Assessment rubric This rubric is intended as a guide only. It can be modified to suit teachers' needs and to be integrated into existing assessment systems. Teachers may also wish to collect the worksheets as work samples for individual student folios. Student's name: Skill Relevant content description(s) Relevant activities, resources and worksheets Competent Developing at level Needs further development Notes The student can recognise the number of coins in a collection without consciously counting. Subitise collections of objects (ACMNA003) (F) Activity 10 Worksheet 7 The student applies subitising to recognise the number of coins in all the collections. The student applies subitising to recognise the number of coins in some collections. The student uses counting to find the number of coins in the collections. The student can compare and order coins of like and unlike characteristics. Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289) (F) Activities 10 and 11 Worksheets 6 and 7 Digital resources: Money match, Pay the price, Counting money The student correctly names and identifies the value of coins using numbers, shape and colour. The student names and identifies the value of most coins using numbers, shape and colour. The student requires teacher guidance to name and identify the value of coins. The student can identify some characteristics of each of the Australian coins. Recognise, describe and order Australian coins according to their value (ACMNA017) (Year 1) Activities 10 and 11 Worksheet 7 The student correctly names coins according to their value, on sight. The student can find and read numbers on coins and deduce their value with minimal prompting. The student requires teacher assistance to determine the correct value of coins.
The student can listen and participate in group and pair discussions and share ideas and experiences. Listen to and respond orally to and to the communication of others in informal and structured classroom situations (ACELY1646) (F) Activities 1, 2, 4, 5, 6 and 7 Worksheets 1 (Q1 and 2) and 2 Resource 1 Resource: Big Book – Ava makes a difference Digital resource: Goods and services The student listens attentively and demonstrates comprehension by selecting all key information. The student initiates simple conversations. The student listens and demonstrates some comprehension by selecting one or two pieces of key information. The student sometimes participates and takes turns in conversation. The student requires teacher support and encouragement to participate in simple conversations or discussions with familiar people. The student can recognise the difference between closed questions, for example, 'Are you and open questions, for example, 'What made this text so exciting?' Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446) (Year 1) Activities 1, 2, 4, 5, 9 and 13 Worksheets 1 (Q1 and 2) and 3 Resource 1 Resource: Big Book – Ava makes a difference The student effectively uses simple sentence structures to ask/answer a question or communicate a message/idea in written or oral form. The student uses some familiar of written/oral responses modelled in class. The student answers most questions with a one- or two-word response and requires teacher guidance and support to draw or a message/idea. The student can compare characters and events in texts to their own experiences. Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582) (Year 1) Activities 2, 3 and 4 Resource 1 Resource: Big Book – Ava makes a difference The student comments accurately on the use of specific language, illustrations and events in a storybook and makes justifiable comments on them in relation to their own experiences of fundraising and paid/unpaid work. The student comments on the use of specific language, illustrations and events in a storybook and makes some comments on them in relation to their own experiences of fundraising and paid/unpaid work. The student requires teacher guidance to examine the use of specific language, illustrations and events in a storybook and make comments on them in relation to their own experiences of fundraising and paid/unpaid work.
Part B: Cause, Product, Event, Materials, Price, Target your fundraising ideas in the table below. Questions Answers Who are you fundraising for? (Cause) What are you making or doing? (Product) Where/how will you be selling it? (Event) What will you need to do this? (Materials) What is the price of the product? (Price) How much money do you hope to raise? (Target)