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  • Topic 1 Community rights and responsibilities (Year 5)

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    Activity 3

    Achievement Standard

    English

    What students do

    Students listen and ask questions to clarify content*

    A

    actively listens to video to identify pertinent information and asks a range of thoughtful and clarifying question during class discussion

    B

    actively listens to video to identify information and asks a range of appropriate questions to clarify content during class discussions

    C

    listens to video to identify information and asks questions to clarify content during class discussions

    D

    listens to video to identify answers to some questions and with prompting, asks questions during class discussions

    E

    asks and answers questions with considerable prompting

    * Denotes that observations for student performance may be required

      

    Activity 3 and 4

    Achievement Standard

    HASS

    What students do

    Students sort, and record data in different formats

    A

    correctly sorts and records in detail information about democracy and associated rights and responsibilities using provided graphic organisers

    B

    correctly sorts and records information about democracy and associated rights and responsibilities using a range of different graphic organisers

    C

    sorts and records information about democracy and associated rights and responsibilities using provided graphic organisers

    D

    with support, sorts and records information about democracy and associated rights and responsibilities using provided graphic organisers

    E

    with direction, sorts and records information about democracy and associated rights and responsibilities using provided graphic organisers

      

    Activity 3, 4 and 7

    Achievement Standard

    HASS

    English

    What students do

    Students identify the importance of values and processes to Australia’s democracy

    Students contribute actively to class and group discussions, taking into account other perspectives*

    A

    uses own words to accurately define democracy and draws on a range of sources to identify and explain the importance of values and processes to Australia’s democracy, including the rights and responsibilities of citizens

    purposefully contributes actively to class and group discussions, showing respect for and sensitivity to other perspectives

    B

    uses own words to define democracy and draws on sources to identify and describe the importance of values and processes to Australia’s democracy including the rights and responsibilities of citizens

    effectively contributes actively to class and group discussions, showing respect for and considering other perspectives

    C

    defines democracy and identifies the importance of values and processes to Australia’s democracy, including the rights and responsibilities of citizens

    contributes actively to class and group discussions, considering other perspectives

    D

    with support, provides a simple definition of democracy and identifies some values and processes which underpin Australia’s democracy and the rights and responsibilities they may have as citizens

    contributes to class and group discussions and listens to the views of others

    E

    with direction, provides a simple definition of democracy and identifies some values and processes which underpin Australia’s democracy and the rights and responsibilities they may have as citizens

    with prompting, contributes to class and group discussions and listens to the views of others

    * Denotes that observations for student performance may be required

      

    Activity 7

    Achievement Standard

    HPE

    HASS

    HASS

    What students do

    They examine how celebrating diversity supports community wellbeing and cultural understanding

    Students locate and collect data and information from a range of sources

    Students work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action

    A

    investigates and explains in detail how celebrating diversity supports both community wellbeing and cultural understanding

    locates and collects relevant data and information from a range of reliable sources

    contributes useful ideas to a collaboratively designed community profile based on well researched and comparative details about different communities

    B

    investigates and explains how celebrating diversity supports community wellbeing and cultural understanding

    locates and collects relevant data and information from a range of sources

    contributes ideas to a collaboratively designed community profile based on well researched details about different communities

    C

    examines how celebrating diversity supports community wellbeing and cultural understanding

    locates and collects data and information from a range of sources

    contributes ideas to a collaboratively designed community profile based on researched details about different communities

    D

    with support, examines how celebrating diversity supports community wellbeing and cultural understanding

    locates and collects data and information from a few sources

    contributes some ideas to a collaboratively designed community profile based on some research

    E

    with direction, examines how celebrating diversity supports community wellbeing and cultural understanding

    with support, locates and collects data and information

    with support, contributes some ideas to a collaboratively designed community profile based on some research

      

    Activity 3 and 7

    Achievement Standard

    HASS

    What students do

    Students present their ideas, findings and conclusions in a range of appropriate 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 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 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

      

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    Last modified: 02 Jul 2020QC 61288