Gender and identity assessment rubric Foundation – Relevant element of the Achievement Standards Foundation Level 2 Personal and Social Capability By the end of Foundation Level, By the end of Level 2, students ... students… recognise personal qualities identify and describe personal and achievements by describing interests, skills and achievements activities they enjoy at school and and reflect on how these might home, noting their strengths. contribute to school or family life. Health and Physical Education By the end of Foundation Level, By the end of Level 2, students… students recognise how they are … recognise how strengths and changing achievements contribute to identities. Assessment Rubric Category Progressing towards Foundation At Foundation students can: Progressing towards level 2 At level 2 students can: students can: students can: Identification of personal likes show some personal likes and list and describe personal likes identify differences in personal describe how personal and dislikes dislikes and dislikes likes and dislikes between interests contribute to school or themselves and others family life Understanding gender similarities show through images/pictures identify similarities and display some awareness that recognise that gender should and differences some similarities and differences between girls and gender should not restrict what not restrict what they like and differences between girls and boys they like and are able to do are able to do boys Demonstration of appropriate respond to a range of provide an example of being describe a situation when they recognise that being strong times to be strong and gentle scenarios where it is strong and gentle for both boys have been strong and gentle at and gentle is not associated appropriate to be strong or and girls the same time with being a boy or being a girl gentle
Relevant element of the Achievement Standards Foundation Level 2 Personal and Social Capability By the end of Foundation Level, students… recognise personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths. By the end of Level 2, students ... identify and describe personal interests, skills and achievements and reflect on how these might contribute to school or family life. Health and Physical Education By the end of Foundation Level, students recognise how they are … changing By the end of Level 2, students… recognise how strengths and achievements contribute to identities. Gender and identity assessment rubric – Foundation Assessment Rubric Category Progressing towards Foundation students can: At Foundation students can: Progressing towards level 2 students can: At level 2 students can: Identification of personal likes and dislikes show some personal likes and dislikes list and describe personal likes and dislikes identify differences in personal likes and dislikes between themselves and others describe how personal interests contribute to school or family life Understanding gender similarities and differences show through images/pictures some similarities and differences between girls and boys identify similarities and differences between girls and boys display some awareness that gender should not restrict what they like and are able to do recognise that gender should not restrict what they like and are able to do Demonstration of appropriate times to be strong and gentle respond to a range of scenarios where it is appropriate to be strong or gentle provide an example of being strong and gentle for both boys and girls describe a situation when they have been strong and gentle at the same time recognise that being strong and gentle is not associated with being a boy or being a girl