These work samples form part of the assessment map for Interpersonal Development. Other parts of the Interpersonal Development assessment map can be accessed by using the menu on the right.
The Interpersonal Development Level 4 standards describe what students should know and be able to do at this level.
The assessment task which generated these work samples was designed to give students the opportunity to demonstrate achievement of selected elements of the standard. The work sample illustrate progress towards, but do not fully demonstrate achievement of, the selected elements of the standard.
Context
This work sample was derived from an assessment task which included a range of teaching and learning activities in a Physical Education environment.
Prior to undertaking the task, students participated in a four-week unit of modified basketball. The unit involved students experiencing different roles in a game environment. They developed an understanding of the responsibilities and requirements associated with the roles.
Students were provided with worksheets to guide their writing and were asked to complete a workbook containing:
This task was also used to assess student achievement in Health and Physical Education.
The elements of the Working in teams standard addressed by the task are:
(Students) work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity.
Students accept responsibility for their role and tasks.
(Students) evaluate their own … performance.
Sample
The following work sample, and the related Interpersonal Development 3.5 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 4 standard. This work sample is also used in Health and Physical Education sample at 3.5.
Diary entry
Student worksheet 1: Roles and responsibilities
Select five roles from the following list to include in your table referee, scorer, timekeeper, player, captain, coach.
Interview
Conclusion
Annotation
Working in teams – 3.5
A. Identifies a role that was personally enjoyable but gives little detail of the responsibilities required.
B. Identifies only four roles and is able to match the roles according to attributes such as listening and being the best player but displays a limited understanding of the purpose of each role.
C. Indicates that the role of manager evoked an emotional change in behaviour, but does not put these comments in context.
C. Understands some requirements of the role of manager and provides a very simple evaluation of his own performance in this role.
D. Records some simple likes and dislikes of self and others relating to roles of authority.
Context
In the context of a reading lesson, students in a primary class focused on bullying and conflict resolution.
The teacher read the book Just you wait by Megan de Kantzow (Omnibus Books, 2004) to students. This book is about a boy, Prince Roderick, who bullies another student, Eleanor True. While this story is humorous, the activity was presented within a serious context of bullying. The teacher stopped reading at the point where Prince Roderick catches Eleanor True.
Students were presented with a worksheet and were required to answer questions to demonstrate their understanding of how to respond to this type of behaviour in real life. Students responded individually in writing to the questions.
After students completed their worksheet they shared their responses and finished reading the story to the end.
The elements of the Building social relationships Level 4 standard addressed by the task are:
Students describe the impact of bullying. They accept and display empathy for the points of view and feelings of their peers and others. They identify … a variety of strategies to manage and resolve conflict.
Sample
This work sample, and the related Interpersonal Development 3.5 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 4 standard.
Annotation
Building social relationships – 3.5
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