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Assessment Schedule
27690, Judgement Statements: Analyse the application of theories in fields of psychology
Achieved
Achieved with merit
Achieved with excellence
The candidate must analyse theories
within different fields of psychology.
This will involve the student explaining
differences and/or similarities comparing and
contrasting in the way that the theories
explain behaviour in the particular
scenario[s].
This will involve the student making
comprehensive comparisons of the way
that the theories explain behaviour and a
justified argument supporting the
theoretical position[s] that explains
behaviour in the scenario.
This will involve the student identifying and
describing with supporting evidence how
the theories explain behaviour in a
particular real life setting
Students will need to analyse two or more
psychological theories within two or more
Fields.
E.g. the student is able to identify and
apply at least two theories within the Field
that are appropriate and correctly applied
to the given scenario. This includes
relevant supporting evidence and linking
statements.
Key points of similarity and difference
between the theories and their respective
explanation of the behaviour within the Field
should be identified and discussed.
Students will need to show at least three
comparative points between the theories
given in each Field in their explanation of
behaviour in the scenario.
Justification should be supported with
evidence such as, (but not limited to)
peer reviewed research results that are
related to the criticism of the theory in its
application to explaining the given
behaviour.
A justified position must be given with
respect to at least two different Fields to
achieve with excellence.
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27690, Evidence Statements: Analyse the application of theories in fields of psychology
Achieved
Achieved with Merit
Achieved with Excellence
Analyse:
Analyse in detail:
Analyse in depth
will involve the student describing how the
theories explain behaviour in a scenario[s].
Students will need to analyse two or more
psychological theories within two or more
Fields.
will involve the student explaining the
comparative relationship in the way the
theories explain behaviour in the particular
scenario[s]. Students will need to show at
least three comparative points between the
theories given in each Field in their
explanation of behaviour in the scenario[s].
will involve the student making a justified
argument[s] that perceptively support the
theoretical position[s] that explain[s]
behaviour in the scenario[s]. A justified
position must be given with respect to at
least two different Fields to achieve with
excellence.
Comparisons should be made between the
theories discussed: Three comparative
points must be made between the theories
discussed in each Field.
Comparisons may take the form of a
discussion of Similarities and differences.
There is no definitively correct explanation
for the cause of depression but students
should be able to give perceptively justified
argument[s] by using evidence.
Similarities:
 The effectiveness of treatments
stemming from the particular theory. E.g.
Research analysing the effectiveness of
SSRI drug treatments (such as Prozac)
and their effectiveness could be used to
support the Biochemical theory of
depression.
Example Field: Clinical Psychology
Two or more theories should be identified
these can come from within the same
approach (Biological, Behavioural, Cognitive
etc.) but must be different underlying
mechanisms explaining depression.
Biological theories:
The medical model views psychological
problems as illnesses with physical causes.
 Genes: Are often singled out as one of
the factors of depression. From this
viewpoint, people with a particular genetic
makeup are seen to have a
predisposition to depression
 Genetic theory and Biochemistry: people
do not inherit depression as such. What
they inherit are genes, and genes make
proteins. Genetic differences could
therefore present themselves as
differences in biochemistry and thus
influence depression. Therefore these
Evidence could include, (but is not limited
to):
 In counterargument to this support for the
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 Family studies: tendency for
depression to be inherited in families
(Oruc et al. 1998)
 Twin Studies: If genes are a factor in
depression, then it would be expected
that a higher proportion of identical
twins would share the disorder. A
number of studies have supported this
e.g. In a Study of nearly 200 pairs of
twins, when an MZ twin was diagnosed
with unipolar depression there was a
46% concordance as opposed to only
20% in DZ twins (McGuffin et al.
1996).
 Biochemistry: differences in
Neurotransmitters and neurotransmitter
receptors.
 Unipolar depression is caused by low
levels of serotonin and/or
noradrenaline.
 Links to differences in hormonal levels
such as cortisol, although as a stress
hormone this may be identified as a
result rather than a cause of
depression.
Behavioural theories: Theories from this
perspective will highlight that depression, as
behaviour, has been learnt due to the
environment.
two theories may simply be looking at the
same explanation but at different levels of
the same system.
 Behavioural theories identify the
importance of the environment, Genetic
theories also identify that concordance
rates in MZ twins are not 100% (are
actually less than 50%) so although
genes may play a part it is also
recognised that in some way the
environment also has an effect (Leading
to a Diathesis-Stress model). Therefore
all the theories are similar (Biological,
Behavioural, Cognitive) in recognising the
environment has a part to play in the
development of depression.
 Students could discuss that all the
theories discussed are reductionist and
deterministic in nature.
Differences:
 Identification that although the Biological
theories are focused primarily on the
physical explanations they also identify
an environmental trigger (DiathesisStress) but both the Behavioural and
Cognitive explanations do not look at
internal physical mechanisms.
 Difference between Biological theories
biochemical theory, a student justifying a
behavioural or cognitive standpoint may
make reference to further research to
make criticism of the biochemical theory.
E.g. Biochemical changes associated
with depression that SSRI’s treat may
simply be symptoms of the disorder as
opposed to the cause. In experiments
where depressive-like states were
induced in dogs, by teaching them that
there is nothing that they can do to avoid
electric shocks (similar to Seligman
(1975), these states were accompanied
by a reduction in noradrenaline and
serotonin levels (Miller et al.1977). There
is nothing genetic or biochemical that is
wrong with the dogs. Their biochemistry
changes as they learn that they cannot
escape pain.
 Students can therefore use both
strengths of the theory that they are
choosing to justify as the strongest as
well as weaknesses of the other theories.
Their justifications should be supported
by research evidence.
 In this example a strong position that the
student may justify would be that of a
diathesis-stress explanation of
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identifying a predisposition from birth as
 Depression results from a lack of positive
opposed to Behaviourist ideas of the
reinforcement (rewards) and/or an excess
blank slate or “Tabla Rasa” (Locke).
of unpleasant experiences
(punishments).
 Biological focus being predominantly on
internal mechanisms, Behaviourist being
Cognitive theories: Cognitive theories will
entirely external (environmental) causes.
state that people become depressed
because of the way they think about
themselves and their situation.
 Learned helplessness (Seligman, 1975).
States people become depressed when
they think they have no control over their
lives and they themselves are
responsible for their helplessness.
 Beck’s (1967) cognitive theory of
depression. Peoples’ beliefs, attitudes
and thought processes make them more
vulnerable to depression: they have a
depressive way of viewing and
representing the world. Discussion of
errors in thinking e.g.
depression. This would allow the student
to demonstrate knowledge of both the
strengths and limitations of both internal
(physiological explanations) and
external/environmental ones identifying
that each theory has its limitations in
explaining depression but through
diathesis-stress explanations these
limitations can be largely reconciled.
 A diathesis-stress theory as being the
strongest explanation may also be
supported by the most effective treatment
of depression currently being a
combination approach to therapy,
combining CBT (Cognitive Behavioural
Therapy) and Drug treatments (SSRI’s).
 Arbitrary inference
 Selective Abstraction
 Overgeneralisation
How these thoughts can lead to a
negative cognitive triad:
 Negative views of the self, the world
and the future.
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Example Field: Health Psychology
Two or more theories should be identified.
Students should identify theories explaining
the proposed effect of using John Kirwan as
a figurehead. Explanations should link to
the importance of him as a male, successful
and respected professional athlete in the
National sport.
Theories should be in accordance with the
core principles of the Field of Health
psychology: health behaviours are affected
by not just biological but also psychological
and social factors.
Theories should explain how the depression
awareness campaign is expected to have a
positive impact on depression in New
Zealand.
Answers should include an explanation of
how the use of role models and mass media
advertising is thought to elicit behavioural
change and therefore promote
improvements in a populations’ health,
whether it be sufferers seeking help or the
public having improved understanding of the
illness to help improve support.
Comparisons should be made between the
theories discussed: Two similarities and two
differences must be made for the theories
discussed in each Field.
Students will show an understanding of how
the different theories they have discussed
have similarities and differences in the
manner in which they explain that the
Awareness campaign will help reduce the
problem of depression in New Zealand.
There are different theoretical explanations
as to how the campaign will give benefit.
Answers should highlight the similarities and
differences between the theories
explanations.
E.g. Theories that may explain the
effectiveness of such a campaign might
include (but are not limited to):
1) Encourage people to recognise and
become more responsive to depression
2) Highlight the importance of early
identification and intervention
A justified position will be made. This will
include the student justifying which theory
would be the strongest in explaining why
this campaign would be effective in reducing
the problems associated with depression in
New Zealand according to the Field of
Health psychology.
Students should support the chosen theory
with evidence, this may include (but is not
limited to):
Students answers may include, (but are not
limited to) theories relating to the following
aspects of depression and health
psychology:
3) Assist people to recognise symptoms of
depression in themselves and others
4) Increase awareness of effective
interventions for depression, including
self help strategies.
A recent study (Jorm et al. 2006) explored
why community surveys have found that
some people believe that it is better to deal
with depression alone rather than seek help.
The study aimed to explore the
characteristics of this group, using data from
 Depression in males:
Students’ answers might compare:
 Published research relating to the theory
and the proposed effect on depression
(research population is not limited to New
Zealand).
 Research may include data from surveys,
interviews, case studies, experiments and
observations.
E.g. Encourage people to recognise and
become more responsive to depression
Males are an important target group for
encouraging seeking help to deal with
depression.
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 Reasoning for males being particularly
at risk.
 Psychological theories that may
explain this from a biopsychosocial
model (E.g. stereotypical social roles
that may put males at greater risk from
depression and its effects, poor social
network to talk through problems
compared to women etc.)
 Stigmatisation surrounding mental health
(specifically depression), which may lead
at risk groups to be less likely to seek
help or treatment. This may include the
issue of the “Stickiness of
psychodiagnostic labelling” on that
individuals’ life in New Zealand society.
 Evidence that shows males are less likely
to see health professionals.
 Concept of depression as a hidden
disease, with many more people suffering
than are diagnosed. Aims to improve
awareness in New Zealand society.
 Using John Kirwan in order to challenge
stereotypes of the illness.
 Whether the theory is identifying change
to behaviour at an individual sufferers
level or at a wider societal level.
 Do the theories argue improvement
through changes to stereotypes towards
depression
 Do the theories explain why the
advertising campaign was designed as it
was with the specific target and role
model used being important factors.
three Australian surveys: (1) a national
survey of 1001 adults aged 18+ years; (2) a
school survey of 552 students aged 14-16
years from two regions; (3) a survey of 577
young people aged 12-17 years from the
Melbourne region. In all three surveys,
participants who believed it would be helpful
to deal with depression alone were
contrasted with those who believed it would
be harmful.
In both adolescents and adults, belief in
dealing with depression alone was
associated with male gender, less
favourable views about mental health
professionals, more favourable views about
using substances to deal with depression,
and a more positive expectation about the
outcome if treatment is not sought.
Adolescents believing in dealing with
depression alone had more favourable
views about some potential helpers, such as
church workers and pharmacists. In adults,
but not adolescents, there was an
association with the belief that depression is
caused by personal weakness. In
conclusion, factors encouraging dealing with
depression alone are a belief that it is a selflimiting disorder, that substances are an
effective way to deal with it and, in adults,
that depression is due to personal
weakness. Consistent with previous
research, males are an important target
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group for encouraging seeking help to deal
with depression.
In New Zealand, a recent survey (Gendall,
2006) showed that most New Zealanders
are sympathetic to people with mental
illness. However, compared to people with
a physical illness, those with a mental
illness are more likely to be seen as less
trustworthy, less productive and less
employable.
Further, the survey showed that stigmatism
of mental illness varies depending on the
specific circumstances involved. For
example, people were found to be less
willing to have a personal relationship with
someone with a mental illness, to have them
marry someone related to them, or to have
them teach or look after children. On the
other hand, most people believed someone
with experience of mental illness is just as
intelligent as anyone else, and should be
hired like any other person, if they are
qualified for a job.
It was noted that stigmatization is a relative
phenomenon. Some measure of stigmatism
applies to anyone with an observable
physical condition: but stigmatism of mental
illness is higher than that of physical illness.
While few respondents believed that
depression was something to be
embarrassed about or kept secret, between
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40 and 50 per cent agreed that someone
with this condition would lose friends or
opportunities if people knew they were
having treatment. The author suggested
that perhaps getting treatment implies the
condition has been officially diagnosed,
which in turn implies a level of severity likely
to result in stigmatisation. If so, it is not
surprising that many experiencing mental
illness do not seek treatment.
The author notes that the survey results are
in line with findings by the Ministry of Health
and confirm that the Ministry's “Like minds,
like mine” advertising campaign has
improved public attitudes to and
understanding of mental health.
The survey involved 1020 New Zealanders
aged 18 and over. It is part of an
international study of the stigmatism of
mental illness, involving 16 countries.
Such research findings demonstrate the
important aspect of changing the publics’
response and beliefs regarding depression
particularly within the target adult male
population of this John Kirwan campaign.
(Jorm AF, Kelly CM, Wright A, et al. (2006).
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 New Zealand Qualifications Authority 2016