• #### Topic 4 Responsible government spending (Year 5)

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