Activity 2 and 4
Achievement Standard
|
Mathematics
|
HASS
|
What students do
|
Students solve problems involving all four operations with whole numbers
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Students recognise why choices about the allocation of resources involve trade- offs
|
A
|
correctly solves problems using a range of efficient strategies, and explains and justifies strategies used
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provides an insightful explanation of scarcity and why choices about the allocation of resources involve trade- offs
|
B
|
correctly solves problems using a range of efficient strategies and explains strategies used
|
provides an explanation of why choices about the allocation of resources involve trade-offs
|
C
|
solves simple problems using a range of strategies
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recognises why choices about the allocation of resources involve trade-offs
|
D
|
with support, solves simple problems using one or more strategy
|
partially recognises why choices about the allocation of resources involve trade-offs
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E
|
solves simple problems using strategies as directed
|
with direction, partially recognises why choices about the allocation of resources involve trade-offs
|
Activity 3
Achievement Standard
|
Mathematics
|
What students do
|
Students write correct number sentences using brackets and order of operations
|
A
|
efficiently writes correct number sentences that involve multiple operations using brackets and the order of operations
|
B
|
writes correct number sentences that involve several operations using brackets and the order of operations
|
C
|
writes correct number sentences using brackets and the order of operations
|
D
|
writes simple number sentences using brackets and the order of operations
|
E
|
with support, writes simple number sentences using brackets and the order of operations
|
Activity 4
Achievement Standard
|
Mathematics
|
What students do
|
Students connect fractions, decimals and percentages as different representations of the same number
|
A
|
connects fractions, decimals and percentages as different representations of the same number and applies these different representations to various calculations
|
B
|
connects fractions, decimals and percentages as different representations of the same number and applies these different representations to various calculations
|
C
|
connects fractions, decimals and percentages as different representations of the same number
|
D
|
with support, connects fractions, decimals and percentages as different representations of the same number
|
E
|
with direction, connects fractions, decimals and percentages as different representations of the same number
|
Activity 6
Achievement Standard
|
English
|
HASS
|
What students do
|
Students make considered vocabulary choices to enhance cohesion and structure in their writing
|
Students explain why it is important to be informed when making financial decisions
|
A
|
purposefully makes highly considered and effective vocabulary choices to enhance cohesion and structure in their writing
|
provides a considered explanation of why it is important to be informed when making long-term financial decisions such as superannuation
|
B
|
makes considered and effective vocabulary choices to enhance cohesion and structure in their writing
|
provides an effective explanation of why it is important to be informed when making long-term financial decisions such as superannuation
|
C
|
makes considered vocabulary choices to enhance cohesion and structure in their writing
|
explains why it is important to be informed when making long-term financial decisions such as superannuation
|
D
|
makes vocabulary choices to achieve some cohesion and structure in their writing
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explains in limited detail why it is important to be informed when making long-term financial decisions such as superannuation
|
E
|
with direction, makes vocabulary choices to achieve some cohesion and structure in their writing
|
explains in very limited detail why it is important to be informed when making long-term financial decisions such as superannuation
|
Activity 7
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
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* Denotes that observations for student performance may be required
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