Interpersonal Development
Level 6 Annotated Student Work Sample: Roles in basketball
Context
This work sample was derived from an extended assessment task which included a range of teaching and
learning activities.
Prior to undertaking the task, students participated in a four-week unit of modified basketball. The unit
involved students experiencing different roles in a game environment. They developed an understanding
of the responsibilities and requirements associated with the roles.
Students were provided with worksheets to guide their writing; they completed a booklet reflecting on
their experiences of different roles in modified basketball. It contained:
 a list of five roles in modified basketball, and the requirements for each role
 a diary relating to roles undertaken during the modified games of basketball
 interviews with other students about their roles
 conclusions about their own and others’ responses to different roles.
The elements of the Working in teams standard addressed by the task are:
(Students) work effectively in different teams and take on a variety of roles to complete tasks of
varying length and complexity.
Students accept responsibility for their role and tasks.
(Students) … evaluate their own and the team’s performance.
Samples
The following samples illustrate the kinds of responses that students produce when they have achieved
the elements of the standard addressed by this task.
Sample 1
©VCAA July 2013
Interpersonal Development
Annotation
Working in teams – Level 6
 Identifies five roles in basketball and describes the differing requirements and complexities of
these roles.
 Describes a range of behaviours that shows how people respond to selected roles.
Sample 2
Interpersonal Development
Interpersonal Development
Interpersonal Development
Interpersonal Development
Annotation
Working in teams – Level 6
 Undertakes a variety of roles, including those of player, coach and captain.
Identifies the differing complexities of these roles such as providing leadership and responding to
conflict.
 Describes own personal responses to the roles and responsibilities of player, captain and coach.
 Describes own feelings associated with undertaking the roles of player, captain and coach and
evaluates own performance in these roles.
 Explains own response to the authority roles of coach and captain including the associated
opportunities and challenges.