Marking guide

Achievement Descriptor Task Specific

level
The student does not reach a standard described by any of the descriptors The student does not reach a standard described by any of the
0 below descriptors below

The student:  Recalls some factual, procedural and conceptual

information in regards to relationships
i. recalls physical and health education factual, procedural and conceptual
 Identifies issues in relation to relationships but
knowledge
1-2 suggests solutions with limited or minimal success
ii. identifies physical and health education knowledge to outline issues and
suggest solutions to problems set in familiar situations  Applies correct health terminology with limited
iii. applies physical and health terminology to communicate understanding success
with limited success.
The student:  States factual, procedural and conceptual information
in regards to relationships.
i. states physical and health education factual, procedural and conceptual
 Identifies issues in relation to relationships and
knowledge
3-4 suggests solutions with some success in familiar
ii. identifies physical and health education knowledge to describe issues and
situations only
to solve problems set in familiar situations
iii. applies physical and health terminology to communicate understanding.  Applies correct health terminology in an attempt to
communicate understanding
The student:  Outlines factual, procedural and conceptual
information in regards to relationships.
i. outlines physical and health education factual, procedural and conceptual
 Applies and describes issues in relation to
knowledge
relationships and solve problems/suggest solutions in
5-6 ii. applies physical and health education knowledge to describe issues to
familiar and attempts in unfamiliar situations
solve problems set in familiar situations and suggest solutions to
problems set in unfamiliar situations.  Consistently applies correct health terminology to
iii. applies physical and health terminology consistently to communicate communicate understanding
understanding

Year 9 Relationships Test

Level 1/2

1. Beside each statement in the table below, state whether you would consider this behaviour as
‘safe’ or ‘risky’.
Peter sends the girl he likes a private message through Safe
Facebook asking for her phone number
Chrissy texts her boyfriend a photo of her laying on the beach Safe
in bikini’s whilst on holidays in the Gold Coast
Ariel asks her boyfriend to send her a photo of himself after a Risky
shower. He replies ‘only if you send me one first’
Jake tweets ‘I have the best girlfriend ever’ Safe

Bianca is having a video chat with her biggest ever crush. She Risky
decides to surprise him buy starting to take some of her clothes
off whilst they are chatting.
Adam asks his girlfriend to say sexually explicit things while Risky
they are having a conversation through Facebook messenger.

Level 3/4

2018 - MYP
 2. Define and give an example of a respectful relationship.
A respectful relationship is when you trust each other equally, and are able to talk openly and
honestly. Supportive, valued, kind, loving etc.
A respectful relationship could be a parent-child relationship, a boyfriend-girlfriend, sibling
relationship, or just a friendship.
3. Compare and contrast sex and gender.
Sex is the biological features a person is born with, that are used to determine whether they are
male or female.
Gender refers to different roles and expectations that families, cultures, society, religion and
media give to men and women.
A large majority of people identify with the gender expectations of the sex that they are born, in
which case sex and gender could potentially be seen as the same thing.
When a person challenges the gender expectations of their sex, which could be something as
small as in the dad staying at home with kids while mum works, then sex and gender
expectations vary. (Any example of gender/sex difference)
4. What is a stereotype? Give 3 examples of stereotypes associated with males.
Stereotype – a widely held belief that all people with particular characteristics are the same.
- Men go to work and earn the money
- Men complete handyman tasks around the house
- Men are tough so do not cry

Level 5/6

5. Communication comes in many forms. What are 3 different ways that people can communicate,
and explain why the statement ‘what a person says, might not be what they mean’ can be true.
Methods of communication:
Spoken words
Body language
Writing in any form – letters, facebook, messenger
Pictures/photos
People can communicate using not only the words they say, but also how they say it – facial
expressions, gestures, posture, voice tones. The words, how we sound and how we look.
It is a combination of what they say, how they say it, when they say it and why they say it. It
could be assertive, passive or aggressive based on the words, how we sound and how we look.
When someone is speaking to you, you need to consider all things above to establish if it is
actually what they mean.

2018 - MYP