The work samples in this section form the Level 6 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 6 standards 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 6 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.
In An enterprising idea students developed a brochure or website, designed to provide potential entrepreneurs with advice about starting a small business. Through this project, students developed an understanding of enterprise attributes and employability skills required to run a small business.
As part of a team, students researched, collected, organised and analysed information related to the establishment of a small-scale business project. They planned activities, managed resources (time, people and finances) and used information and communications technology to record and monitor team progress and then prepared a brochure or website.
Students also reflected on how they worked as part of a team and how they contributed to the successful management of their project.
The element of the Working in teams standard addressed by the task is:
(Students) … clearly articulate or record their reflections on the effectiveness of learning in a team.
The facet of employability skills, team work, addressed by the task is:
(Students) … adapt to and contribute to group processes …
Teamwork log (Doc - 61KB) to be filled in by a different team member each session.
Students were provided with sample questions and ideas and asked to use them as a guide in preparing their reflective piece.
Reflection on teamwork (Doc - 50KB) to be completed by each student.
The following sample illustrates the kind of response that students produce when they have achieved the elements of the standard addressed by the task.
List two strengths of the team.
We worked well together and everybody listened to each other.
How did your team ensure that all members contributed equally?
We had a set plan at the start of the business plan showing a time frame and the work required by a certain date. We each had clearly defined roles so we all worked to our individual strengths. We ensured that the others in the group did the work that was given to them.
What did you achieve by working in a team that would have been difficult to achieve as an individual?
If I was working as an individual I would not have been able to cook, make, sell, 70 odd hamburgers. As a team we were able to focus on our own specialised tasks and so we were able to work efficiently and help each other.
If you had to work with this team again, suggest two areas for improvement.
We could improve by making copies of our rosters because the person on rosters got sick and didn’t come in. We could also improve by not being distracted by other groups.
Working in teams – Level 6
Element of the standard
(Students) … clearly articulates or record their reflections on the effectiveness of learning in a team.
Facet of the employability skill
(Students) … adapt to and contribute to group processes …
The sample unit can be accessed at Level 6 Units - Australians - yesterday and today.
Context
Students compared and contrasted the experiences of two immigrant families or individuals to Australia in the post-World War II period and in present times.
As part of a team, they framed research questions to explore the context for particular migrant stories and made links to historical circumstances in their home country and in Australia.
They also reflected on the effectiveness of learning in a team.
The element of the Working in teams standard addressed by the task is:
(Students) … clearly articulate or record their reflections on the effectiveness of learning in a team.
The facet of employability skills, team work, addressed by the task is:
(Students) … adapt to and contribute to group processes …
Teamwork log (Doc - 86KB)
Activity:
Date:
Final reflection on process (by individual)
Were you happy with the finished product?
Were you happy with the way the team worked together?
What was the best aspect of being in this team?
Did any member of the team perform better than expected?
Did you delegate tasks to the best person?
Were tasks according to the strengths of team members?
If you had to work with this team again, would you do anything differently?
The following samples illustrate the kinds of responses that students produce when they have achieved the element of the standard addressed by the task.
Sample 1
Annotation
Working in teams – Level 6
Element of the standard
(Students) … clearly articulate or record their reflections on the effectiveness of learning in a team.
Facet of the employability skill
(Student) … adapt to and contributes to group processes …
Sample 2
Annotation
Working in teams – Level 6
- Presents an honest appraisal of own contribution.
- D. Recognises the effectiveness of one team member in motivating others.
Element of the standard
(Students) … clearly articulate or record their reflections on the effectiveness of learning in a team.
Facet of the employability skill
(Students) … adapt to and contributes to group processes.
The sample unit can be accessed Level 6 Units - New for old.
Context
Students analysed an existing product and its advertisement according to its purpose and target audience, conducted market research and then designed or modified an advertisement for a new product and a new target audience.
During the activity students kept a teamwork log designed to help them reflect on the success of their team work.
The elements of the Working in teams standard addressed by the task are:
(Students) work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams.
(Students) … clearly articulate or record their reflections on the effectiveness of learning in a team.
The facet of employability skills, team work, addressed by the task is:
(Students) … adapt to and contributes to group processes
Teamwork log (Doc - 272KB)
Teamwork reflection worksheet (Doc - 256KB)
The following samples illustrate the kinds of responses that students produce when they have achieved the elements of the standard addressed by the task.
Sample 1
Our team was productive but some team members were dominant and made all the decisions and overlooked other suggestions that were put forward. So I was happy with how quickly we worked but no, I wasn’t happy with the attitude of some people. If I had to work with this team again I would spread everything and the tasks around more and listen to everyone’s ideas.
Annotation
Working in teams – Level 6
Elements of the standard
(Students) work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams.
(Students) … clearly articulate or record their reflections on the effectiveness of learning in a team.
Facet of the employability skill
(Students) … adapt to and contributes to group processes.
Sample 2
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A |
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Annotation
Working in teams – Level 6
A. Reflects on the strengths of a team member and recognises value of exploring all possible ideas.
B. Acknowledges the importance of feedback.Elements of the standard
(Students) work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams.
(Students) … clearly articulate or record their reflections on the effectiveness of learning in a team.
Facet of the employability skill
(Students) … adapt to and contributes to group processes.
Sample 3
Our group would have worked better with good communication. We asked (student name omitted) to change his design because it wasn’t attractive to our target audience. There were flames all over the box, a free walking stick and things like ‘hip fixing for oldies’ written all over it. We tried to compromise with him about the designs but he just got angry and ‘quit’ our group.
Annotation
Working in teams – Level 6
Elements of the standard
(Students) work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams.
(Students) … clearly articulate or record their reflections on the effectiveness of learning in a team.
Facet of the employability skill
(Students) … adapt to and contributes to group processes.
Sample 4
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C |
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| D |
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| E |
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Annotation
Working in teams – Level 6
C. Recognises importance of time management in producing a quality piece of work.
D. Explains how team members compromised and took note of feedback to finalise a decision.
E. Delegates tasks according to skills of team members.Elements of the standard
(Students) work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams.
(Students) … clearly articulate or record their reflections on the effectiveness of learning in a team.
Facet of the employability skill
(Students) … adapt to and contributes to group processes.
Context
Students worked in teams to select and prepare a performance in a contemporary music style. Students selected either a music performance focus or a design/production focus.
While developing their performance, students kept a Session Summary Journal with an assessment focus on their ability to use music language consistently and appropriately and to reflect on the progress of each session.
The element of the Working in teams standard addressed by the task is:
Students describe how they respect and build on the ideas and opinions of team members …
The facet of employability skills, team work, addressed by the task is:
(Students) … are supportive of others in a group.
Stimulus
Session Summary Journal
This will be assessed for
- how well you have used this journal to record what happened in each session
- to explain how the group developed ideas
- your use of music language
What did the team achieve during this session?
List up to three ideas that were raised during this session:
Which ideas were developed? Why?
Which ideas were rejected? Why?
What does the team hope to achieve in the next session?
Sample
The following sample illustrates the kind of response that students produce when they have achieved the elements of the standard addressed by the task.
Session One
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B
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B
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| A
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Which ideas were rejected? Why? |
Session Two
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B
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B
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Which ideas were rejected? Why? |
Session Three
| A |
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| B
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Which ideas were rejected? Why? |
Session Four
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Session Five - ABSENT
Session Six
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| A
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Which ideas were rejected? Why? |
Session Seven
| C
B |
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| A
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Which ideas were rejected? Why? |
Session Eight
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C |
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Session Nine
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Session Ten
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D
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B |
Which ideas were rejected? Why? |
Annotation
Working in teams – Level 6
A. Considers the strengths of team members in relation to ideas.
B. Demonstrates evidence of negotiation and collaboration.
C. Supports individual team members.
D. Recognises contribution of team members.Element of the standard
Students describe how they respect and build on the ideas and opinions of team members …
Facet of the employability skills
(Students) are supportive of others in a group.
Context
Students participated in a human rights program which was conducted over 5 days with one of these days involving field trips. The program is designed to provide students with an understanding of fundamental human rights, as outlined in the Universal Declaration of Human Rights, and to become aware of current and historical human rights issues both internationally and in Australia. This program aims to raise awareness of human rights problems and empower students to be able to contribute positively to protect human rights in the world.
Following the program students were interviewed in groups about their experiences.
The elements of the Building social relationships standard addressed by the task are:
(Students) describe how local and global values and beliefs determine their own and others’ social relationships.
They evaluate their own behavior in relationships.
Samples
The following sample illustrates the kinds of responses that students produce when they have achieved the elements of the standard addressed by this task.
Sample 1: Interview focusing on people with a disability
Annotation
Element of the standard
(Students) evaluate their own behaviour in relationships …
Sample 2: Interview focusing on the experience of being blind
Building social relationships – Level 6
Element of the standard
(Students) evaluate their own behaviour in relationships …
Sample 3: Interview focusing on religious and cultural diversity
Annotation
Element of the standard
(Students) describe how local and global values and beliefs determine their own and others’ social relationships.
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