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  • Topic 6 Our ideal community (Year 5)

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    Activity 3

    Achievement Standard

    English

    English

    English

    English

    What students do

    Students create persuasive text

    When writing, they demonstrate understanding of grammar using a variety of sentence types

    Students select specific vocabulary and use accurate spelling and punctuation

    Students edit their work for cohesive structure and meaning

    A

    creates a highly effective pitch designed to persuade an audience to fund development of their ideal community

    purposefully uses a variety of sentence types for effect

    judiciously selects rich specific vocabulary for effect and consistently uses accurate spelling and punctuation

    purposefully edits work for cohesive structure and meaning

    B

    creates an effective pitch designed to persuade an audience to fund development of their ideal community

    uses a variety of sentence types for effect

    selects appropriate and specific vocabulary for effect and consistently uses accurate spelling and punctuation

    effectively edits work for cohesive structure and meaning

    C

    creates a pitch designed to persuade an audience to fund development of their ideal community

    uses a variety of sentence types

    selects specific vocabulary and uses accurate spelling and punctuation

    edits work for cohesive structure and meaning

    D

    creates a pitch using some persuasive techniques

    uses different sentence types

    with support, selects specific vocabulary and uses accurate spelling and punctuation

    makes presentations which include some multimodal elements that vary in suitability

    E

    with support, creates a pitch using limited persuasive techniques

    with direction, uses different sentence types

    with considerable support, selects specific vocabulary and uses accurate spelling and punctuation

    with considerable support, edits work for cohesive structure and meaning

      

    Activity 4

    Achievement Standard

    English

    What students do

    Students make presentations which include multimodal elements for defined purposes

    A

    effectively makes engaging presentations which include a range of considered and effective multimodal elements selected for audience and purpose

    B

    effectively makes presentations which include a range of effective multimodal elements selected for audience and purpose

    C

    makes presentations which multimodal elements for defined purposes

    D

    makes presentations which include some multimodal elements that vary in suitability

    E

    make presentations that include fragmented multimodal elements

      

    Activity 3 and 4

    Achievement Standard

    HASS

    What students do

    Students present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions

    A

    purposefully and effectively presents their detailed ideas, findings and conclusions in a range of communication forms using sophisticated discipline-specific terms (e.g. financial, taxation types, income redistribution, democratic values governance, ethnicity) and appropriate conventions

    B

    effectively presents their ideas, findings and conclusions in a range of communication forms using appropriate discipline-specific terms and conventions

    C

    presents their ideas, findings and conclusions in a range of communication forms using discipline-specific terms (e.g. government, taxation, community citizens) and appropriate conventions

    D

    unevenly communicates their ideas, findings and simple conclusions using some discipline-specific terms and conventions

    E

    with support, unevenly communicates their ideas, findings and simple conclusions using some discipline-specific terms and conventions

    * Denotes that observations for student performance may be required

      

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    Last modified: 02 Jul 2020QC 61288