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AS 90065 (1.5) Understand sexuality and describe strategies for enhancing sexual well-being (Version 3) Exemplars of student work.

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Presentation on theme: "AS 90065 (1.5) Understand sexuality and describe strategies for enhancing sexual well-being (Version 3) Exemplars of student work."— Presentation transcript:

1 AS (1.5) Understand sexuality and describe strategies for enhancing sexual well-being (Version 3) Exemplars of student work

2 The following student work is intended to exemplify the grade boundaries between Achievement, Merit and Excellence for this Achievement Standard. See also: Clarification of Standards 2008 National Moderator’s Report Achievement Criteria CRITERION ONE: The concept of sexuality The links between sexuality and well-being The factors that influence sexuality (Explanatory Note 4). AchievementAchievement with MeritAchievement with Excellence Demonstrate understanding of sexuality Describe strategies for maintaining and enhancing well-being in sexual relationships and/or in relation to sexuality issues Demonstrate sound understanding of sexuality Explain a variety of strategies for maintaining and enhancing well-being in sexual relationships and/or in relation to sexuality issues Demonstrate in-depth understanding of sexuality Explain, in depth, a variety of strategies for maintaining and enhancing well-being in sexual relationships and/or in relation to sexuality issues

3 Student # 1 Criterion: One (Understanding sexuality) Judgement: Merit - Excellence grade boundary Final judgement: Low Excellence Commentary: The concept of sexuality is explained in detail. All terms are correctly defined and the difference between “sex” and “sexuality” is clearly explained, with meaningful reference to the concept of hauora. The links between sexuality and well-being are explained, with the ideas showing the student’s understanding and application of hauora within the sexuality context. Three influences on sexuality are explained. This answer is not as strong as the responses for the previous tasks. The factors are clearly stated, but no specific details are given for factors (2) and (3). The explanations of how the factors influence sexuality are all focused on sexual behaviour – some variation (i.e. the influence on sexual identity and or/development) would add quality to this evidence. An in-depth understanding of sexuality (Excellence) requires consideration of the underlying concepts of the curriculum with regard to sexuality (EN 8). Across these responses, an understanding of the concept of hauora is evident. Influences on sexuality cover the interpersonal and societal aspects of the socio-ecological perspective. The student has therefore demonstrated an in-depth understanding of sexuality (Excellence), with the weaker response for influences on sexuality being the reason for this evidence being on the M – E grade boundary.

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7 Student # 2 Criterion: One (Understanding sexuality) Judgement: Achievement – Merit grade boundary Final judgement: Low Merit Commentary: This student has shown a limited understanding of the concept of sexuality. The evidence briefly, but accurately, defines both “sex” and “sexuality” and distinguishes between the two terms. This evidence sits on the grade boundary for A – M due to some information being missing. “Sex” should also refer to sexual intercourse. “Sexuality” only picks up on one aspect of the concept – more should be included (see student 1’s evidence). The links between sexuality and well-being are established. For tinana, specific examples of physical change during puberty are needed. For whanau, the response refers to an interpersonal influence on sexual behaviour and should be more focussed on effects for relationships. For wairua and hinengaro, specific examples are given to reinforce the links made. For these reasons, the evidence for this task sits on the A – M grade boundary. Three influences on sexuality are given and the nature of each of the influences is clear. The student has attempted to explain how each factor influences sexual identity and behaviour. For a clear Merit for this task, more detail is needed for the explanation of the religious influence, and more specific reference as to how the factor relates to all three influences. Overall, a judgement may be made for this student having demonstrated a sound understanding of sexuality (Merit).

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11 Student # 3 Criterion: One (Understanding sexuality) Judgement: Not Achieved – Achievement grade boundary Final judgement: Not Achieved Commentary: The concept of sexuality is not clearly understood. One aspect of “sex” is correctly defined. For the definition of “sexuality”, the ideas are not placed in the sexuality context (no specific reference is made to “sexuality”) and the response therefore does not show the required understanding. The differentiation between the terms does show some understanding but “who you are” needs to be more specifically stated within the sexuality context. Three influences on sexuality are attempted. Only the first response attempts to explain the influence on sexuality. The effect for the second factor does not relate to the sexuality context, and for the third factor, the effect is not given – the response merely describes the nature of the influence. Some links between sexuality and well-being are established. For wairua and hinengaro, no specific links are made (although “sexuality” is mentioned, no examples are provided). Two of the four dimensions (physical and social) are covered in a valid way with specific links made. This evidence sits on the NA – A grade boundary because, across the responses to the three tasks, some valid and accurate information is provided by the student. However, there are too many gaps in understanding of sexuality for Achievement to be awarded. To step up to Achievement (demonstrate understanding of sexuality), the student would need to:  More specifically define sexuality  Show how two factors influence sexuality  Ensure that links between sexuality and hauora are clearly illustrated.

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15 CRITERION TWO: Rights, responsibilities and health-enhancing interpersonal strategies in sexual relationships The ways school and community can support people in relation to sexuality issues (Explanatory Note 5). Note that safer sex practices (STI and pregnancy prevention) are not exemplified but also need to be assessed for achievement of criterion two (see EN 5).

16 Student # 4 Criterion: Two (Interpersonal strategies and supports) Judgement: Merit - Excellence grade boundary Final judgement: Low Excellence Commentary: A variety of sound school and community supports are considered. The supports themselves are not given in detail (hence this evidence sitting on the M – E grade boundary), but these could be considered some of the more critical/essential supports in relation to the scenario. Evidence towards an in-depth explanation is provided due to the selection of supports, as well as the explanations of how they would enhance well-being. Although all explanations are concise, the responses for (a), (b) and (c) explicitly reflect the attitudes and values of the HPE Curriculum, which provides the required evidence for an in-depth explanation. Three interpersonal strategies are explained. The nature of each of the strategies is sound and well-articulated. The explanation of how the strategy enhances the relationship is clear for assertiveness because the student explains an outcome for the relationship - “build a strong communication”. For the remaining strategies, the explanations do not detail how the relationship itself will be enhanced by their use. This is the reason for this piece of evidence being on the M – E grade boundary. Rights and responsibilities are also explained. The choice of the rights and responsibilities, as well as their explanations, focus on the pregnancy/STI side of sex, but not on the emotional side. More variety in these rights and responsibilities would add quality to this evidence. The majority of the explanations of how the relationship will be enhanced provide clear outcomes for the relationship itself. For these reasons, this response is on the M – E grade boundary. Overall, there is sufficient evidence that the student has explained in-depth a variety of strategies (Excellence). The underlying concept of attitudes and values (in particular) is evident across the responses, and links can also be made to the underlying concept of hauora. Note that safer sex practices must also be assessed as part of criterion two.

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22 Student # 5 Criterion: Two (Interpersonal strategies and supports) Judgement: Achievement - Merit grade boundary Final judgement: Low Merit Commentary: A number of school and community supports are considered. The responses for (a), (b) and (e) do not provide specific detail about the supports. Only the response for (a) clearly explains a health-enhancing outcome. Although all answers are appropriate, this response sits on the A – M grade boundary due to the lack of specific detail and clear health- enhancing outcomes for a number of the responses. The response for interpersonal strategies in sexual relationships shows that the student understands how rights, responsibilities, assertiveness and communication can be used to enhance sexual relationships. This evidence sits on the A – M grade boundary due to some aspects being described (Achievement) and some aspects being explained (Merit). Assertiveness and communication are briefly described only. More detail should be provided about what these strategies are. Health-enhancing outcomes for relationships are provided. The outcomes that are given for assertiveness and communication repeat those given in the rights and responsibilities section – more variation is needed for a clear Merit. Overall, there is sufficient evidence that the student has explained a variety of strategies (Merit). Note that safer sex practices must also be assessed as part of criterion two.

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26 Student # 6 Criterion: Two (Interpersonal strategies and supports) Judgement: Not Achieved – Achievement grade boundary Final judgement: Not Achieved Commentary: The student has attempted a number of school and community supports. The responses for (a), (c) and (f) are valid. The responses for (b), (d) and (e) are problematic. For (b), the strategy itself is not appropriate, as it is not reflective of the attitudes and values of the HPE curriculum. For (d), the strategy is not clearly related to the scenario and for (e), a community strategy is not given (“health clinic at school”) nor is this related to the scenario. Considering all responses for this task, there is sufficient evidence for Achievement (describe strategies). Rights and responsibilities in sexual relationships: One clear right and one clear responsibility are covered. The right to “make their partner have an STI check” is worded strongly (as a command) – “encourage” would better reflect the attitudes and values of the HPE Curriculum. The response for interpersonal strategies is very brief. For assertiveness, the description does not show an understanding of this skill. For open communication, the description is vague. More specific detail about the strategies themselves is required for Achievement at this level. This evidence sits on the N – A grade boundary due to sound outcomes for relationships being articulated across the response for rights, responsibilities and interpersonal strategies. However, in this case, there is insufficient evidence for description of the strategies overall and the student has therefore not achieved criterion two.

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