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Interpersonal Development 5.25

Introduction

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.

The assessment task which generated this work sample was designed to give students the opportunity to demonstrate achievement of selected elements of the standard. The work sample illustrates progress towards, but does not fully demonstrate achievement of, the selected elements of the standard.

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Sample at 5.25 – Community action reflective essay

Context

Students were asked to complete a reflective essay about their experiences participating in a community action program. Students volunteered a half day a week in programs which were held at community centres such as an aged care facility or a nursing home.

Students were asked to complete a reflective essay about their experiences which included:

This task also generated student work samples in Civics and Citizenship.

The elements of the Building social relationships standard addressed by the task are:

(Students) demonstrate awareness of complex social conventions, behaving appropriately when interacting with others.

(Students) evaluate their own behaviour in relationships ...

Sample

The following work sample, and the related 5.25 Interpersonal Development progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 6 standard.

(Extract from essay)

Community action reflective essay - Work sample

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Annotation

Building social relationships – 5.25

A. Identifies some responsibilities and personal challenges of working with the elderly but could have commented on ways of displaying empathy for the elderly with dementia.
B. Demonstrates self-awareness in monitoring changes in personal behaviour resulting from this experience such as the development of confidence, patience and respect.
C. Demonstrates some consideration of the feelings of the elderly.


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