Activity 3
Achievement Standard
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HPE
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What students do
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Students select strategies that help them stay safe, healthy
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A
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Chooses a range of appropriate actions they can take to stay healthy and safe and explains how these actions serve to protect their own rights
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B
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Chooses a number of appropriate actions they can take to stay healthy and safe and describes how these actions serve to protect their own rights
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C
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Chooses actions they can take to stay healthy and safe and identifies how these actions protect their own rights
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D
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Chooses some actions they can take to stay healthy and safe
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E
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With support, chooses some actions they can take to stay healthy and safe
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Activity 3 and 5
Achievement Standard
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HASS
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What students do
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Students reflect on their learning to suggest individual action in response to an issue or challenge
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A
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reflects on their learning to make reasoned suggestions of individual action they could take to protect rights and respond to an ethical dilemma
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B
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reflects on their learning to make informed suggestions of individual action they could take to they could take to protect rights and respond to an ethical dilemma
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C
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reflects on their learning to suggest individual action they could take to they could take to protect rights and respond to an ethical dilemma
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D
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with support, reflects on their learning to suggest individual action they could take they could take to protect rights and respond to an ethical dilemma
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E
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with direction, reflects learning to make reasoned suggestions of individual action they could take to they could take to protect rights and respond to an ethical dilemma
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Activity 5
Achievement Standard
|
English
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English
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English
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What students do
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Students listen to others’ views and respond appropriately using interaction skills*
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Students understand how language can be used to express feelings and opinions on topics
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Students contribute actively to group discussions, asking questions, providing useful feedback
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A
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purposefully uses interaction skills to actively listen to others’ views and respond appropriately
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uses considered language to effectively express feelings and opinions on a range of topics
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purposefully contributes to group discussions by:
- asking questions for clarification and to extend discussions
- providing useful feedback to add to discussions
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B
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effectively uses interaction skills to actively listen to others’ views and respond appropriately
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uses language to effectively express feelings and opinions on a range of topics
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effectively contributes to group discussions by:
- asking thoughtful questions
- providing useful feedback
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C
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uses interaction skills to listen to others’ views and respond appropriately
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uses language to express feelings and opinions on topics
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contributes to group discussions by:
- asking questions
- providing useful feedback
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D
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with support, uses interaction skills to listen to others’ views and respond
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uses language to express some feelings and opinions on topics
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contributes to group discussions by:
- answering questions
- providing feedback when asked
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E
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with direction, uses interaction skills to listen to others’ views and respond
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with support, uses language to express some feelings and opinions on topics
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responds to prompts to contribute to group discussions
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* Denotes that observations for student performance may be required
Activity 5 and 7
Achievement Standard
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HASS
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What students do
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Students draw simple conclusions and share their views on an issue
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A
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draws reasoned conclusions on the role of ethical actions and rules in society and shares their considered views with others
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B
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draws informed conclusions on the role of ethical actions and rules in society and shares their informed views with others
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C
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draws simple conclusions on the role of ethical actions and rules in society and shares their views with others
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D
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draws partial and simple conclusions and shares their view
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E
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draws fragmented and simple conclusions and shares their view
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Activity 7
Achievement Standard
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HASS
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What students do
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Students explain the role of rules in their community
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A
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provides a considered and evidence-based explanation of the role of rules in their community
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B
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draws on examples to effectively explain the role of rules in their community
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C
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explains the roles of rules in their community
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D
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provides a partial explanation of the role of rules in their community
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E
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provides a fragmented explanation of the role of rules in their community
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Activity 3, 5 and 7
Achievement Standard
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HASS
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What students do
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Students communicate their ideas and conclusions in oral, visual and written forms using simple discipline- specific terms
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A
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effectively and coherently communicates their conclusions and ideas about rights, rules and responsibilities in written and visual forms using relevant discipline- specific terms (eg: human rights, ethics, responsibilities, un, convention, common good)
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B
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effectively communicates their conclusions and ideas about rights, rules and responsibilities in written and visual forms using relevant discipline- specific terms
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C
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communicates their conclusions and ideas about rights, rules and responsibilities in written and visual forms using simple discipline-specific terms (eg: rights, rules, responsibilities)
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D
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unevenly communicates their ideas in written and visual forms using some simple discipline-specific terms
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E
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with direction, unevenly communicates their ideas in written and visual forms using some simple discipline-specific terms
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