Physical Education - annotated exemplars level 2 AS91334 (Resource B)

Consistently demonstrate social responsibility through applying a social responsibility model in physical activity (2.8B)

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See EXEMPLAR A for this standard

TKI Physical Education Assessment Resources

Download all these exemplars and commentary (PDF, 213KB)

"Wider contexts" refers to those activities that are not specifically teacher directed. Examples of "wider contexts" socially responsible behaviour include assisting with moving and maintaining equipment without being asked/reminded, for example, carrying kayaks and hosing down spray skirts; cleaning up after using the kitchen; reminding others not to litter; re-assuring others who are less confident in activities; helping others spontaneously; taking a leadership role in your camping group.

Students completed logs after each of the activities to reflect on their social responsibility. Although these logs are not asked for in the tasks, they are important to use for the on-going reflection of students social responsibility. These logs have not been included in the resources.

The social responsibility model that is used with this resource and task is Hellison’s Social Responsibility Model.

A student self-evaluation sheet (PDF, 54KB) is included as an example of how the student saw themselves in relation to Hellison’s model and also as an opportunity for the teacher to verify the student’s level of social responsibility.

Low Excellence

  CommentaryStudent response

To achieve with Excellence the student is required to consistently demonstrate an outstanding level of social responsibility through applying a social responsibility model in physical activity and in wider contexts.

To achieve at Excellence students need to be working at level 5 of Hellison’s model, by being a role model 'she kayaked with a weaker paddler and encouraged group to stay together by leading by example.'  Assisting others to reach this level 'assisting and encouraging another student who was upset and scared of downhills', this was done in a wider context as these examples were not teacher directed.

The student has consistently worked at level 5 of Hellison’s model for most of the activities. The teacher has verified that the student has gained level 5 for their social responsibility, and has therefore met the criteria for Excellence.

To achieve Excellence more securely the student would be working at level 5 for all of the activities.

Student 1 (PDF, 15KB)

High Merit

  CommentaryStudent response

To achieve with Merit the student is required to consistently demonstrate a high level of social responsibility applying a social responsibility model in physical activity.

The student has consistently demonstrated a high level of social responsibility in all of the activities. They have applied self-direction by 'remaining positive when others around him were moaning', and helped others in leadership when 'kayaking with a weaker paddler and assisting her with technique'.

The student worked at level 4 of Hellison’s model for all the activities. They have been a role model when they have lead by example in the mountain biking by 'Followed the rules and did not go off on other tracks, provided a role model for other students.' This has not been done consistently, making this a High Merit.

The teacher has verified that the student has gained level 4 for their social responsibility, and has therefore met the criteria for merit.

To achieve Excellence the student must consistently demonstrate social responsibility in wider contexts and in other aspects of their lives. Wider contexts for the purpose of this exemplar refer to activities that are not specifically teacher directed.

Student 2 (PDF, 15KB)

Low Merit

  CommentaryStudent response

To achieve with Merit the student is required to consistently demonstrate a high level of social responsibility applying a social responsibility model in physical activity.

The student has consistently demonstrated a high level of social responsibility at level 4 of Hellison’s model. They have shown self-direction, by 'resisting peer pressure when his friend was off task up the Mount' and helped others in leadership by 'assisting others in their understanding of powhiri protocol.'

There have been some instances where the student has not shown a high level of social responsibility and has been judged as working at Level 3. 'Involved in the lesson and listened to instructions most of the time. Some lapses of concentration.' However there are enough instances where the learner has demonstrated a high level of social responsibility to make this a Low Merit.

The teacher has verified that the student has gained level 4 for their social responsibility, and has therefore met the criteria for Merit.

To achieve Merit more securely the student would demonstrate a high level of social responsibility in all activities.

Student 3  (PDF, 15KB)

High Achieved

  CommentaryStudent response

To meet Achieved in this standard the student is required to consistently demonstrate social responsibility through applying a social responsibility model in physical activity.

The student has consistently demonstrated social responsibility for most of the activities. She has demonstrated a high level of social responsibility for the ride where 'she encouraged others to ride up the hill.' This high level of responsibility was not consistent and therefore this has been judged a High Achieved.

The teacher has verified that the student has gained level 3 for their social responsibility, and has therefore met the criteria for Achieved.

To achieve Merit the student would be required to consistently demonstrate a high level of social responsibility across all activities.

Student 4 (PDF, 15KB)

Low Achieved

  CommentaryStudent response

To meet Achieved in this standard the student is required to consistently demonstrate social responsibility through applying a social responsibility model in physical activity.

The student has consistently demonstrated responsibility and applied self-direction, and on-going reflection within a social responsibility model. However for one of the activities the student was working at level two only were 'they moaned and put down others at the marae.'

The teacher has verified that the student has gained level 3 for their social responsibility, and has therefore met the criteria for Achieved.

To secure safely Achieved the student would have all activities at level 3 on Hellison’s model.

Student 5 (PDF, 35KB)

High Not Achieved

  CommentaryStudent response

To meet Achieved in this standard the student is required to consistently demonstrate social responsibility through applying a social responsibility model in physical activity.

Although this student has demonstrated some behaviours at level 3 on the social responsibility model, at times they were inconsistent. He had difficulty taking responsibility for his behaviour by 'not turning up to load his bike and not having the correct gear for mountain biking.' And had behaviour at level 1 'jumped off waterfall with his undies on after being told not to – Level 1 behaviour'

To achieve this standard the student must apply self direction, and on-going reflection, consistently. This is has not been done consistently which is required to meet the achievement criteria.

Student 6 (PDF, 15KB)

 
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