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  • Topic 6 Our ideal community (Year 6)

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    Activity 3 part 1

    Achievement Standard

    English

    English

    English

    What students do

    Students create detailed texts elaborating on key ideas

    Students demonstrate an understanding of grammar

    Students make considered vocabulary choices to enhance cohesion and structure in their writing

    A

    creates a highly effective and detailed pitch that provides persuasive arguments to support their community design and uses a range of examples to elaborate on these arguments

    demonstrates a very deep understanding of grammar by carefully selecting sentences, clauses and word and word groups to purposefully and effectively explain, expand and sharpen ideas

    purposefully makes highly considered and effective vocabulary choices to enhance cohesion and structure in their writing

    B

    creates an effective and detailed pitch that provides convincing arguments to support their community design and uses a number of examples to elaborate on these arguments

    demonstrates a deep understanding of grammar by selecting sentences, clauses and word and word groups to effectively explain, and expand ideas

    makes considered and effective vocabulary choices to enhance cohesion and structure in their writing

    C

    creates a detailed pitch that provides arguments to support their community design and uses examples to elaborate on these arguments

    demonstrates an understanding of grammar by selecting sentences, clauses and word and word groups to explain, expand and sharpen ideas

    makes considered vocabulary choices to enhance cohesion and structure in their writing

    D

    creates a pitch that uses some examples to elaborate on arguments

    demonstrates a developing understanding of grammar by using simple sentences, clauses and word and word groups to explain ideas

    makes vocabulary choices to achieve some cohesion and structure in their writing

    E

    with support, creates a pitch a pitch that uses a limited number of examples to elaborate on arguments

    demonstrates an emerging understanding of grammar by using simple sentences, clauses and words to explain ideas

    with direction, makes vocabulary choices to achieve some cohesion and structure in their writing

      

    Activity 3 part 2

    Achievement Standard

    English

    English

    What students do

    Students use accurate spelling and punctuation for clarity

    Students explain editorial choices

    A

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

    purposefully edits work and explains editorial choices

    B

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

    effectively edits work and explains editorial choices

    C

    selects specific vocabulary and uses accurate spelling and punctuation

    edits work and explains editorial choices

    D

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

    with support, edits work and explains editorial choices

    E

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

    with considerable support, edits work and explains editorial choices

      

    Activity 4

    Achievement Standard

    English

    What students do

    Students make presentations using a variety of strategies for effect

    A

    makes engaging and effective presentations using a variety of strategies for effect

    B

    makes effective presentations using a variety of strategies for effect

    C

    makes presentations using a variety of strategies for effect

    D

    makes presentations which include some strategies for effect

    E

    with support, makes presentations using a limited number of strategies for effect

      

    Activity 3 and 4

    Achievement Standard

    HASS

    What students do

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

    A

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

    B

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

    C

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

    D

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

    E

    with support, unevenly communicates their ideas, findings, viewpoints 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