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  • Topic 2 Community support (Year 6)

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    Activity 2

    Achievement Standard

    English

    HASS

    What students do

    Students contribute actively to class and group discussions, using a variety of strategies for effect*

    Students reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal

    A

    purposefully and effectively uses a range of strategies for effect when actively contributing to class and group discussions

    reflects deeply on their learning and experiences to propose a range of reasonable actions they could take to support their community and provides a comprehensive description of the probable effects of these actions

    B

    effectively uses of a range of strategies for effect when actively contributing to class and group discussions

    reflects on their learning and experiences to propose reasonable actions they could take to support their community and provides a detailed description of the probable effects of these actions

    C

    uses of a variety of strategies for effect when actively contributing to class and group discussions

    reflects on their learning to propose actions they could take to support their community and describes the probable effects of these actions

    D

    uses some strategies for effect when contributing to class and group discussions

    with support, reflects on their learning to propose actions they could take to help others and describes some of the probable effects of these actions

    E

    with prompting, uses some strategies for effect when contributing to class and group discussions

    with direction, reflects on their learning to propose actions they could take to help others and describes some of the probable effects of some of these actions

      

    Activity 2 and 4

    Achievement Standard

    HASS

    What students do

    Students explain the importance of people, institutions, and processes to Australia’s democracy

    A

    provides reasoned and logical explanations of the importance of people (volunteers), institutions (governments) and processes (taxation system) to Australia’s democracy

    B

    effectively explains the importance of people (volunteers), institutions (governments) and processes (taxation system) to Australia’s democracy

    C

    explains the importance of people (volunteers), institutions (governments) and processes (taxation system) to Australia’s democracy

    D

    with support, provides a brief explanation of the importance of people (volunteers), institutions (governments) and processes (taxation system) to Australia’s democracy

    E

    with direction, provides a brief explanation of the importance of people (volunteers), institutions (governments) and processes (taxation system) to Australia’s democracy

      

    Activity 6

    Achievement Standard

    HPE

    What students do

    Students examine how physical activity, and connecting to the environment support community wellbeing

    A

    identifies a range of public goods and services that support physical activity and connecting to the environment and provides an insightful explanation of the connection between these resources and community wellbeing

    B

    identifies public goods and services that support physical activity and connecting to the environment and provides a detailed explanation of how these resources support community wellbeing

    C

    identifies public goods and services that support physical activity and connecting to the environment and explains how these resources support community wellbeing

    D

    with support, identifies some public goods or services that support physical activity and connecting to the environment and provides a limited explanation of how these resources support community wellbeing

    E

    with direction, identifies public goods and services that support physical activity and connecting to the environment and provides a very limited explanation of how these resources support community wellbeing

    * Denotes that observations for student performance may be required

      

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    Last modified: 02 Jul 2020QC 61288