stage 2 integrated learning i assessment type 1: practical

of 2 Stage 2 Integrated Learning I Task Ref: A268124 (July 2013) © SACE Board of South Australia 2013

This task is structured in a way that directs students to demonstrate the assessment design criteria for Integrated Learning.

Task instruction clearly directs students to conduct a real practical task.

No. 3 in Task directs students to reflect on Capabilities.

No. 3 and No. 4 direct students to complete peer and self-assessment as required by ER2.

Stage 2 Integrated Learning I

Assessment Type 1: Practical

Task – Social Justice

Guiding Question: Why is social justice important in this community?

Purpose

Students develop and apply their learning by undertaking and addressing real problems or challenges. The practical may include interaction and collaboration with others in the class, the school community, or the wider community.

Students apply their learning to create a product or service, or demonstrate a skill in a particular context related to an aspect of the program focus and/or the capability in a key area. Students should be able to demonstrate how the practical connects the program focus and the capability in the key area.

Students should have opportunities to participate in peer assessment and self-assessment. Students’ contribution to peer assessment and participation in self-assessment are included in the assessment design criterion of evaluation and reflection.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

Application Investigation and Analysis Evaluation and Reflection Understanding

Description of Assessment

1. In pairs students create a photo-story multimedia presentation promoting the importance of social justice in the school community; whereby the completed product could be used on the school’s website.

2. Individually students write an accompanying explanation of each of the slides. 3. Individually students assess their understanding of the practical in the light of the

program focus, and the capabilities of personal development and learning. They also assess their partner’s involvement in the practical and their presentation component.

4. Students are assessed by peers (partner and one other) in the attainment of their goals after the presentation.

5. Individually students complete a reflective evaluation based on 3, 4 above and the guiding question.

Assessment Requirements

1. The photo-story should be made up of no more than 10 slides. 2. The accompanied written explanation for the slides should be no more than 100 words

each. 3. Complete a self-assessment form. 4. Complete a peer-assessment form for your partner. 5. Receive completed peer-assessment for yourself from your partner and one other

student who observed the presentation. 6. Complete a reflective evaluation in the form of a report of no more than 1000 words.

What you must include:

Presentation: Introduction, Conclusion, Reference List, Pictures/graphics with captions and references

Evaluation: Sub-headings

This task has been used with kind permission from Loreto College.

of 2 Stage 2 Integrated Learning I Task Ref: A268124 (July 2013) © SACE Board of South Australia 2013

Performance Standards for Stage 2 Integrated Learning I

Application Investigation and Analysis

Communication and Collaboration

Evaluation and Reflection

Understanding

A Comprehensive development of knowledge, concepts, and skills.

Insightful and comprehensive application of a range of knowledge, concepts, and skills for a purpose.

Focused and in-depth investigation into relevant information, concepts, and ideas using a variety of sources.

Focused and in-depth analysis of concepts, ideas, and skill development from a variety of perspectives.

Sustained and productive collaboration with others.

Clear and comprehensive communication of ideas and informed opinions.

Coherent, insightful, and well-informed discussion and justification of ideas and opinions.

Perceptive and critical evaluation of the student’s own learning and progress in learning.

Perceptive and constructive reflection on learning from peer assessment and self-assessment.

In-depth and clear understanding and explanation of the connections between the program focus and the capability in a key area studied.

Sophisticated development and demonstration of the capability in a key area studied.

B Focused development of knowledge, concepts, and skills.

Well-considered application of a range of knowledge, concepts, and skills for a purpose.

Some depth in investigation into relevant information, concepts, and ideas using a variety of sources.

Thorough analysis of concepts, ideas, and skill development from different perspectives.

Purposeful collaboration with others.

Clear and detailed communication of ideas and informed opinions.

Clear and informed discussion and justification of ideas and opinions.

Thoughtful and critical evaluation of the student’s own learning and progress in learning.

Considered and constructive reflection on learning from peer assessment and self-assessment.

Some depth and clarity in an understanding and explanation of the connections between the program focus and the capability in a key area studied.

Well-considered development and demonstration of the capability in a key area studied.

C Competent development of knowledge, concepts, and skills.

Appropriate application of knowledge, concepts, and skills for a purpose.

Competent investigation into relevant information, concepts, and ideas using a variety of sources.

Competent analysis of concepts, ideas, and skill development from different perspectives.

Appropriate collaboration with others.

Appropriate and generally clear communication of ideas and informed opinions.

Competent discussion and justification of ideas and opinions.

Considered evaluation of the student’s own learning and progress in learning.

Considered reflection on learning from peer assessment and self-assessment.

Understanding and some explanation of the connections between the program focus and the capability in a key area studied.

Competent development and demonstration of the capability in a key area studied.

D Partial development of knowledge and skills.

Basic application of some knowledge and skills with some relationship to a purpose.

Incomplete investigation into information, concepts, or ideas, with more emphasis on information than ideas and concepts.

Incomplete recount of concepts, ideas, or skills, with identification of more than one perspective.

Some occasional collaboration with others.

Partial and unfocused communication of ideas or opinions.

Some description, with elements of justification, of ideas or opinions.

Some understanding and description of aspects of the student’s own learning and progress in learning.

Some description of learning from peer assessment and/or self-assessment.

Basic understanding and awareness of some of the connections between the program focus and the capability in a key area studied.

Some development and demonstration of aspects of the capability in a key area studied.

E Attempted development of knowledge and skills.

Limited application of some knowledge or skills, with some attempted link to a purpose.

Attempted identification of a concept, idea, or skill.

Attempted investigation of information or ideas, in one or more sources, which may have some relevance.

Limited collaboration with others.

Some attempted communication of ideas or opinions.

Brief description of an idea or opinion.

Some awareness and recognition of the student’s own learning or progress in learning.

Limited recount of learning from peer assessment and self-assessment.

Limited understanding of isolated connections between the program focus and the capability in a key area studied.

Emerging understanding, development, or demonstration of the capability in a key area studied.

of 15 Stage 2 Integrated Learning I Student Response Ref: A268125 (June 2013) © SACE Board of South Australia 2013

Stage 2 Integrated Learning I

Assessment Type 1: Practical

Social Justice

SPEECH FOR SOCIAL JUSTICE IN THE COMMUNITY

S1: Social justice is not a new doctrine and even the principles over time have not significantly changed. Social

Justice can be explored through the Old & New Testaments through Jesus, our founder our own school

community and the Catholic Social Teachings.. In the Old Testament it is evident through many biblical passages

that advocacy for the poor was considered by many prophets. For example, Amos and Isaiah spoke up about the

poor. Both prophets witnessed injustices within the world and voiced their opinions. This can be compared with that

of Jesus and his numerous parables in which he taught lessons about how to act Christian and be Christian even in

difficult times. Furthermore this relates to us as citizens and our ability at to stand up and speak out for those

who do not have a voice in society. We will now explore the relevance and importance of social justice in the

community.

S2: Social Justice principles, such as advocating for the poor or disadvantaged, are not only present in the Old

Testament, but the message permeates throughout the whole of the New Testament.

Jesus was not crucified for religious purposes only but because he disturbed the people in power for their hypocrisy

and the injustices practiced on the children, women, sick and the disabled. He also dared to give the poor and the

voiceless hope. Jesus pursued social justice courageously and challenged the leaders of the community, knowing

the full consequences.

Luke describes (4: 17-19) Jesus in the synagogue in Nazareth where Jesus read from the

scrolls quoting Isaiah:

"The Spirit of the Lord is upon me,

because he anointed me

to bring good news to the poor

He has sent me to proclaim release of captives

and recovery of sight of the blind

to let the oppressed go free,

and proclaim the year of the Lord's favour."

When Jesus tried to explain what he meant by this, he was severely criticised and tormented. Carrying out the

gospel messages, is not supposed to make us feel comfortable and at ease when there are people suffering. It is

about taking up the challenge to pursue Christ's teachings and examples, to improve pain or suffering that exists all

around us today. The focus is not just about looking in your own backyard but is also extended to look at what is

happening on the world stage. Christ's action and teachings opened the eyes of the people of his time, and they

continue to open our eyes today and bring hope to injustices.

Social justice is an important aspect of Christianity and this can be demonstrated in the teachings such as the

encyclical "Rerum Novarum" of Leo XIII in 1891. (Based on the Condition of the Working Classes). He stated that

society should be based on cooperation and not class conflict and competition. - State's responsibility to intervene in favour of the needy - The right of people to basic human necessities - The common good - Rights of private ownership while at the same time condemning unbridled capitalism and unregulated free

market - Right of workers to a just wage and to strike - Women in the workforce - Treatment of the disabled, unemployed and the need for health care.


Even though the teaching was written in 1891 they can be mirrored to the Australian social justice principles:

S1: Though Social Justice is featured heavily in both the Old and New Testament, Jesus is the reason we are

called to act. Jesus is the epitome of Social Justice. His actions throughout his life provide a model of which

Christian aspire to be, an ideal we can work towards. His life and death demonstrated that is it possible to replace

the irrational human emotions of greed and impatience with love and tolerance. It ultimately showed that humanity

was worth sacrificing his life for and also highlighted humanities potential to be cruel to one another, but also how

we can also have significant positive impact on each other's lives. By following the model of Jesus and learning from

our mistakes it allows for us to create a harmonious world in which all people feel respected and loved.

These ideals that Jesus' displayed are not only taught through using Jesus as an example but also through biblical

parables. For example, Jesus tells us to "love thy neighbour," this encourages a peaceful relationship between

people of the world but also encourages Catholics to be welcoming to all types. Further biblical stories aid us in how

we should behave and act as Christians. Jesus however, was an example of which we are encouraged to follow as

his lifetime was filled with peace and that is what we strive for as a community. Through the interpretations of

parables and bible passages our community has a basis on which to act from. Religion allows us to define what is

just and right and gives us the strength to uphold this value.

S1: It is through Jesus that Mary Ward became such an active part of fighting for what is right in the world. Mary

Ward believed that Justice involved personal integrity based on a harmonious relationship with God, other people

and with the whole of creation. This was expressed in her works of justice and active participation to strive for what

was right.. Mary is an advocate for justice as her endeavour for the equality of women in a time when men

dominated society. She was a woman of action who used Jesus as her role model as our school is founded upon

values which were upheld by Him. Mary was inspired by Jesus through biblical stories and parables to fight for what

were right.. Mary saw indifference in the education of men and women and decided to combat this by founding

schools solely focussed upon the betterment of women in society.

Through the values on which our school is based, these being gospel teachings and Jesus, students learn about the

catholic values from which Social Justice originated. As Mary Ward believed, justice is a harmonious relationship

between God but also with others. Role models such as Mary Ward and Jesus provide a basis from which students

can learn the fundamentals values of a just society as the actions of both Mary Ward and Jesus us always out of

concern for others. From these examples, students learn about the preferential option for the poor and how we

should use our fortunate opportunities to better the lives of others.

S1: Because of Social justice at is featured heavily in our curriculum statements. As one of our

founding values, it is evident through walking around the school grounds that Social Justice is a priority. We are

encouraged to be the voice of those who are voiceless. By participating in initiatives such as the Social Justice

Passport, it encourages all of our students to get involved with our community and fix the unjust state of this world.

The Social Justice Passport requires that students complete at least 30 hours of community service before they

graduate. This requirement allows for our women to go out into the community, help and develop relationships with

people. At groups such as the Passion for Action create fundraisers that all students can participate in.

These women are the advocates of justice who are responsible for providing a voice on behalf of the disadvantaged

and marginalised groups.. Such initiatives undertaken by the PFA are; Be More Night, Cupcake Days, Project

Compassion, Close the Gap, Harmony Day and many morel Together as a school community, not only do we raise

awareness, we create change. By encouraging each other to participate in such activities not only will we become

more unified, as we have a common cause, but we will also be aware of how we can create change.

Mission Day is a day in which students are encouraged to dress up and participate in the fun of the day. The entire

school create food stalls, game stalls and craft stalls to raise money. However, fun and games aside, a moment is

taken from the day to demonstrate to the girls where the money they raise is going. The money from this day goes

to Mary Ward International to aid in projects that they are undertaking. Over the past couple year, the project in

Vietnam has been a focus of the school. This project aims on providing care and education to some of the most

vulnerable children in society. In particular, some projects have involved establishing libraries so young children and

adults have some reading material to aid them in developing literacy skills. Another initiative of the Sisters in

Vietnam is a Women's Crisis Shelter. This project in particular supports pregnant women who have been disowned


by their families and require care and education in how to take care of a baby. Not only do the babies benefit, but

the mothers are encouraged to obtain income by using their skills in order to lead a more productive life.

It is important that we understand what a difference we are making in the world. Together as a Community Australia

Wide we are helping those within and outside of our communities. It is important to have social justice in the

community as it reminds us of how lucky we are to have what we have. It is only by chance that we have been

blessed the way we have. By contributing to social justice initiatives within the school, I feel like I am not only giving

thanks for what I have but giving others the chance to experience what I also experience.

S1: All of our Social Justice initiatives within the school and outside of the school are based upon the Catholic

Social Teaching. The Catholic Social Teachings further discuss the way in which Christians should act. This

demonstrated through formal documents such as the Rerum Novarum; that have been published by the Church.

These teachings can be summarized into 4 key principles these are; Human Dignity, Common Good, Solidarity &

Subsidiarily.

Human Dignity is the fundamental believe that we are all created in the image and likeness of God. Therefore,

stating that every human being deserves dignity. By allowing people the right to their own dignity and treating them

as we are encouraged to by Jesus, it is possible to overcome many injustices within the world.

The Common Good is based upon the fact that all humans are to do good. Also that we are connected and that

decisions made should include the opinion of all people involved. This should allow people to reach full potential and

for rights and for rights and values to be respected.

Subsidiarily is based on the fact that working together, hearing everyone's voices and letting people have the right to

the decisions they makes people more confident within themselves.

And finally Subsidiarily is based on the fact that no matter where we live, who we are, religions, ethnicity we are all

one family working together for a peaceful world.

S2: The pursuit of social justice in Australia ensures that we do not close our eyes to the growing division in

Australia and the world, between the increasingly wealthy and the increasingly poor. It has to be acknowledged that

this is often characterised by race, age, gender, mental and physical disabilities, forced migration, homelessness

and unemployment. Social justice is principally concerned with addressing equality, tolerance, compassion, fairness

and participation issues within society. It also challenges the structural causes of poverty and inequality. It moves to

push for a greater voice and more representation for the unheard or underpowered communities. For example, the

life expectancy of Aboriginal Australians is 16-18 years less than that of the non-indigenous Australian. This is just

one of the many injustices in the community which the governments social justice strategy seeks to redress. Even

though there is legislation to ensure social justice is integrated into society, there is still much to be done to ensure

that resources are fairly distributed throughout the community.

Societies that uphold social justice principles will assist communities as a whole, as the Proverb 31:8-9 states, being

able to "Speak up for those who cannot speak for themselves, protect the rights of those who are helpless. Speak

out and pronounce a sentence of justice, defend the cause of the wretched and the poor."

Social justice also ensures that many disadvantaged and marginalised groups within society are fed, clothed and

assisted in other ways to give them an opportunity to participate in the community. It also demands that as a society

to question, why these groups are left out and pushed out? Social justice is about all people working creatively to

build equality and justice in our society.


S2: People of Australia provide economic relief to many people overseas. However money is only one small part of

any change. There is also the need to provide programs at the grass roots level to ensure that development

initiatives reach the most marginalised populations regardless of race, political beliefs, gender or religion.

Organisations such as Caritas Australia, an agency set up to distribute the funds the Catholic Church receive for

overseas relief provide such programs. As awareness of global human needs was growing and some nations were

struggling for independence, there was recognition that a shift to human development, education and programs

which build community reliance and empower communities to be responsible for making their own decisions was

important for long term sustainability. This is achieved by strengthening local capacity, improving access to essential

services, working to sustain natural resources and creating opportunities for education and employment.

S2: Every Australian should have access to the basic requirements for living such as, clean water, food, shelter,

sanitary disposal and education, which helps to foster human dignity and provides the basis for participation in

community life. This is because many of these people are disadvantaged and in many cases cannot lead a

productive life. As a result many may turn to crime or addictions, to escape reality.

Social justice is all about building a fair and more equitable community, by empowering the most vulnerable people

to be decision makers for their own future. Policies are directed toward eliminating those inequalities and are

premised on the belief that all Australians, whatever their circumstances, are entitled to the same treatment and

equal opportunities from fairly distributed resources throughout the community.

The Government defines a socially just Australia as one in which there is:

a fair distribution of economic resources; equal access to essential services such as housing, health care and education; equal rights in civil, legal and industrial affairs; and equal opportunity for participation by all in personal development, community life and decision-making.

This definition cannot be allowed to remain rhetorical; it needs to become reality to ensure a more just Australia.

S2: Religion provides a set of values and a moral conscience to live by, encouraging the idea of solidarity and

celebrating God together. We as socially conscious people are inclined to aid others and strive to improve the

inequalities within this world. The Bible provides us with models on how we should act and documents from the

Church give us additional information about how to behave with a conscience for the betterment of society.. Religion

also offers role models such as Jesus, God and Mary Ward. These people have been idyllic Christians and have

moral foundations that we strive to achieve. Jesus taught us that humans impact upon each other and our ability to

be cruel is as equally as strong as our ability to be kind. We are empowered by our actions and have the ability to

create change in a world that is in desperate need of transformation. The Church has the role to speak out on social

issues to ensure that social justice principles are taught which ultimately creates more harmony in society.


Bibliography

McCarthy, Terry (2005) The Pursuit of Social Justice in Australia: A Difficult Task With

the Threat from Within. Presentation Toowoomba 22 September 2005

Bible gateway, accessed 18 March 2012, http://www.biblegateway.com/

The Holy Bible 1991, Revised Standard edn, American Bible Society, U.S.A.

Australia 2012, Caritas Australia, accessed 20 March 2012, <http://www.caritas.org.au/learn/countries/australia>.

Social Justice 2009, Australian Museum, accessed 20 March 2012, <http:Haustralianmuseum.net.au/Indigenous-Australia-Social-Justice>.

2012, 2012 Doing Justice, Seeking Truth in Australia and around the World, Pamphlet, Mary Ward International Australia,

2012, Mary Ward, Pamphlet, Way Books, France

Cornish, S , 'Brief Introduction to Catholic Social Teaching' , , p..


SOCIAL JUSTICE REFLECTION Why is Social Justice important in this community? Word Count: 1,109 Introduction: The task undertaken was to answer the guiding question of "Why social justice is so important in this community?". The task was then formalized into an oral partnered with a PowerPoint Presentation. For my presentation I was partnered with and we divided up the work evenly. The focus question was answered by using various aspects that related to our school and spiritual lives. The focus question was explored through the presence of Social Justice in the Old Testament, the new Testament, Mary Ward, Jesus, The Catholic Social Teaching, the Community and how social justice within and outside of our own community is important. A peer and self-assessment was then formed at the completion of the presentation. Program Focus- Social Justice: Social Justice is an integral part of the program as I believe it is the foundation of being a Catholic. Organisations like Caritas Australia help to highlight this. Through these initiatives, with working together with communities to help their lives, to me it highlights that social justice is still valued by many people. Not only do we have organisations around Australia that complete works of Social Justice, we have groups within our own community which believe that a more just society can be achieved. Within our Community, we are heavily involved in works of social justice, as it is a foundation of our education here at . Capability- Personal Development Many of my skills have developed because of this project. In particular my interpersonal skills; such as working with others, negotiating and having empathy for those who are less fortunate than I am. By working in collaboration with throughout the project, I now have better team work skills. As the work had to be divided up, I was partly responsible for the success of the presentation. I know that working in a team situation in which both parties contribute evenly is good, however; I have learnt that I do prefer to work by myself.


Furthermore, by being informed about the injustices of the world through our exposure to

videos on Caritas Australia, I do feel strongly that social justice is important. From my past

experience in social justice, this project has further reinforced my belief that it is an integral

part of our society. It has become evident to me that our moral foundations are at the core

of our personal identity. As a Christian, I do believe that social justice should be a

foundation from which our identity develops as it is important that we are always

empathetic toward others.

To me being part of Social Justice Groups such as Passion for Action makes me feel like I am

making a difference. I know that the money we have raised for Project Compassion will go

to people like a so she can improve her life. To me, this is much more important than

trying to beat one another in the amount we raise. It is important that we understand the

difference we are making in the world Australia wide is helping those within their

own and outer communities. I feel that Social Justice within a school community is important as it is

a point of reflection and a reality check to be thankful for what we have. By giving back to our

community it is a way of saying thank you to God for our blessings, but also allows for others to

have a better life.

Capability- Learning

From participating in this assignment I know that I have a few things to learn when it comes to

presenting to the class. Firstly, understanding that presenting large amounts of texts on a

slideshow is not correct. Through the Word Document sent out, I was able to

modify my presentation to make it correct so I would be marked appropriately. I have also learnt

that I may need to refresh myself on the presence of Jesus within the Bible. In my oral presentation

I stated that He was present in both the Old and New Testaments. This was horribly incorrect and a

silly mistake on my behalf. From now on I have learnt that 1 need to read carefully over my work to

ensure that I am presenting correct information. I have also learnt to appreciate the work that

others do selflessly to help others. People like Jesus and Mary Ward always acted out of the

benefit for others. I admire that quality very much and try to apply it in my everyday lift by being

kind and generous to all people.


Religion

Jesus and God are responsible for the heavy influence of being socially just. They are the

epitomes of what is right. As Catholics, we should aspire to be like them in our everyday

lives. The Church also highlight that there is a particular code of conduct that Catholics

should live by. The Catholic Social Teaching, of which our school and faith foundations are

based upon provide me with a way in which I should act.

Peer-Assessment

My peer assessment was conducted by . She was very kind in her

assessment stating that the best part of the presentation was that it was "Colourful and

interesting Power Point, and relevant information, spoke slowly and clearly, and didn't often

stumble over words. Lovely speaking voice". marked me in the highest

column on the peer assessment. It was lovely to hear that our presentation had been so well

received however, I do feel that there were improvements that could have been made. In

regards to my partner, I think she did an incredible job in the presentation. We

both worked collaboratively together and she did her part of the task with no qualms at all. It was a

good working environment as we both cared about the product we were producing.

Self- Assessment

I was very proud of my efforts in this presentation. However, I do feel that I could have done better.

Especially in regards to the length of my speech. I did feel that it was rather long and that it lost the

audience's attention. Next time I will try to condense my speech to make sure that it is relevant to

the focus question.

Conclusion

It can confidently be concluded that through this presentation and my previous involvement in

Social Justice, I still believe that it is such an important part in the community. if we are not socially

aware and socially just people we will not fulfil God's message of finding peace to better the world.


Assessment Comments

This Practical is illustrative of an A+ level.

Application

Throughout, this response shows comprehensive development of knowledge about the principles of social justice.

Through practical activities such as ‘The School Passport’, Mission Day and the presentation, the response demonstrates comprehensive and insightful application of knowledge and skills for a specific purpose.

Investigation and Analysis

The evidence shows a well-documented and in-depth, focused investigation into why social justice is important in the school community and beyond.

There is focused analysis of social justice concepts from papal teachings, scripture, and Mary Ward’s teachings, as well as the perspective of how social justice is enacted in the school community. There is clear insight into the ‘call to action’.

Understanding

There is clear explanation of how the capability of personal development is applied personally. Throughout the practical, there is clear evidence of the connection between the Social Justice Program and the capability.

Through the social justice action groups and the presentation there is sophisticated development of the chosen capability.


The reflection provides evidence of the perceptive and critical understanding of student’s own learning and progress in learning, as well as constructive reflection on what was learned from peer and self-assessment.


Performance Standards for Stage 2 Integrated Learning I

Application Investigation and Analysis

Communication and Collaboration


Understanding

A Comprehensive development of knowledge, concepts, and skills.

Insightful and comprehensive application of a range of knowledge, concepts, and skills for a purpose.

Focused and in-depth investigation into relevant information, concepts, and ideas, using a variety of sources.

Focused and in-depth analysis of concepts, ideas, and skill development from a variety of perspectives.

Sustained and productive collaboration with others.

Clear and comprehensive communication of ideas and informed opinions.

Coherent, insightful, and well-informed discussion and justification of ideas and opinions.

Perceptive and critical evaluation of the student’s own learning and progress in learning.

Perceptive and constructive reflection on learning from peer assessment and self-assessment.

In-depth and clear understanding and explanation of the connections between the program focus and the capability in a chosen key area of study.

Sophisticated development and demonstration of the capability in a chosen key area of study.

B Focused development of knowledge, concepts, and skills.

Well-considered application of a range of knowledge, concepts, and skills for a purpose.

Some depth in investigation into relevant information, concepts, and ideas, using a variety of sources.

Thorough analysis of concepts, ideas, and skill development from different perspectives.

Purposeful collaboration with others.

Clear and detailed communication of ideas and informed opinions.

Clear and informed discussion and justification of ideas and opinions.

Thoughtful and critical evaluation of the student’s own learning and progress in learning.

Considered and constructive reflection on learning from peer assessment and self-assessment.

Some depth and clarity in an understanding and explanation of the connections between the program focus and the capability in a chosen key area of study.

Well-considered development and demonstration of the capability in a chosen key area of study.

C Competent development of knowledge, concepts, and skills.

Appropriate application of knowledge, concepts, and skills for a purpose.

Competent investigation into relevant information, concepts, and ideas, using a variety of sources.

Competent analysis of concepts, ideas, and skill development from different perspectives.

Appropriate collaboration with others.

Appropriate and generally clear communication of ideas and informed opinions.

Competent discussion and justification of ideas and opinions.

Considered evaluation of the student’s own learning and progress in learning.

Considered reflection on learning from peer assessment and self-assessment.

Understanding and some explanation of the connections between the program focus and the capability in a chosen key area of study.

Competent development and demonstration of the capability in a chosen key area of study.

D Partial development of knowledge and skills.

Basic application of some knowledge and skills with some relationship to a purpose.

Incomplete investigation into information, concepts, or ideas, with more emphasis on information than ideas and concepts.

Incomplete recount of concepts, ideas, or skills, with identification of more than one perspective.

Some occasional collaboration with others.

Partial and unfocused communication of ideas or opinions.

Some description, with elements of justification, of ideas or opinions.

Some understanding and description of aspects of the student’s own learning and progress in learning.

Some description of learning from peer assessment and/or self-assessment.

Basic understanding and awareness of some of the connections between the program focus and the capability in a chosen key area of study.

Some development and demonstration of aspects of the capability in a chosen key area of study.

E Attempted development of knowledge and skills.

Limited application of some knowledge or skills, with some attempted link to a purpose.

Attempted identification of a concept, idea, or skill.

Attempted investigation of information or ideas, in one or more sources, which may have some relevance.

Limited collaboration with others.

Some attempted communication of ideas or opinions.

Brief description of an idea or opinion.

Some awareness and recognition of the student’s own learning or progress in learning.

Limited recount of learning from peer assessment and self-assessment.

Limited understanding of isolated connections between the program focus and the capability in a chosen key area of study.

Emerging understanding, development, or demonstration of the capability in a chosen key area of study.

stage 2 integrated learning i assessment type 1: practical

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