Gender and identity assessment rubric Level 1-2 – Relevant element of the Achievement Standards Foundation Level 2 Level 4 Personal and Social Capability By the end of Foundation By the end of Level 2, By the end of Level 4, Level, students… recognise students ... identify and students ... recognise personal personal qualities and describe personal interests, strengths and challenges and achievements by describing skills and achievements and identify skills they would like to activities they enjoy at school reflect on how these might develop. and home, noting their contribute to school or family strengths. life. Health and Physical Education By the end of Foundation By the end of Level 2, By the end of Level 4, Level, students… recognise students… recognise how students …examine influences how they are … changing. strengths and achievements that strengthen identities. contribute to identities. Assessment Rubric Category At Foundation students Progressing towards At level 2 students can: Progressing towards At level 4 students can: can: level 2 students can: level 4 students can: Identification of personal list and describe things identify differences in compare similarities and describe similarities and explore factors influencing preferences for activities they like to do personal preferences differences in personal differences in personal personal interests between themselves and interests interests others Understanding labels and identify similarities and identify how labels and identify gender roles and explain differences and identify factors that affect stereotypes associated with differences between girls gender roles are unhelpful suggest whether they are similarities of gender rules gender roles and rules gender and boys in a variety of scenarios true and roles demonstrate strategies to display some awareness recognise that gender explore ways people fit ensure inclusive that gender should not should not restrict what into gender roles behaviours at school, restrict what they like and they like and are able to home and in the are able to do do community
Gender and identity assessment rubric – Level 1-2 Relevant element of the Achievement Standards Foundation Level 2 Level 4 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. By the end of Level 4, students ... recognise personal strengths and challenges and identify skills they would like to develop. 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. By the end of Level 4, students …examine influences that strengthen identities. Assessment Rubric Category At Foundation students can: Progressing towards level 2 students can: At level 2 students can: Progressing towards level 4 students can: At level 4 students can: Identification of personal preferences for activities list and describe things they like to do identify differences in personal preferences between themselves and others compare similarities and differences in personal interests describe similarities and differences in personal interests explore factors influencing personal interests Understanding labels and stereotypes associated with gender identify similarities and differences between girls and boys identify how labels and gender roles are unhelpful in a variety of scenarios display some awareness that gender should not restrict what they like and are able to do identify gender roles and suggest whether they are true recognise that gender should not restrict what they like and are able to do explain differences and similarities of gender rules and roles explore ways people fit into gender roles identify factors that affect gender roles and rules demonstrate strategies to ensure inclusive behaviours at school, home and in the community