plar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Low Achievement exemplar for Horticulture 90924 2014
Q
1
2
3
Grade
score
A3
Total score
08
Annotation
This question provides evidence towards A3 rather than A4 because the student has not
fully answered the questions. Although the student has used some correct terminology,
they have not fully expanded on these terms to explain what they are used for in
cultivation and bed preparation. Planting is not part of the process of preparing a bed for
transplanting plants. For the final section, the student gives some relevant ideas but do
not expand on their ideas and preference of one method over another is hazy.
N1
The student did not achieve in this question because they appear to have misinterpreted
part one and not answered part two. Part one has asked the student why the instructions
should be read on a label before spraying a pesticide; this student has mistaken pesticide
to be an eradicator of weeds (herbicide). The student gained a point for giving a brief
description of the benefits of dead heading.
A4
The student has given some good points for parts one and three but does not explain or
justify their answers in enough detail. The student is correct in part two to discuss
identifying and removing diseased or dying parts of the vine, which allows ‘more nutrients
around the plant’ but tends to be repetitive in their subject matter. The comment, ‘cut
vines’, is too ambiguous.
lar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Exemplar for Horticulture 90924 2014
Achievement exemplar for Horticulture 90924 2014
Q
1
2
3
Grade
score
Total score
11
Annotation
A4
In order for this student to have moved from an A4 to a Merit, the student would have had
to justify their statement that weeds cause harm to plants. While stating that cultivating
loosens and breaks down the soil they would need to discuss the fact that roots can
‘move around easier’, not the plant. In the justification section, the student would need to
include discussion about how chemicals and push hoes affect the public or expand on
their effectiveness of control.
A4
The student has some good discussion on how to prevent the spread of disease on a
rose plant; however, to be able to move from an Achievement to a Merit, the student
would have needed to explain how a dead head makes the plant unhealthy. There is a
confusion here with the word ‘dead-head’ – the dead head is, in fact, the seed-producing
part of the rose plant; and although it can die because it is an entry site for disease
infection, it can also be a sink for energy as the plant is producing seed. The student
would need to justify why they say that if dead heads are left on the plant, it will become
unhealthy and wilt.
A3
In order to improve on the allocated mark, the student would have to justify why they state
that shelterbelts protect the kiwifruit from ‘wind which stunt plant growth’. The student has
some confusion as to the purpose of a shelterbelt and inaccurately states that shelterbelts
are used to protect the kiwifruit from ‘beams of sunlight which can often stunt plant
growth’.