Guiding Question: What sparks my social conscience?
12
Page 1 of 3 Stage 2 Integrated Learning I Task Ref: A316872 (March 2014) © SACE Board of South Australia 2014 Stage 2 Integrated Learning I Assessment Type 2: Group Activity Social Justice Guiding Question: What sparks my social conscience? Purpose Students undertake one group activity for a 10-credit subject. Students work collaboratively in a group to plan, organise and implement a practical and/or theoretical task or project. There must be opportunities for all students to collaborate in decision-making and to share responsibilities in responding constructively to the activity. Students reflect on their contribution and on the collaborative processes and outcomes. The teacher assesses each student’s performance individually. Where a student is involved in a community group, the teacher is responsible for the assessment. Teachers are encouraged to provide opportunities for peer assessment and self-assessment in the group activity. Students’ contribution to peer assessment and participation in self -assessment are included in the assessment design criterion of evaluation and reflection. Individual students’ contributions to peer assessment contribute to their own assessment, but do not directly contribute to the final assessment of other students’ performances. For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: application investigation and analysis communication and collaboration evaluation and reflection. To learn more about your skills and qualities as a team member when researching and organising a multi- modal presentation raising-awareness in the community of some injustice issue in the world. You work with a small group to investigate, design, construct and present this to your class based on a Day of Action from the Social Justice Diary 2013. SACE Learning Requirements Develop and apply knowledge, concepts and skills to achieve a purpose. Investigate and analyse concepts, ideas and skills from different perspectives, using a variety of sources. Work collaboratively with others (through peer assessment). Communicate ideas and informed opinions. Capability Focus Key Area 1: Developing the Capability of Learning Key Area 2: Developing the Capability of Citizenship Key Area 3: Developing the Capability for Personal Development Name of Assessment – Assessment Type Part 1 – Group Activity: Oral Presentation – Days of Action Part 2 – Evaluation and Reflection – Written Explanation
Transcript of Guiding Question: What sparks my social conscience?
Page 1 of 3 Stage 2 Integrated Learning I Task Ref: A316872 (March 2014) © SACE Board of South Australia 2014
Stage 2 Integrated Learning I Assessment Type 2: Group Activity
Social Justice
Guiding Question: What sparks my social conscience?
Purpose Students undertake one group activity for a 10-credit subject.
Students work collaboratively in a group to plan, organise and implement a practical and/or theoretical task or project. There must be opportunities for all students to collaborate in decision-making and to share responsibilities in responding constructively to the activity. Students reflect on their contribution and on the collaborative processes and outcomes.
The teacher assesses each student’s performance individually. Where a student is involved in a community group, the teacher is responsible for the assessment. Teachers are encouraged to provide opportunities for peer assessment and self-assessment in the group activity.
Students’ contribution to peer assessment and participation in self-assessment are included in the assessment design criterion of evaluation and reflection. Individual students’ contributions to peer assessment contribute to their own assessment, but do not directly contribute to the final assessment of other students’ performances.
For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: application investigation and analysis communication and collaboration evaluation and reflection.
To learn more about your skills and qualities as a team member when researching and organising a multi-modal presentation raising-awareness in the community of some injustice issue in the world. You work with a small group to investigate, design, construct and present this to your class based on a Day of Action from the Social Justice Diary 2013. SACE Learning Requirements Develop and apply knowledge, concepts and skills to achieve a purpose. Investigate and analyse concepts, ideas and skills from different perspectives, using a variety of
sources. Work collaboratively with others (through peer assessment). Communicate ideas and informed opinions. Capability Focus Key Area 1: Developing the Capability of Learning Key Area 2: Developing the Capability of Citizenship Key Area 3: Developing the Capability for Personal Development Name of Assessment – Assessment Type Part 1 – Group Activity: Oral Presentation – Days of Action Part 2 – Evaluation and Reflection – Written Explanation
Page 2 of 3 Stage 2 Integrated Learning I Task Ref: A316872 (March 2014) © SACE Board of South Australia 2014
Description of assessment Days of Action/Evaluation:
1. Using the Australian Catholic Social Justice Council’s Calendar students (in groups of no more than three) are to choose a day of action which they will then use to orally raise awareness in the community.
2. They will have the opportunity to evaluate their and class members’ collaborative involvement in the task.
3. They will reflect on their understanding of the research; their personal development through social justice and their personal development associated with collaborative learning.
Assessment conditions
Oral component (accompanied by visual text) = 3 to 5 minutes equally shared amongst the participants Written component = individual 1000 words Complete and reflect on self and peer assessments
Page 3 of 3 Stage 2 Integrated Learning I Task Ref: A316872 (March 2014) © SACE Board of South Australia 2014
Performance Standards for Stage 2 Integrated Learning
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 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.
1 of 9 Stage 2 Integrated Learning Student Response Ref: A178974 (February 2014) © SACE Board of South Australia 2014
copler01
Text Box
Stage 2 Integrated Learning I Group Activity Student Response
copler01
Text Box
Transcript of Presentation
2 of 9 Stage 2 Integrated Learning Student Response Ref: A178974 (February 2014) © SACE Board of South Australia 2014
3 of 9 Stage 2 Integrated Learning Student Response Ref: A178974 (February 2014) © SACE Board of South Australia 2014
copler01
Text Box
Image removed due to copyright
copler01
Text Box
Image removed due to copyright
copler01
Text Box
Image removed due to copyright
copler01
Text Box
Image removed due to copyright
4 of 9 Stage 2 Integrated Learning Student Response Ref: A178974 (February 2014) © SACE Board of South Australia 2014
copler01
Text Box
Image removed due to copyright
copler01
Text Box
Image removed due to copyright
copler01
Text Box
Image removed due to copyright
copler01
Text Box
Image removed due to copyright
5 of 9 Stage 2 Integrated Learning Student Response Ref: A178974 (February 2014) © SACE Board of South Australia 2014
6 of 9 Stage 2 Integrated Learning Student Response Ref: A178974 (February 2014) © SACE Board of South Australia 2014
7 of 9 Stage 2 Integrated Learning Student Response Ref: A178974 (February 2014) © SACE Board of South Australia 2014
8 of 9 Stage 2 Integrated Learning Student Response Ref: A178974 (February 2014) © SACE Board of South Australia 2014
copler01
Text Box
Additional Comments This response is illustrative of a B grade Application 2 (B) Evidence provided of the pair of students applying knowledge and skills to successfully produce a slide show on Poverty and be able to discuss each slide. Planning is evident and the focus and information in the slide show is clear. Investigation and Analysis 1 (B) Evidence stated in the slides indicates that research has been done from the resources listed in the bibliography. The group has approached this broad topic under three subheadings which are quite diverse. They have also used this Bible as a reference, to link in with the focus of the Course which is Religious Education. Investigation and Analysis 2 (B) Evidence of analyzing information collected from three different perspectives are displayed in the body of the slides including some data to show how widespread this issue. The group has then used this knowledge to encourage others to participate in Anti- Poverty week to raise awareness and to help in a practical way. Communication and Collaboration 1 (B) Evidence is provided how the pair of students worked together and divided up the tasks to produce a successful slide show between them. Communication and Collaboration 2 (B) The slides clearly communicate the topic of the task, and the student is able to explain the concept of social justice and what they have learnt from their research. Communication and Collaboration 3 (B) The student is able to justify his/her opinions and processes in the written evaluation. This covers all aspects of the process with clear explanations on all sections. Evaluation and Reflection 1 (B) The student has been able to reflect on the personal development that has occurred. There is evidence of both peer and self-assessment and the student has analysed this and summarized the overall learning that has taken place. Evaluation and Reflection 2 (B) Evidence that the student’s peer had provided feedback regarding, organisation, content and presentation. The student was also able to connect with the religious focus of the program and their learning regarding social justice.
Performance Standards for Stage 2 Integrated Learning
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 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.
9 of 9 Stage 2 Integrated Learning Student Response Ref: A178974 (February 2014) © SACE Board of South Australia 2014
