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  • Topic 2 Community support (Year 5)

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    Activity 2

    Achievement Standard

    English

    HASS

    What students do

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

    Students reflect on their learning to independently propose action, describing the possible effects of their proposed action

    A

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

    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 possible effects of these actions

    B

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

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

    C

    contributes actively to class and group discussions, considering other perspectives

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

    D

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

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

    E

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

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

    * Denotes that observations for student performance may be required

      

    Activity 4

    Achievement Standard

    HASS

    What students do

    Students identify the importance of processes to Australia’s democracy

    A

    creates a purposeful and effective representation of taxation as a system and identifies its importance to Australia’s democracy by predicting and describing the chain of consequences caused by changes to parts of the system

    B

    creates an effective representation of taxation as a system and identifies its importance to Australia’s democracy by predicting the chain of consequences caused by changes to parts of the system

    C

    represents taxation as a system and identifies its importance to Australia’s democracy by predicting the consequences caused by changes to the system

    D

    represents taxation as a system and identifies its importance to Australia’s democracy by predicting the consequences caused by changes to the system

    E

    represents taxation as a system and identifies its importance to Australia’s democracy by predicting the consequences caused by changes to the system

      

    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

      

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    Last modified: 02 Jul 2020QC 61288