The work samples in this section form the Level 6 part of the assessment map for Personal Learning. Other parts of the assessment map can be accessed by using the menu on the right.
The Personal Learning 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 typically 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.
The sample unit can be accessed at Level 6 Units - The ins and outs of waste.
Context
In this activity students explored the scope and effect of resource use that supports their lifestyle and the implications of associated waste generation and disposal. They investigated a Life Cycle Analysis and carried out an assessment of a product, identifying and analysing the inputs (resources) and outputs (wastes) at each stage of a product’s life.
As part of their work, students monitored their management of a personal project and evaluated its effectiveness.
The element of the Managing personal learning standard addressed by the task is:
(Students) monitor and evaluate the effectiveness of their task and resource management skills ...
The facet of employability skills, planning and organising, addressed by the task is:
(Students) evaluate and monitor own performance.
Task
Your task is to research and create a Life Cycle Analysis of a consumer food product. You will be working with a partner and planning and reviewing your progress throughout the project. You will have about 2 weeks of class time to research your ideas, and then another 2 weeks to create the final LCA which communicates your findings.
- An important part of the project is to plan which parts of the work each person will be doing and then to critically review your individual progress
- List the steps involved in constructing an LCA
- Negotiate with your partner which steps each student will undertake
- Consider whether these tasks will fit into the timeline and make adjustments as necessary.
Critical Dates
Today’s date ……………… Research until …………… Final LCA due …………………
Project Planning Sheet
Students: ………………………………………………
Use these questions to plan your project with your partner.
- What are the steps in the task?
- How will these tasks fit into the timeline?
For each of the steps you have identified above, write the date that you expect to have achieved each step.
- Negotiate with your partner which steps each of you will be doing.
Write each student’s initials next to each step that they will be responsible for.
- What will our final presentation look like? How will we show the amount of detail required?
My Individual Project Plan ……………… Today’s date: ……………
Which steps will I be doing?
How will I allocate my time?
Write how long you will spend on each of the steps you are responsible for on the list above.
Where will I find my information?
What resources will I use? What keywords will be important in my research?
Project plan review
Today’s date : ……………
This is a record of how the work you have done this week links back to your project plan. You may need to make changes to your project plan and these should be explained.
What did I achieve this week? (be specific)
Does this match what is in my project plan?
Do I need to review or change my plan? Explain why or why not.
What will I do in the next session? (be specific)
The following samples illustrate the kinds of responses that students produce when they have achieved the elements of the standard addressed by the task.
Managing personal learning – Level 6
A. Evaluates relevance and completeness of research.
B. Recognises the ongoing process of research and the need to revise the project plan accordingly.
Element of the standard
(Students) monitor and evaluate the effectiveness of their task and resource management skills ...
Facet of the employability skill
(Students) evaluate and monitor own performance.
Managing personal learning – Level 6
C. Recognises and responds to the requirements of the team.
D. Evaluates the effectiveness of the team and is aware of the timeline.Element of the standard
(Students) monitor and evaluate the effectiveness of their task and resource management skills ...
Facet of the employability skill
(Students) evaluate and monitor own performance.
The sample unit can be accessed at Level 6 Units - Designing for client.
Context
Students worked to design a product to meet requirements for a product set by a client. They were required to develop a design brief and evaluation criteria, conduct research relevant to design brief, develop annotated designs, justify a preferred option, allocate time requirements for the production process and use technical terminology appropriately.
During the task students documented how well they managed the time requirements of the production process.
The element of the Managing personal learning standard addressed by the task is:
Students allocate appropriate time and identify and utilise appropriate resources to … complete tasks …
The facet of employability skills, planning and organising, addressed by the task is:
(Students) use time and energy efficiently and can prioritise tasks.
The following sample illustrates the kinds of responses that students produce when they have achieved the elements of the standard addressed by the task.
Managing personal learning – Level 6
A. Describes and lists in order the stage or step to make the clock.
B. Justifies selection of resources/equipment.
C. Estimates length of time required for each stage or step.
D. Reflects on why actual time varied from predicted time.Element of the standard
Students allocate appropriate time and identify and utilise appropriate resources to … complete tasks …
Facet of the employability skills, planning and organising.
(Students) use time and energy efficiently and can prioritise tasks.
Students responded to a reflection and self evaluation worksheet (DOC - 21KB) designed to support reflection on, and self evaluation of, reading progress. The reflection and self-evaluation was based on reading experience over three terms.
Students reflected on their reading over an extended period in English, focusing on the reading required for three integrated units of work based around issues of comedy, destiny and personal health. Students chose an aspect of reading to focus their reflection and self-evaluation.
The elements of the The individual learner standard addressed by the task are:
(Students) monitor and reflect on and discuss their progress as autonomous learners, identifying areas for improvement in their learning and implementing actions to address them.
The element of the Managing personal learning standard addressed by the task is:
(Students) initiate personal short-term … learning goals and negotiate appropriate courses of action to achieve them.
Sample
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.
Annotation
Element of the standard
(Students) monitor and reflect on and discuss their progress as autonomous learners, identifying areas for improvement in their learning and implementing actions to address them.
Element of the standard
(Students) initiate personal short term … learning goals and negotiate appropriate courses of action to achieve them.
Students were asked to reflect on their learning and management in the context of a Civics and Citizenship assignment. On completion of the assignment, students were provided with a student reflection questionnaire and asked to respond to all items. They were required to write the reflection individually.
The research assignment, titled Global issues, required students to research and report on a current significant global issue of their choice. Students worked in groups on a particular issue and individual students took responsibility for researching particular areas and for writing aspects of a formal report.
The elements of the Managing personal learning Level 6 standard addressed by the task are:
(Students) ... complete tasks, including learner-directed projects ...
(Students provide) ... summative reports for teachers ...
(Students) evaluate the effectiveness of their task and resource management skills, reflecting on their progress and suggesting and implementing appropriate management strategies for improvement.
Sample
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.
Annotation
Element of the standard
(Students) ... complete tasks, including learner-directed projects ...
(Students provide) ... summative reports for teachers ...
(Students) ... evaluate the effectiveness of their task and resource management skills, reflecting on their progress and suggesting and implementing appropriate management strategies for improvement.
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