Activating Identities and Futures
​(For use in 2024)

Assessment Details
aif_2024_at_gghs.pptx
File Size: 4161 kb
File Type: pptx
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stage_2_activating_identities_and_futures_subject_outline_board-accredited__for_teaching_from_2025___1_.pdf
File Size: 228 kb
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activating_identities_and_futures_performance_standards_2024_word_version.docx
File Size: 51 kb
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​Getting Started Quiz  (Teachers Duplicate to share with your class)

Assessment Type 1:
​Portfolio
35%

- Portfolio focuses on a personal Learning Goal.
- Emphasise value to self, others, and the community.
- Selection of relevant learning strategies.
- Actively seeks feedback from teachers, peers, and experts.
- Demonstrates agency, self-regulation, and metacognitive skills.
- Includes natural evidence like photos, articles, etc.
- Content varies based on the chosen Learning Goal.
- Unlimited collection of natural evidence of learning
- No specific assessment conditions, but evidence should align with a 10-credit, Stage 2 subject.

Assessment design criteria:
• Exploring (E1, E2, E3)
• Planning and Acting (PA1)
portfolio_performance_standards.docx
File Size: 15 kb
File Type: docx
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learning_goal_and_project_examples.docx
File Size: 13 kb
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Examples of Natural Evidence for Portfolio
File Size: 66 kb
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Developing an Inquiry
File Size: 39 kb
File Type: docx
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Lotus Diagram Template
File Size: 39 kb
File Type: doc
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Nudging Questions pdf
File Size: 909 kb
File Type: pdf
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learning_intention_task__1_.docx
File Size: 23 kb
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Assessment Type 2:
​Progress Checks
35%

- Discuss learning progress related to Learning Goal.
- Use Portfolio examples as evidence.
- Evaluate impact of strategies, perspectives, and feedback.
- Explain and appraise judgments during Progress Checks.
- Effectiveness in managing time and resources indicated by evidence.
- Reflect retrospectively and prospectively, displaying metacognitive skills.
- Collaboratively schedule Progress Checks with sufficient development time.
- Evidence can be written, oral, or multimodal, using Portfolio examples.
- Moderation submission: 1500 words (written), 10 minutes (oral), or equivalent.
- Emphasise authentic evidence for moderation, avoiding contrived content.
​
Assessment design criteria:
• Planning and Acting (PA2, PA3)
• Appraising (A2)
progress_checks_performance_standards.docx
File Size: 15 kb
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progress_checks_question_prompts.docx
File Size: 17 kb
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Learning Reflection Checklist
File Size: 18 kb
File Type: docx
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progress_checks.pptx
File Size: 1424 kb
File Type: pptx
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progress_checks_outline.docx
File Size: 17 kb
File Type: docx
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Assessment Type 3:
Appraisal
30%
​Externally Assessed

- Students evidence Output of Learning for their Learning Goal.
- Appraise the value and purpose of learning for themselves.
- Evaluate impact of strategies, perspectives, and feedback.
- Identify most significant contributing factor/s to learning progress.
- Showcase and appraise Output of Learning based on goals and development.
- Appraisal may include anticipation of future benefits and skill transfer.
- Maximum Appraisal length: 1000 words (written), 6 minutes (oral), or equivalent multimodal.
- Output of Learning is showcased but doesn't contribute to word count or time limit.

Assessment design criteria:
• Appraising (A1, A2, A3)
appraisal_performance_standards.docx
File Size: 14 kb
File Type: docx
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appraisal_information.docx
File Size: 297 kb
File Type: docx
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