Personal strengths 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 students ... Level, students. ... identify and Students ... recognise recognise personal describe personal personal strengths and qualities and achievements interests, skills and challenges and identify skills by describing activities they achievements and they would like to develop. enjoy at school and home, reflect on how these noting their strengths might contribute to school or family 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 students ... examine how they are growing and how strengths and influences that strengthen changing. achievements contribute identities. to identities. Category At Foundation students When progressing At level 2 students When progressing At level 4 students can: can: towards level 2 students can: towards level 4 students can: can: describe a variety of Identification name some personal identify some strengths describe key describe a situation personal strengths and of personal strengths they use at school or at strengths they use where a personal give an example of strengths home at school or at home strength is important match a picture of a how they can be used personal strength to a provide an example of provide examples of describe their own in very day life. word (for example brave what a personal personal strengths personal strengths and or kind) strength (for example in action at home or identify the skills or being brave or kind) school strengths they would looks like like to develop.. identify how a identify a range of Factors identify personal identify personal describe influences that personal strength or influences on the shaping characteristics that have achievements that contribute to the achievement shaped development of their identity developed or changed contribute to their development of their their identity identity (for example I used to be identity (for example I identity scared of the dark but am good a drawing, now I am brave) etc.)
Personal strengths 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 growing and 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. Category At Foundation students can: When progressing towards level 2 students can: At level 2 students can: When progressing towards level 4 students can: At level 4 students can: Identification of personal strengths name some personal strengths match a picture of a personal strength to a word (for example brave or kind) identify some strengths they use at school or at home provide an example of what a personal strength (for example being brave or kind) looks like describe key strengths they use at school or at home provide examples of personal strengths in action at home or school describe a variety of personal strengths and give an example of how they can be used in very day life. describe a situation where a personal strength is important describe their own personal strengths and identify the skills or strengths they would like to develop.. Factors shaping identity identify personal characteristics that have developed or changed (for example I used to be scared of the dark but now I am brave) identify personal achievements that contribute to their identity (for example I am good a drawing, etc.) identify how a personal strength or achievement shaped their identity identify a range of influences on the development of their identity describe influences that contribute to the development of their identity