Activity 2
Achievement Standard
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English
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English
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English
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What students do
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Students listen to others’ views and respond appropriately using interaction skills*
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Students understand how language can be used to express feelings and opinions on topics
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Students contribute actively to class and group discussions, asking questions, providing useful feedback*
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A
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purposefully uses interaction skills to actively listen to others’ views and respond appropriately
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uses considered language to effectively express feelings and opinions on a range of topics
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purposefully contributes to class and group discussions by:
- asking questions for clarification and to extend discussions
- providing useful feedback to add to discussions
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B
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effectively uses interaction skills to actively listen to others’ views and respond appropriately
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uses language to effectively express feelings and opinions on a range of topics
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effectively contributes to class and group discussions by:
- asking thoughtful questions
- providing useful feedback
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C
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uses interaction skills to listen to others’ views and respond appropriately
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uses language to express feelings and opinions on topics
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contributes to class and group discussions by:
- asking questions
- providing useful feedback
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D
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with support, uses interaction skills to listen to others’ views and respond
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uses language to express some feelings and opinions on topics
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contributes to class and group discussions by:
- answering questions
- providing feedback when asked
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E
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with direction, uses interaction skills to listen to others’ views and respond
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with support, uses language to express some feelings and opinions on topics
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responds to prompts to contribute to class and group discussions
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* Denotes that observations for student performance may be required
Activity 4
Achievement Standard
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HASS
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HPE
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HASS
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What students do
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Students explain how and why people participate in their communities
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Students describe the connections they have to their community
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Students identify connections between people and the characteristics of places
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A
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provides a detailed and informed explanation of how and why they participate in groups in their community
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describes in detail the connections they have to their community and the groups and places they belong to
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identifies and describes in detail the connections they have to the places and communities they belong to
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B
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provides an informed explanation of how and why they participate in groups in their community
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clearly describes the connections they have to their community and the groups and places they belong to
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identifies and describes the connections they have to the places and communities they belong to
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C
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explains how and why they participate in groups in their community
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describes the connections they have to their community and the groups and places they belong to
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identifies the connections they have to the places and communities they belong to
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D
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with support, explains how and why they participate in groups
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with support, describes the connections they have to their community and some of the groups and places they belong to
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with support, identifies some of the connections they have to the places and communities they belong to
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E
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with direction, provides a brief explanation of how and why they participate in groups
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with direction, describes some of the connections they have to their community and some of the groups and places they belong to
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with direction, identifies some of the connections they have to the places and communities they belong to
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Activity 2 and 4
Achievement Standard
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HASS
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HPE
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What students do
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Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms
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Students identify influences that strengthen identities
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A
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effectively and coherently communicates their ideas about identity, communities and places in written and visual forms using relevant discipline-specific terms (eg: identity, belonging, place, connections, culture, religion)
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identifies a range of relevant influences that strengthen identities and categorises or makes connections between these influences
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B
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effectively communicates their ideas about identity, communities and places in written and visual forms using relevant discipline-specific terms
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identifies several relevant influences that strengthen identities
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C
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communicates their ideas about identity, communities and places in written and visual forms using simple discipline-specific terms (eg: groups, belonging, place, connections)
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identifies influences that strengthen identities
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D
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unevenly communicates their ideas in written and visual forms using some simple discipline-specific terms
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identifies simple influences that strengthen identities
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E
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with direction, unevenly communicates their ideas in written and visual forms using some simple discipline-specific terms
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with support, identifies some simple influences that strengthen identities
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