The work samples in this section form the Level 5 part of the assessment map for Interpersonal Development. Other parts of the assessment map can be accessed by using the menu on the right.
The Interpersonal Development Level 5 standard describe what students should know and be able to do at this level. The following work samples illustrate the kinds of responses that students produce when they are working at the Level 5 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.
Context
Students were required to participate in an online, inquiry-based communicative research task called ‘Global Liaisons for a Better Environment’. Students worked in groups and used electronic communications to share and gather information from a school in Tanzania. The project was conducted over two terms and resulted in a report comparing the communities of Australia and Tanzania. Students were asked to reflect on their learning in an interview with their teacher. This reflection included:
The elements of the Building social relationships standard addressed by the task are:
(Students) demonstrate respect for the individuality of others and empathise with others in … global contexts, acknowledging the diversity of individuals.
Students select and use appropriate strategies to effectively manage individual conflict and assist others in resolution processes.
Samples
The following samples illustrate the kinds of responses that students produce when they have achieved the elements of the standard addressed by this task.
Sample 1
Video 1
Video 2
Annotation
Building social relationships – Level 5
Element of the standard
Students select and use appropriate strategies to effectively manage individual conflict and assist others in resolution processes.
Sample 2
Transcript of an interview between a teacher and student about different activities in the ‘Global Liaisons with Tanzania program’.
Teacher: What surprised you about life in Tanzania?
Student: A lot actually surprised me about Tanzania, the fact that they work twice as hard as us, gathering food and housing. It just surprised me that when you think about it, it just surprises me that we take a lot for granted.
Teacher: What do you think is a good way to change peoples’ attitudes when they are racist or intolerant of people who are different?
Student: I like to see it like, everyone is the same. No matter what colour or religion they are, everyone’s got, you know, feelings.
Teacher: So how might you change peoples’ attitudes?
Student: Probably getting (people with intolerant attitudes) to know them (people from different cultures/religions). Getting them to interview (people from different cultures/religions) or talk so that they get a good idea that they’re not different.
Annotation
Building social relationships – Level 5
Element of the standard
(Students) demonstrate respect for the individuality of others and empathise with others in … global contexts, acknowledging the diversity of individuals.
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