What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to use the health-related situation called ‘A decision for Rawiri’ (or an alternative one as agreed with your kaiako) to demonstrate your understanding of decision-making.
You need to carefully consider ‘A decision for Rawiri’ and use decision-making skills to propose the decision you believe Rawiri should make, in relation to hauora. You can use a relevant decision-making process to help you work through his situation.
In your response you will:
- describe the factors that you believe are relevant to the situation that Rawiri is in, and the possible consequences that these factors present
- describe the decision you believe Rawiri should make, with reference to the factors and anticipated consequences of the decision
- discuss why the factors and anticipated consequences of your proposed decision are significant
- explain how these factors and anticipated consequences interrelate to influence the decision
- evaluate the extent to which the decision-making will affect hauora by looking broadly at the situation that Rawiri is in. You might think about short-term, long-term, personal, interpersonal, and/or societal impacts.
You are going to use the health-related situation called ‘A decision for Rawiri’ (or an alternative one as agreed with your kaiako) to demonstrate your understanding of decision-making.
You need to carefully consider ‘A decision for Rawiri’ and use decision-making skills to propose the decision you believe Rawiri should make, in relation to hauora. You can use a relevant decision-making process to help you work through his situation.
In your response you will:
- describe the factors that you believe are relevant to the situation that Rawiri is in, and the possible consequences that these factors present
- describe the decision you believe Rawiri should make, with reference to the factors and anticipated consequences of the decision
- discuss why the factors and anticipated consequences of your proposed decision are significant
- explain how these factors and anticipated consequences interrelate to influence the decision
- evaluate the extent to which the decision-making will affect hauora by looking broadly at the situation that Rawiri is in. You might think about short-term, long-term, personal, interpersonal, and/or societal impacts.
How to present your learning
Here are three suggestions for how you could show your learning. Alternatively, you may discuss with your kaiako about another mode of presentation.
- Choose a te ao Māori narration-style artform, such as pakiwaitara or ngeri, and tell the story of Rawiri and the decision-making (3-4 minutes). Your narration will be told orally and will include all of the material that is required for the Achievement Standard. You could perform this for your class, present it to your kaiako (and a small group of peers), or submit it as a video recording.
- Create a large-scale annotated visual design that contains representations of the health-related situation for Rawiri and tells the story of the decision-making. This would include symbolism that represents your whakaaro relating to factors, anticipated consequences, and wider impacts of the preferred decision. The visual design will be annotated in detail so that it is clear what the symbolism is portraying, and so that all the learning that is required in this Assessment Activity is obvious to the marker. Alternatively, the design could be accompanied by a spoken explanation.
- Respond directly to the bullet points in the ‘What to do’ section of this Assessment Activity, either orally or in writing. Submit it as a written document (750-800 words) or as a video recording (3-4 minutes).
Here are three suggestions for how you could show your learning. Alternatively, you may discuss with your kaiako about another mode of presentation.
- Choose a te ao Māori narration-style artform, such as pakiwaitara or ngeri, and tell the story of Rawiri and the decision-making (3-4 minutes). Your narration will be told orally and will include all of the material that is required for the Achievement Standard. You could perform this for your class, present it to your kaiako (and a small group of peers), or submit it as a video recording.
- Create a large-scale annotated visual design that contains representations of the health-related situation for Rawiri and tells the story of the decision-making. This would include symbolism that represents your whakaaro relating to factors, anticipated consequences, and wider impacts of the preferred decision. The visual design will be annotated in detail so that it is clear what the symbolism is portraying, and so that all the learning that is required in this Assessment Activity is obvious to the marker. Alternatively, the design could be accompanied by a spoken explanation.
- Respond directly to the bullet points in the ‘What to do’ section of this Assessment Activity, either orally or in writing. Submit it as a written document (750-800 words) or as a video recording (3-4 minutes).
Timeframe
Creating and curating your final response with supporting evidence should take around 6-8 hours. Class time should be allocated for you to engage in this Assessment Activity.
Your kaiako will provide you with details on submission deadlines and may also provide you with checkpoints to help you stay on track.
Creating and curating your final response with supporting evidence should take around 6-8 hours. Class time should be allocated for you to engage in this Assessment Activity.
Your kaiako will provide you with details on submission deadlines and may also provide you with checkpoints to help you stay on track.
Getting started
Spend some time in wānanga with your peers about ‘A decision for Rawiri’ to stimulate your thinking around his health-related situation.
Revisit the decision-making process models you have engaged with as part of the teaching and learning programme so far this year, and decide which one would be the most suitable to help you with your decision-making for this Assessment Activity.
Spend some time in wānanga with your peers about ‘A decision for Rawiri’ to stimulate your thinking around his health-related situation.
Revisit the decision-making process models you have engaged with as part of the teaching and learning programme so far this year, and decide which one would be the most suitable to help you with your decision-making for this Assessment Activity.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to use the health-related situation called ‘A decision for Rawiri’ (or an alternative one as agreed with your kaiako) to demonstrate your understanding of decision-making.
You need to carefully consider ‘A decision for Rawiri’ and use decision-making skills to propose the decision you believe Rawiri should make, in relation to hauora. You can use a relevant decision-making process to help you work through his situation.
In your response you will:
- describe the factors that you believe are relevant to the situation that Rawiri is in, and the possible consequences that these factors present
- describe the decision you believe Rawiri should make, with reference to the factors and anticipated consequences of the decision
- discuss why the factors and anticipated consequences of your proposed decision are significant
- explain how these factors and anticipated consequences interrelate to influence the decision
- evaluate the extent to which the decision-making will affect hauora by looking broadly at the situation that Rawiri is in. You might think about short-term, long-term, personal, interpersonal, and/or societal impacts.
You are going to use the health-related situation called ‘A decision for Rawiri’ (or an alternative one as agreed with your kaiako) to demonstrate your understanding of decision-making.
You need to carefully consider ‘A decision for Rawiri’ and use decision-making skills to propose the decision you believe Rawiri should make, in relation to hauora. You can use a relevant decision-making process to help you work through his situation.
In your response you will:
- describe the factors that you believe are relevant to the situation that Rawiri is in, and the possible consequences that these factors present
- describe the decision you believe Rawiri should make, with reference to the factors and anticipated consequences of the decision
- discuss why the factors and anticipated consequences of your proposed decision are significant
- explain how these factors and anticipated consequences interrelate to influence the decision
- evaluate the extent to which the decision-making will affect hauora by looking broadly at the situation that Rawiri is in. You might think about short-term, long-term, personal, interpersonal, and/or societal impacts.
How to present your learning
Here are three suggestions for how you could show your learning. Alternatively, you may discuss with your kaiako about another mode of presentation.
- Choose a te ao Māori narration-style artform, such as pakiwaitara or ngeri, and tell the story of Rawiri and the decision-making (3-4 minutes). Your narration will be told orally and will include all of the material that is required for the Achievement Standard. You could perform this for your class, present it to your kaiako (and a small group of peers), or submit it as a video recording.
- Create a large-scale annotated visual design that contains representations of the health-related situation for Rawiri and tells the story of the decision-making. This would include symbolism that represents your whakaaro relating to factors, anticipated consequences, and wider impacts of the preferred decision. The visual design will be annotated in detail so that it is clear what the symbolism is portraying, and so that all the learning that is required in this Assessment Activity is obvious to the marker. Alternatively, the design could be accompanied by a spoken explanation.
- Respond directly to the bullet points in the ‘What to do’ section of this Assessment Activity, either orally or in writing. Submit it as a written document (750-800 words) or as a video recording (3-4 minutes).
Here are three suggestions for how you could show your learning. Alternatively, you may discuss with your kaiako about another mode of presentation.
- Choose a te ao Māori narration-style artform, such as pakiwaitara or ngeri, and tell the story of Rawiri and the decision-making (3-4 minutes). Your narration will be told orally and will include all of the material that is required for the Achievement Standard. You could perform this for your class, present it to your kaiako (and a small group of peers), or submit it as a video recording.
- Create a large-scale annotated visual design that contains representations of the health-related situation for Rawiri and tells the story of the decision-making. This would include symbolism that represents your whakaaro relating to factors, anticipated consequences, and wider impacts of the preferred decision. The visual design will be annotated in detail so that it is clear what the symbolism is portraying, and so that all the learning that is required in this Assessment Activity is obvious to the marker. Alternatively, the design could be accompanied by a spoken explanation.
- Respond directly to the bullet points in the ‘What to do’ section of this Assessment Activity, either orally or in writing. Submit it as a written document (750-800 words) or as a video recording (3-4 minutes).
Timeframe
Creating and curating your final response with supporting evidence should take around 6-8 hours. Class time should be allocated for you to engage in this Assessment Activity.
Your kaiako will provide you with details on submission deadlines and may also provide you with checkpoints to help you stay on track.
Creating and curating your final response with supporting evidence should take around 6-8 hours. Class time should be allocated for you to engage in this Assessment Activity.
Your kaiako will provide you with details on submission deadlines and may also provide you with checkpoints to help you stay on track.
Getting started
Spend some time in wānanga with your peers about ‘A decision for Rawiri’ to stimulate your thinking around his health-related situation.
Revisit the decision-making process models you have engaged with as part of the teaching and learning programme so far this year, and decide which one would be the most suitable to help you with your decision-making for this Assessment Activity.
Spend some time in wānanga with your peers about ‘A decision for Rawiri’ to stimulate your thinking around his health-related situation.
Revisit the decision-making process models you have engaged with as part of the teaching and learning programme so far this year, and decide which one would be the most suitable to help you with your decision-making for this Assessment Activity.