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  • Topic 4 Responsible government spending (Year 6)

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    Activity 3 and 5

    Achievement Standard

    Mathematics

    HASS

    What students do

    Students interpret and compare a variety of data displays including those displays for two categorical variables

    Students interpret data to identify, describe patterns and to infer relationships, and evaluate evidence to draw conclusions

    A

    effectively interprets and compares a variety of data displays and selects and justifies the most appropriate display to represent data

    interprets data in various forms to effectively explain distributions (wealth and services), patterns (services), and to infer relationships (gender and wealth), and effectively draws conclusions based on a thorough evaluation of evidence

    B

    interprets and compares a variety of data displays and selects the most appropriate display to represent data

    interprets data in various forms to explain distributions (wealth and services), patterns (services), and to infer relationships (gender and wealth), and draws conclusions based on the evaluation of evidence

    C

    interprets and compares a variety of data displays

    interprets data to explain distributions (wealth and services), patterns (services), and to infer relationships (gender and wealth), and draws evidence- based conclusions

    D

    with support, interprets and compares simple data displays

    With support, interprets data to identify and distributions and patterns and draws simple conclusions

    E

    with direction, interprets and compares simple data displays

    With direction interprets data to identify and distributions and patterns and draws simple conclusions

      

    Activity 5

    Achievement Standard

    HASS

    Mathematics

    HASS

    HASS

    What students do

    Students recognise why choices about the allocation of resources involve trade- offs

    Students locate an ordered pair in any one of the four quadrants on the Cartesian plane

    Students locate and collect useful data and information from secondary sources

    Students organise and represent data in a range of formats, including large- scale maps, using appropriate conventions

    A

    provides an insightful explanation of scarcity and why choices about the allocation of resources involve trade- offs

    creates a scaled map using all quadrants of a Cartesian plane, uses coordinates to locate landmarks located in any two of the four quadrants and describes how to get from one point to another using distance in units and direction (e.g. N, NE, NW)

    locates and collects useful data and information from a range of reliable secondary sources

    uses a range of appropriate formats to purposefully and effectively organise information and data and represents where community members live, work, learn, play and shop on a detailed large-scale map using all cartographic conventions

    B

    provides an explanation of why choices about the allocation of resources involve trade- offs

    creates a scaled map using all quadrants of a Cartesian plane, uses coordinates to locate landmarks located in any two of the four quadrants and describes how to get from one point to another using distance in units and direction (e.g. N, NE, NW)

    locates and collects useful data and information from a range of secondary sources

    uses a range of appropriate formats to effectively organise information and data and represents where community members live, work, learn, play and shop on a detailed large-scale map using appropriate conventions

    C

    recognises why choices about the allocation of resources involve trade- offs

    creates a scaled map using one of the four quadrants of a Cartesian plane and uses coordinates to locate landmarks

    locates and collects useful data and information from secondary sources

    uses a range of formats to organise information and data and represents where community members live, work, learn, play and shop on a large-scale map using appropriate conventions

    D

    partially recognises why choices about the allocation of resources involve trade-offs

    creates a scaled map using one of the four quadrants of a Cartesian plane and uses coordinates to locate landmarks

    locates and collects data and information from a few secondary sources

    with support, organises information in different formats and represents where community members live, work, play or shop on a large- scale map

    E

    with direction, partially recognises why choices about the allocation of resources involve trade- offs

    with support, creates a simple grid map using one of the four quadrants of a Cartesian plane and locates some landmarks using coordinates

    with support, locates and collects data and information

    with direction, organises information in different formats and represents where community members live, work, play or shop on a large- scale map

      

    Activity 5

    Achievement Standard

    HASS

    HASS

    HPE

    What students do

    Students describe how people, places, communities and environments are interconnected

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

    Students describe the significance of physical activity participation to health and wellbeing

    A

    explains how the location of community services and environmental features in a proposed community facilitate interconnections between people, places communities and environments

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

    thoroughly identifies features in their proposed community that promote physical activity and explains the significance of physical activity to health and wellbeing

    B

    describes in detail how the location of community services and environmental features in a proposed community facilitate interconnections between people, places communities and environments

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

    identifies a range of features in their proposed community that promote physical activity and describes in detail the significance of physical activity to health and wellbeing

    C

    describes how the location of community services and environmental features in a proposed community facilitate interconnections between people, places communities and environments

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

    identifies features in their proposed community that promote physical activity and describes the significance of physical activity to health and wellbeing

    D

    describes in limited detail how the location of community services and environmental features in a proposed community facilitate interconnections between people, places communities and environments

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

    identifies some features in their proposed community that promote physical activity and describes how physical activity supports health and wellbeing

    E

    describes in very limited detail how the location of community services and environmental features in a proposed community facilitate interconnections between people, places communities and environments

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

    with direction, identifies some features in their proposed community that promote physical activity and describes in limited detail how physical activity supports health and wellbeing

    *Denotes that observations for student performance may be required

      

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    Last modified: 02 Jul 2020QC 61288