Good Shepherd Lutheran College

Health and Physical Education

Assessment Task Year 9
Assessment Task : Sexual Health Board Due Date:
Game Creation

Teacher Contact: kaitlin.battel@ntschools.net beth.rennes@ntschools.net gemma.cusak@ntschools.net

Bernard.holland@ntschools.net
OVERALL ACHIEVEMENT
Criteria Achievement Level A (out of 8) B (out of 6) C (out of 10) D (out of 8)

Instructions:
This term our Assessment is creating a Sexual Health Board Game. Your board game will help
students learn about the topic in a fun and interesting way. You will be in groups of 4 and will be
required to create a physical game to be played and assessed by your peers in Week 10.

1. Choose an aspect of Sexual Health that interests your group:

 Sexual Transmitted Infections
 Healthy and Non- Healthy relationships
 Types of Contraception
 Or a mix of everything!
2. Complete the template for your game. This is your instructions and planning. This is to
be submitted prior to making the physical game.
3. Research your topic and create questions and answers for each of your questions.
 Minimum of 20 question cards for each team. The questions must be somehow
incorporated into playing the game.
 20 questions in total with an answer card.
 Make sure the content and difficulty of your game is appropriate for your classmates
and class mates abilities.
4. Start creating the physical game.
 Created electronically and then printed out
 Physical and hand draw.
5. Reference all websites used and create a reference page.
 Collate all of your websites in a Word doc, and submit onto SEQTA when assessment is
due.

Names:
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THEME: Write down the topic/topics you will be including in your board game. Be
specific.

Rules: Complete the following questions below:

1. Objective:

2. Players (who are players? How many can play? Do players follow the same path?)

3. What obstacles can be the way to set the players back? Does the path split?

4. What advantages can the players get to move forward? Are there any shortcuts?
Resources: Create and equipment list of resources you will need.

Design & Sketch: Design and sketch your start and end points. Where are the players at
the beginning of the game and what is their goal and purpose of the journey?
 Question Card Template:

Question Answer Reward/Disadvantage on

board
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GOOD SHEPHERD LUTHERAN COLLEGE

IBMYP Assessment Rubrics
Physical and Health Education Level 5
Criterion A: Use of Knowledge Topic: Sexual Health
Leve Criteria Descriptors
l
0 The student does not reach a standard described
by any of the descriptors below.
A1 states physical and health education factual,
1-2 procedural and conceptual knowledge
A2 applies physical and health education
knowledge to investigate issues and suggest
solutions to problems set in familiar situations
A3 applies physical and health terminology to
communicate understanding with limited success.
A1 outlines physical and health education factual,
3-4 procedural and conceptual knowledge
A2 applies physical and health education
knowledge to analyse issues and to solve problems
set in familiar situations
A3 applies physical and health terminology to
communicate understanding.
A1 identifies physical and health  You identify sexual health knowledge referring to
5-6
education factual, procedural a n d conceptual
knowledge
A2 applies physical and health education
knowledge to analyse issues to solve problems set
in familiar and unfamiliar situations
A3 applies physical and health terminology
consistently to communicate understanding.
A1 explains physical and health education factual,
7-8 procedural and conceptual knowledge
A2 applies physical and health education
knowledge to analyse complex issues to solve
complex problems set in familiar and unfamiliar
situations
A3 applies physical and health terminology
consistently and effectively to communicate
understanding.
Level Task Specific Descriptors
The student does not reach a standard described by
any of the descriptors below.
You state sexual health knowledge referring to
relationships, abstinence, sex and the law,
contraception, STI’s and getting help.
You apply your sexual health knowledge to investigate
issues and suggest solutions to problems set in
familiar situations in the scenarios.
You apply sexual health terminology to communicate
your understanding with limited success.
You outline sexual health knowledge referring to
relationships, abstinence, sex and the law,
contraception, STI’s and getting help.
You apply your sexual health knowledge to analyse
issues and solve problems set in familiar situations in
the scenarios.
You apply sexual health terminology to communicate
your understanding.
relationships, abstinence, sex and the law,
contraception, STI’s and getting help.
You apply your sexual health knowledge to analyse
issues and solve problems set in familiar and
unfamiliar situations in the scenarios.
You apply sexual health terminology consistently to
communicate your understanding.
You consistently explain sexual health knowledge
when referring to relationships, abstinence, sex and
the law, contraception, STI’s and getting help.
You consistently apply your sexual health knowledge
to analyse complex issues and solve complex
problems set in familiar and unfamiliar situations in
the scenarios.
You apply sexual health terminology consistently and
effectively to communicate your understanding.