Activity 2
Achievement Standard
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English
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HASS
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What students do
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Students contribute actively to class and group discussions, taking into account other perspectives*
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Students reflect on their learning to independently propose action, describing the possible effects of their proposed action
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A
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purposefully contributes actively to class and group discussions, showing respect for and sensitivity to other perspectives
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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
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B
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effectively contributes actively to class and group discussions, showing respect for and considering other perspectives
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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
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C
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contributes actively to class and group discussions, considering other perspectives
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reflects on their learning to propose actions they could take to support their community and describes the possible effects of these actions
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D
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contributes to class and group discussions and listens to the views of others
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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
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E
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with prompting, contributes to class and group discussions and listens to the views of others
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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
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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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What students do
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Students identify the importance of processes to Australia’s democracy
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A
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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
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B
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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
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C
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represents taxation as a system and identifies its importance to Australia’s democracy by predicting the consequences caused by changes to the system
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D
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represents taxation as a system and identifies its importance to Australia’s democracy by predicting the consequences caused by changes to the system
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E
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represents taxation as a system and identifies its importance to Australia’s democracy by predicting the consequences caused by changes to the system
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Activity 6
Achievement Standard
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HPE
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What students do
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Students examine how physical activity, and connecting to the environment support community wellbeing
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A
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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
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B
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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
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C
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identifies public goods and services that support physical activity and connecting to the environment and explains how these resources support community wellbeing
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D
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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
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E
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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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