Understanding by Design Unit Template

Title of Unit
Subject
Developed By

Relationships and sexual health

Grade Level

Health
Kimberley Aworth

Time Frame

6 weeks

Stage 1 - Identify Desired Results

School Context
X is situated just six kilometers from the Centre of the Adelaide CBD and sits at the base of the Adelaide Hills within a close
urban metropolitan landscape. It is recognized as a centre of excellence in student learning with a focus on agricultural,
horticultural, technological and environmental land-care education It is a complex school with extensive land holdings of 35
ha. This includes defined areas for farming, plant and animal husbandry, environmental land, pasture, horticulture and
arboriculture paddocks, an extensive flood mitigation wetlands education and land management project), along with public
access areas (large gym, swimming pool, tennis courts and generous playing field areas football, track and field events
enclosures).
School policies
X has numerous policies. Of those, the following relate to Health Education:
Harassment and Bullying (including cyber bullying)
Urrbrae Agricultural high school is committed to providing a safe and caring environment that fosters respect for others
and does not tolerate bullying or discrimination. We want all students and staff to feel safe. We have a zero tolerance
policy towards bullying and harassment. We use prevention, intervention strategies and post intervention strategies. These
include a through step process for students, teachers, parents and the school.
Computer Use
Students are able to bring their laptops or iPad to class at any time. Also, there are laptop bays in certain classrooms for
students to borrow, as well as many computer rooms.
Class Context
The health class in year 8 comprises of 10 boys and 8 girls. There is one boy in my class with vision impairment. He has
low vision, with short-sightedness. He has trouble reading, and must sit close to the class. The student does most of his
work on his computer, with a special program,
However uses braille when required. The school has a special teacher called a TVI (Teacher for Vision Impairment) that aids
with his learning.
The middle school curriculum is based on ACARA course description and elaborations. The school has a partnership with
SHine SA, as a focus school. According to their last annual report, improving relationships within the ethos of respect and
decreasing the prevalence of bullying are main issues.
Purpose of the unit:
This unit focuses on relationships and sexual health. The four main parts that this unit addresses are
- healthy relationships with friends, peers, parents and partners)
- the safe and effective use of technology
- messages from the media that influence who we are, the way we act and the way we feel

- the changes associated with puberty and adolescences

The reason I have chosen to do this unit because I think it is highly relevant to students lives at the age of 12/13. At this
age, students are starting, already undergoing or will shortly start puberty and need to know how this can impact on their
lives. Year 8 is predominately a time where students relationships are changing. One of the main factors of change in
relationships is due to their transition from primary school to high school, particularly as most students either live in rural
suburbs or travel more than 30km to get to school. This means that most of them have separated from their friends in
primary school and have had to develop new friendships recently. Students relationships with their parents are changing
and they may soon be looking for a part time job and need to be equipped with building relationships with employers.
Students may have or might start soon experimenting with sexual activities, so it is very important to equip students early
with the information and strategies needed to make informed decision. Technology is also becoming a huge part of
adolescent lives in and out of the classroom and students will need to know how to be cyber safe and use it effectively.
Overall, this unit takes a harm minimization approach to the relevant issues in students lives and better equips them with
information and strategies for healthy relationships and sexual health issues they may deal with in the long term. It also
aligns with the Shine SA course, and flows from the year 7 course appropriately.
Health Promoting Schools Framework

In this diagram below, I have aligned my unit plan with the health promoting school framework in relation to Urrbrae
Agricultural high school.

Standards
What relevant standards will this unit address?
Year 7 and 8 achievement standard
By the end of Year 8, students investigate strategies and resources to manage changes and transitions and their impact on
identities. Students evaluate the impact on wellbeing of relationships and respecting diversity. They analyse factors that
influence emotional responses. They investigate strategies and practices that enhance their own and others health and
wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote fair play and
inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their
own and others health, safety and wellbeing.

Content Descriptors
Investigate the impact of transition and change on identities (Being) (ACPPS070)
Examining the impact of physical changes on gender, cultural and sexual identities
Investigating how changing feelings and attractions are part of developing sexual identities
Evaluate strategies to manage personal, physical and social changes that occur as they grow older (Being) (ACPPS 071)
evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated
with puberty and getting older
Assessing health information and services that support young people to effectively manage changes and transitions as
they grow older
Investigating the changing nature of peer and family relationships and proposing strategies to manage these changes
Investigate the benefits of relationships and examine their impact on their own and others health and wellbeing
(Communicating) (ACPPS074)
Recognising the impact bullying and harassment can have on relationships, including online relationships
Analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves,
with friends or with family
Examine the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
Examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and disability
Investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence
individual and community health and wellbeing
General Capabilities
Literacy: Students will compose texts about relationships through reading, writing and speaking. They will need to
understand particular vocabulary related to sexual health (including body parts, particular sexual terms etc.).
Critical and creative thinking: Students will inquire, identify, explore and organise information and ideas about
relationships. They will do this by posing informal and formal questions, identify and clarify ideas and organize information.
They will apply logic and reasoning to evaluating procedures and situations and seek solutions about particular scenarios.
The students will reflect on their choices and learning in the process.
Personal and social capability: Students will develop self-awareness, self-management and social awareness. They will do
this by recognizing emotions, understand relationships, work collaboratively, appreciate diverse perspectives and develop
a reflective practice.
Ethical understanding: Students will consider consequences and reflect on ethical action in decision making tasks.
Intercultural understanding: Students will develop an empathy for others by looking at different viewpoints and
understanding others feelings.

Cross curriculum priorities

Sustainability
Students consider connections and interactions within systems play an important role in promoting, supporting and
sustaining the wellbeing of individuals, the community and the environment as a whole, now and into the future students

develop an understanding of their potential to contribute to sustainable patterns of living in relation to sexual health and
relationships. They will develop their world view by exploring concepts of diversity in gender, people and opinions, social
justice for gender equality, discrimination and cultural differences as these relate to the promotion and maintenance of
health and wellbeing. As such, they will gain a capacity to advocate and act for a sustainable future.
Asia and Australias engagement with Asia
In this unit students will discuss diverse cultures and beliefs of the Asia region through the development of communication
and interpersonal skills that reflect cultural understanding, empathy and respect. Students recognize the influence within
Australian culture of traditional and contemporary movement activities from the Asia region in particular technology.
Aboriginal and Torres Strait Islander histories and cultures
In regards to relationships, students will discuss the importance of family and kinship structures for maintaining and
promoting health, safety and wellbeing within their community and the wider community. Also how the impact on puberty
and other changes in relation to adolescence affect others (including Aboriginal and Torres strait islanders) personal and
group identities.
Enduring Understandings
Essential Questions
What understandings about the big ideas are desired? (what
What provocative questions will foster inquiry into the
you want students to understand & be able to use several
content? (open-ended questions that stimulate thought
years from now)
and inquiry linked to the content of the enduring
What misunderstandings are predictable?
understanding)
Students will understand that...
Content specific.(in relation to ACARA)
They need to respect themselves and and their health, and
Evaluate sexual health and relationship health services
others and that learning in this area is a lifelong process
available for young people
Relationships and sexual health is a positive part of their lives Examining how their bodies develop and function and how
The media have their own agenda and do not reflect how
it impacts their lives
gender and relationships are
Examine and apply strategies associated with the
Everyone is unique and different in relation to their body,
significant issues and changes associated with growth,
feelings and relationship are in many peoples lives.
development and adolescence.
They will develop an understanding and respect for the
Recognizing what factors address a healthy relationship
diversity within the community.
Investigate how media, groups and cultures contribute to
forming identities.
Knowledge:
What knowledge will student acquire as a result of this unit?
This content knowledge may come from the indicators, or
might also address pre-requisite knowledge that students will
need for this unit.

Skills
What skills will students acquire as a result of this unit?
List the skills and/or behaviors that students will be able to
exhibit as a result of their work in this unit. These will
come from the indicators.

Students will know...

age-appropriate, relevant information on how their bodies
develop and function, sexual reproduction, sexuality, sexual
behavior, sexual health, emotions, relationships, the law and
the range of health services available to young people.

Students will be able to

Form, maintain and manage changing relationships,
particularly with family, peers and partners by using
appropriate strategies and information.
Make informed choices and decisions regarding their
health and wellbeing by synthesising and evaluating
relevant information.

Applying them to take responsibility for their own sexual

health and respect and support others.
Investigating to know when, where and how to seek help
and access relevant services
Using appropriate health strategies to develop confidence
and the ability to challenge social influences where they
impact negatively on health outcomes for themselves,
others and the broader community
Critique messages from the media and how it affects their
identities

Stage 2 Assessment Evidence

Summative Assessments
There will be two summative assessment tasks in this unit:
POOCH problem solving assessment (assignment sheet below with rubric) - in groups of three students will be
given two scenarios to solve using the POOCH model. They will also create their own scenario and solve it too. Students will
share their responses in an oral presentation with a visual aid (PowerPoint, poster, role play). This assignment also gives
me room to differentiate due to readiness. For example, I can ask the lower level students to form a group and give them
scenarios that are not as challenging as others with more in-depth instructions or scaffolding. And I can get the advanced
students to create all three problems instead of one and use POOCH to solve them will less scaffolding or instructions.
The impact on popular culture and media gender roles (assignment sheet below with a rubric) - students need
to find two advertisements, music videos, magazines, posters, catalogues or commercial that show stereotypical male and
female gender roles. Then answer the follow questions in relation to them on the assessment sheet.
Other Evidence formative and summative
assessment

Student Self-Assessment
How will students reflect upon or self-assess their learning?

Observation (questioning, student checklist) most lessons I

will try to use a checklist to tick boxes of their engagement
in the lesson and where they are up to. Sometimes I will do
the whole class if I can, otherwise I can target a bunch of
students and focus on them. This gives me a good
identification on where the student is heading. The checklist
is provided as an appendix in the lesson plans.
Reflective journal entries each lesson I will ask the
students to answer a few short questions in a journal entry.
The journal entry asks students questions in relation to
recall of information they have received, any
misconceptions they have grasped, how they can apply
what they have learnt to themselves, others and the
community, personalization of specific class activities or
asking any relevant questions. This gives me an opportunity
to tap into students higher order thinking skills and perhaps
areas I need to go back to for certain students. These will
be collected at the end of each week.
Exit cards like the journal entries this will give me an
understanding on what concepts each students have
grasped in the lesson and what aspects they might have
struggled with. This gives me an opportunity in the following
lesson to differentiate the tasks and give extra support to
those students that need it, but still gives the other students
a chance to keep working.
Classroom activities

Providing students with rubrics to so assess they work to

complete the activity, students monitor their work to ensure
that it demonstrates the required skills, knowledge or
understanding. They reflect on their progress and evaluate
what they need to do if they wish to improve their
performance.
In journal entries ask students to reflect what they have
learnt and personalize their learning to their real-life
situation

Group discussions
Jigsaw activities
Work sheets and work samples
LESSON OVERVIEW

#
1

Lesson
Title
Getting
Started
Relationshi
ps
& sexual
health respect,
health
& life

Puberty

Puberty

4
Sexual
harassmen
t

Content
Group norms
Energisers
Mandatory notification responsibility of
the teacher
Why learn about relationships and
sexual health
Talking with family
Survey
What is the meaning of the themes:
Respect, health and life?
What are values and how do we develop
Them?
Explore values in relation to cultures and
beliefs
What impact do our values have on our
Behaviour, feelings and life?
Language, appropriate and inappropriate
Physical social and emotional changes
Role of hormones
Health, hygiene
Feelings associated with puberty
Menstrual cycle, sperm production,
sanitary products, circumcision, mechanics
of sexual intercourse, erection, ejaculation,
pleasure, clitoris, orgasm, ovulation,
fertilisation, conception and implantation
Masturbation, its OK in a private place at
an appropriate time
Public and private parts and places, rights
and responsibilities
Sexual harassment is common
Sexual harassment is against the law
Not everyone is clear about what sexual
harassment is and isnt
Harm caused by sexual harassment
Strategies to respond to sexual
harassment

Lesson Activities
Energiser
Group Norms
Communication Blocks
Refer to Question Box
Student survey
Values walk

Theres another name for it (shine resource)

Puberty and health changes (shine rescore)

Video The Human Body:

Raging Teens
Whats in the bag activity
Teacher directed learning on all
topics listed in content checklist

Sexual harassment activities p. 33 (shine resource)

video

Gender
Expectatio
ns

Building self-esteem
The social construction of gender
Understanding the impact of gendered
expectations on people

Energizer
Living up to gendered expectations activity p43 (shine resource)
De bonos thinkers hats

Impact of
popular
culture

Does popular culture influence how we see ourselves? 45 (shine re

Analyzing current advertisings/media
PowerPoint presentation

Summative
assessmen
t gender
and the
media
Summative
assessmen
t media
analysis
Summative
assessmen
t media
analysis
Relationshi
ps

Impact of sexualised images and messages

in popular culture
The messages are often in conflict with
the characteristics that make a person
unique and respected by others
Sexualised imagery may have a negative
impact on self-esteem and body image
popular culture in relation to Asia and
Aboriginal and Torres Strait Islander People
Students have to analyse two advertisements
showing stereotypes of gender roles (refer to
assessment sheet)
Students have to analyse two advertisements
showing stereotypes of gender roles (refer to
assessment sheet)

Introduce summative task

Explain to the class what it is
Work on them in computer lab

Students have to analyse two advertisements

showing stereotypes of gender roles (refer to
assessment sheet)

Introduce summative task

Explain to the class what it is
Work on them in computer lab

We have many relationships e.g. with

employer, teacher, shopkeeper, friend,
parents, sibling, partner
The qualities we value in different
relationships vary
Qualities of friendships
Feelings in relationships
What qualities do we offer to our
Relationships?
What might cause problems in
Relationships?
What strategies could we use to deal with
Problems?
Love, pressures, feelings, going out with
someone, breaking up, sexual activity
within relationships, relationships via the
internet

Hand up media analysis

Relationship cards p.47 (shine resource)

10

11

Relationshi
ps

Introduce summative task

Explain to the class what it is
Work on them in computer lab

Energizer what is love?

What is love p.53 (shine resource)

12
Relationshi
ps

13

Impact of
technology

14

Decision
making

15

Sexually
transmitte
d
infections

16

Summative
assessmen
t
Summative
assessmen
t

17

18

Summative
assessmen
t

What is it like to be in a relationship that

Is intimate?
What is sex, why do people have sex?
Emphasis on the fact that it is OK not
to have sex, making a decision for now
and for some time in the future that they
are not ready to engage in some sexual
activities
sexting
the law associated with photographs on
your phone and sending to others
Sexualised imagery may have a negative
impact on self-esteem and body image
POOCH
Identify, clarify the problem
Determine realistic options
Consider the outcomes for each option
including how it impacts on feelings
Choose an option that seems the best
Range of people and places that young
people trust and can use in support of
health issues
De Bonos 6 thinkers hats
How STIs, BBVs are transmitted through
close contact or exchange of body fluids
without detail of specific infections and
general harms
Information about the condom
Condom is the only contraceptive
method that offers some protection
against STIs
cultural beliefs about STI and condoms
Harms of unplanned pregnancy
Students will problem solve scenarios and
create one to solve using POOCH model (refer
to assignment sheet)
Students will create a visual aid or resource
that addresses some of the changes or
challenges teenagers may face at your age,
and what are some positive strategies or
outlooks to develop to manage them.
Explore several sites
www.shinesa.org.au
www.reachout.com

Sexual activity p.67 (shine resource)

Energizer
Sexting and cyberbullying p. 60 (shine activity)
Photo graph DVD

POOCH p64 (shine resource)

Sexual activity p67 (shine resource)

Introduce summative task

Explain to the class what it is
Work on them in computer lab
Probe questions to class about the assessment
Continue working on assessment

Present POOCH oral presentations

Interne worksheet p. 48 shine resource
Evaluation of unit

Internet
resources
evaluation
of unit

www.lawstuff.org.au
www.yoursexhealth.org
www.lovebugs.com.au
www.cyh.com.au

Assess and Reflect (Stage 4)

Considerations

Comments

Required Areas of Study:

Is there alignment between outcomes,
performance assessment and learning
experiences?

The outcomes, performance assessment and learning experiences do

match up

Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes),
instructional practices, and/or the learning
environment to meet the learning needs and
diversities of all my students?

For struggling students:

For struggling students:
Group work based on readiness: 2 or 3 groups. Lower readiness
groups more one-on-one and direct-instruction
With negotiation, modification of a task or questions depending
on interest, difficulty with literacy.
Paring students with low literacy skills with someone with higher
literacy skills
Heavier Scaffolding in instruction and tasks
Longer time to complete tasks
For students who need a challenge:
Group work based on readiness: 2 or 3 groups. Higher readiness
groups less scaffolding more inquiry
Anchor activities additional research or more in-depth look into
an issue or concept
Higher order thinking tasks - analyze/reflect/critique
Multiple intelligences recognized into tasks
For those students whove already completed the task: here is a
high order task analyze/reflect/critique something Ive prepared
and think about 3 things.
Multiple intelligences : Youve done something in your strengths;
now try something in your weaknesses

Instructional Approaches:
Do I use a variety of teacher directed and
student centered instructional approaches?

I have used a variety of teacher directed and student centered

approaches. These depend on the types of activities I have planned.
Most of them are student directed so they can develop a broader

understanding. However, teacher directed materials are used when

needed due to time or task.
Resource Based Learning:
Do the students have access to various
resources on an ongoing basis?

Yes, there is a variety of sources ranging from fact sheets, internet and
books.
I will also upload each worksheet/PowerPoint/lesson resources on day
map/Moodle page or google learn page so students have access to
these at all times.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?

Yes I have discussed in many of the lessons different perspectives and

opinions in relation to gender and culture in relation to healthy
relationships, identity and sexual health.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development, ISBN # 0-87120-313-8 (pbk)

POOCH MODEL ASSIGNMENT Group assignment

Part A POOCH problem solving
In groups of 3, you will be given two scenarios to solve using the POOCH model. These scenarios relate to the unit and
include topics about puberty, gender, relationships, popular culture, sexual harassment, technology (noted on the next
sheet) and use the POOCH model to solve them. The POOCH model requires you to solve each problem by clarifying the
problem, considering the options, identifying possible outcomes and associated feelings for each option, selecting one
possible choice and analyzing the results. After you have done this, write your own problem, in relation to sexual health
and relationships and solve it with the POOCH model too. The outcomes for each problem should tie in with some of the
strategies we have learnt in this topic about sexual health and relationships.
You will present your scenarios to the class via oral presentation (15 minutes each) you may use a visual aid (PowerPoint
presentation, poster, role play) to stimulate your presentation.
Part B- individual reflection (300 words)
Write a short reflecting (maximum half page) about how you felt about the process of using pooch, what you learnt from
other peoples presentations and scenarios and the benefits or what you have learnt by using pooch to sort out problems.
Comment on what roles your team members had and how you worked as a team.
Scenarios:
1. Your friend set a sexy picture of herself to her boyfriend. A few days later a mutual friend sent the same picture to
you. What should you do?
2. You receive a text message with a photo your best friend I an embarrassing situation. Everyone around you is
laughing and appears to have the same phot. Some people are even showing the photo to other people without
phones or sending it on to other people. What should you do?
3. You and some of your friends meet up with a few people you dont really know that well. Your friend walks off with
one of these people and they have been gone for quite some time. You tried ringing her but her phone is switched
off. What do you do?
4. You really want a boyfriend/girlfriend. Your best friend has had one for a couple of months now and is always
bragging about how good it is to have someone to cuddle and kiss. There is someone in the year above you at
school that you have liked for some time now. You occasionally talk to him/her on Facebook and sometimes at school
but you are too nervous to ask him out. Your best friend is always pushing you to talk to him so you can go on
double dates, but you dont think he wants to be any more then friends. What is best for you to do?
5. You have been bullied by some people at school. When you get home and log into Facebook, you noticed that the
bullies have been saying horrible things about you to your friends. They have also been giving you grief via text
message. What do you do?

6. You are waiting outside of the classroom for your teacher with your best friend. You hear someone behind you say
Thats so gay and you get upset because your friend is same-sex attracted. You know they dont mean anything
bad by it, but you know it makes her feel terrible when she hears the word gay being used to mean something
dumb or stupid. What do you do?
7. You receive a text message with a photo of your best friend in an embarrassing situation. Everyone around you is
laughing and appears to have the same photo. Some people are even showing the photo to other people without
phones or sending it on to other people. What do you do?
8. You walk up to your mates who are sitting on the lunch benches. They are all sitting with their phones out laughing.
You ask what they are laughing at and they reply pornos. They push the phone towards you but you dont really
want to look. You know they will tease you if you dont. What do you do?
9. Your boyfriend/girlfriend has started to become really controlling. They are always questioning where you are and
who you are with and getting jealous over nothing. You started hinting that you wanted to break up and they went
nuts. You are getting scared and want out of the relationship but are worried about what they might do. What do you
do?
10. Your friend, who you always knew as Melissa, comes to you and says that they realize that in their heart and mind
they are a boy and they want you to start calling them Mark and saying he. How can you support your friend? What
do you do?
11. Your friends older sister has just told you that she is pregnant. She is stressing out and doesnt know what to do.
She is worried that if she tells her parents they will kick her out of home. You dont know how to help her. What do
you do?
12. Someone you met online has started blackmailing you. They convinced you to send them a nude picture of yourself
and you did because you really liked them and thought they liked you too. Now they are saying that if you dont
send them more, they are going to send the photo to your parents. You are embarrassed. What do you do?
13.One of your friends starts saying some pretty nasty stuff about someone at your school because she thinks she flirts
with the boyfriends of other girls. You dont think shes flirting, she is just friendly. You dont think what your friend is
saying is OK. What do you do?
Marking guide
Section
Criteria
Mar Scor Comment
k
e
Problem (one -very relevant to the unit on sexual
20
you created) health and relationships
- problem is well written and is able to
have multiple outcomes
Options

- identify and generate appropriate

alternatives as possible solutions

15

Outcomes

-adequately researched the implications

of each option and recognized and
recorded
- each outcome is relevant to the
scenario
-analyze and critique each possible
outcome

10

Choices

10

How did it
go?
Reflection of
process

Presentation

TOTAL

- working through previous steps.

challenges the effectiveness decision
making process
-recognize further support needed for
problems
-Discusses how you felt about the
process and different problems
encountered
- What did you learn?
-Benefits and possible limitations are
discussed about using POOCH to problem
solve
- distribution of work load and
effectiveness team work
- each section flows nicely
- voice projection was clear and easy to
follow
- Creative presentation
- Spelling and grammar

10

10

/80

Media Analysis
1. Find two advertisements, music videos, magazines, posters, catalogues or commercial that show stereotypical male and
female gender roles. You must include a copy of the media or a link to the source.
a. One must show stereotypical male gender roles
b. The other must show stereotypical female gender roles
2. In both media selections, who is the target audience? and describe what is going on in each of your media selections both
explicitly and implied.
3. In both media selections how are the males portrayed?
a. What are their attitudes, beliefs, behaviors and thoughts? What male stereotypes are being portrayed?
4. In both media selections how are the females portrayed?
a. What are their attitudes, beliefs, behaviors and thoughts? What female stereotypes are being portrayed?
5. In both media selections what is the gender message being presented? How do gender stereotypes influence typical
male/female thoughts, beliefs, decision-making, behaviors, and actions
6. Make suggestions on how if the advertising could be done differently? If so. How? And why? Give examples.
7. What can we do to protect ourselves against gender role stereotypes?
You may present this in a variety of ways including PowerPoint, pamphlet, poster, report, oral presentation etc.

Medias Impact on Gender Roles and Sexuality RUBRIC

Content
Thinking and Inquiry

Communication

Application

Total = /60
Comments:

5
Uses thinking skills with
limited effectiveness

10
Uses thinking skills with
some effectiveness

Communicates
information and ideas
with limited clarity

Communicates
information and ideas
with some clarity

Demonstrates limited
understanding of
relationships among
concepts

Demonstrates some
understanding of
relationships among
concepts

15
Uses thinking skills with
considerable
effectiveness
Communicates
information and ideas
with considerable clarity
Demonstrates
considerable
understanding of
relationships among
concepts

20
Uses thinking skills with
a high degree of
effectiveness
Communicates
information with a high
degree of clarity and
confidence
Demonstrates thorough
and insightful
understanding of
relationships among
concepts