The student can determine profit. See ACMNA123 above. Activity 6 Worksheet 6 The student correctly calculates total profit using efficient mental and/or written strategies and thoughtfully considers a range of expenses that would be deducted to determine net profit. The student calculates profit using appropriate mental and/or written strategies and considers some expenses that would be deducted to determine net profit. The student attempts to calculate total profit using a written and/or mental strategy but makes errors. Teacher guidance and support is required to identify and make corrections and to consider an expense that would be deducted to determine net profit. The student can explain the use of budgeting and can justify their profit. See ACMNA123 above. Activities 7 and 8 Worksheet 7 (cue cards) Resource 1: Cheque template The student clearly explains a range of uses of budgeting and provides verbal/written justification of appropriate ways of making a profit. The student explains a few uses of budgeting and provides some verbal/written justification of ways of making a profit. The student explains one obvious use of budgeting but requires teacher guidance and support to provide simple justification of one way of making a profit. The student can convert the perimeter of the school ground to metres and kilometres. The student can convert hectares to metres squared. Convert between common metric units of length, mass and capacity (ACMMG136) Activity 1 Worksheet 1 Worksheet 5 Students use researched information and concrete examples to work with the teacher in deciding the dimensions of the land and determining a suitable for the map. Students use researched information and concrete examples to work with the teacher in deciding the dimensions of the land and determining a suitable for the map. Students use researched information and concrete examples to work with the teacher in deciding the dimensions of the land and determining a suitable scale for the map.
The student can listen to others and in pairs and with the whole class. Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) Activity 1 Worksheets 1 and 2 Activity 4 Worksheet 5 The student always initiates and sustains conversations and discussions, considering and seeking the feelings/needs and opinions of others. The student expresses complex ideas clearly and confidently with supporting details. The student sometimes initiates and sustains conversations and discussions, considering the feelings/needs and opinions of others. The student expresses simple ideas with supporting details. The student, with teacher support, initiates and sustains conversations and discussions, sometimes considering others. With teacher support and guidance, the student expresses simple with some supporting details.
The student can express opinions in response to questions for presentation. See ACELY1709 and ACELY1710 above. Activity 7 Worksheet 7 The student communicates written content in logical sequence on cue cards. It is appropriate for the defined audience and purpose. The student communicates written content in sequence on cue cards. It is generally appropriate for the defined audience and purpose. The student requires teacher guidance to communicate simple written content in sequence on cue cards. The student can deliver a oral presentation on their fun park. See ACELY1709 and ACELY1710 above. Activity 8 (Suggested summative assessment with checklist) Worksheet 7 The student uses cue cards effectively as a prompt to deliver a clear presentation within the time limit. The student articulates subject matter, ideas and opinions clearly and concisely using clauses, complex sentences and subject-specific vocabulary. The student consistently uses a range of verbal and non-verbal devices to support their position and to engage and persuade the audience. The student uses cue cards as a prompt to deliver a presentation within the time limit. The student articulates subject matter, ideas and opinions through some use of clauses, complex sentences and subject-specific vocabulary. The student uses some verbal and non-verbal devices to support their position and to engage and persuade the audience. With teacher support and guidance, the student uses cue cards as a prompt to deliver a presentation within the time limit. The student articulates subject matter, ideas and opinions through use of simple sentences and some vocabulary. The student rarely uses verbal and devices to support their position and to engage and persuade the audience.
The student can select and design environmentally friendly fun park attractions. Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103) Activity 1 Worksheets 1 and 2 Activity 2 Worksheet 3 Activities 5, 7 and 8 Worksheet 7 (cue The student selects and designs a variety and range of appropriate attractions and clearly justifies their suitability within the environment. The student selects and designs appropriate attractions and justifies their suitability within the environment. The student selects and designs attractions using ideas discussed in class and attempts a simple justification of their suitability within the environment. The student can create a map showing detail from a bird's eye view and using icons to identify attractions. Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) Activity 4 Worksheet 5 The student successfully creates an easy to read map that uses appropriate icons to show all attractions and facilities from a bird's eye view. The student satisfactorily creates a map that uses to show most attractions and facilities from a bird's eye view. The student requires teacher support and guidance to create a map and use icons to show some attractions and facilities from a bird's eye view.