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  • Topic 4 Responsible government spending (Year 5)

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    Activity 3 and 5

    Achievement Standard

    Mathematics

    HASS

    What students do

    Students gather data, and construct data displays appropriate for the data

    Students interpret data to identify and describe distributions, simple patterns and to infer relationships, and suggest conclusions based on evidence

    A

    gathers data on a range of variables, constructs effective and highly appropriate displays for the data and justifies their choice

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

    B

    gathers data on different variables, constructs data displays appropriate for the data and explains their choice

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

    C

    gathers data, and constructs data displays appropriate for the data

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

    D

    gathers data and constructs data displays

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

    E

    with direction, gathers data and constructs data displays

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

      

    Activity 5 part 1

    Achievement Standard

    Mathematics

    Mathematics

    HPE

    What students do

    Students explain plans for simple budgets

    Students use a grid reference system to locate landmarks

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

    A

    creates and thoroughly explains and justifies plans for the allocation of funds in a budget

    creates a detailed scaled map using the positive quadrant of a cartesian plane, uses coordinates to locate landmarks and describes how to get from one point to another using direction and distance in units and direction (e.g. N, NE, NW)

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

    B

    creates and effectively explains plans for the allocation of funds in a budget

    creates a scaled map using the positive quadrant of a cartesian plane, uses coordinates to locate landmarks and uses mathematical language to describe direction (e.g. N, NE, NW)

    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

    explains plans for the allocation of funds in a budget

    creates a scaled grid map and uses a grid reference system, such as alphanumeric system to locate landmarks

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

    D

    with support, provides a partial explanation of plans for the allocation of funds in a budget

    creates a simple grid map and uses a simple grid reference system to locate some landmarks

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

    E

    with guidance, provides a fragmented explanation for the allocation of funds in a budget

    creates a simple grid map and locates some landmarks

    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

      

    Activity 5 part 2

    Achievement Standard

    HASS

    HASS

    HASS

    What students do

    Students identify and describe the interconnections between people and the human and environmental characteristics of places

    Students recognise that choices need to be made when allocating resources

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

    A

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

    provides an insightful explanation of scarcity and why choices need to be made when allocating limited resources

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

    B

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

    provides an explanation of the need to make choices when allocating limited resources

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

    C

    identifies and describes how the location of community services and environmental features in a proposed community

    recognises that choices need to be made when allocating resources

    locates and collects data and information from a range of sources

    D

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

    partially recognises that choices need to be made when allocating resources

    locates and collects data and information from a few sources

    E

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

    with direction, partially recognises that choices need to be made when allocating resources

    with support, locates and collects data and information

      

    Activity 5 part 3

    Achievement Standard

    HASS

    HASS

    What students do

    Students sort, record and represent data in different formats, including large-scale maps, using basic conventions

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

    A

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

    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

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

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

    C

    uses different formats to sort and record collected information and data and represents where community members live, work, learn, play and shop on a large- scale map using basic conventions

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

    D

    with support, sorts and records information and represents where community members live, work, play or shop on a large-scale map

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

    E

    with direction, sorts and records information and represents where community members live, work, play or shop on a large-scale map

    with support, unevenly communicates their ideas, findings 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