data transformations for particular audiences and purposes following recognised conventions use appropriate ICT to collaboratively generate ideas and develop plans Creative & Critical Thinking pose questions to probe assumptions and investigate complex issues clarify information and ideas from texts or images when exploring challenging issues draw parallels between known and new ideas to create new ways of achieving goals generate alternatives and innovative solutions, and ideas, including when information is limited or conflicting predict possibilities, and identify and test consequences when seeking solutions and putting into action identify gaps in reasoning and missing elements in information differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified Personal & Social Capability analyse personal and social roles and responsibilities in planning and implementing ways of contributing to their communities assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives Ethical Understanding analyse the ethical dimensions of beliefs and the need for action in a of settings analyse inconsistencies in personal reasoning and societal ethical decision making investigate scenarios that highlight ways that personal dispositions and actions can affect consequences analyse rights and responsibilities in relation to the duties of a responsible citizen draw conclusions from a range of points of view associated with challenging ethical dilemmas Intercultural Understanding assess diverse perspectives and the assumptions on which they are based imagine and describe the feelings and motivations of people in challenging situations Cross-curriculum priorities Sustainability, Aboriginal and Torres Strait Islander histories and cultures Diversity of learners The Australian Curriculum is on the assumptions that each student can learn and that the needs of every student are important. These needs are shaped by individual learning histories and abilities as well as personal, cultural and language backgrounds, and socio-economic factors. Teachers may adapt or plan additional learning activities depending on the multiple, diverse and changing needs of their students.
Assessment rubric This rubric aligns with Year 7 Australian Curriculum: Science, which is the focus of this unit. Teachers may wish to expand to include other learning areas. 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 and worksheets Competent Developing at level Needs further development The student can use a separation technique to filter muddy water. Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques Activity 4 The student independently selects appropriate equipment and plans and conducts the experiment successfully. The student identifies and accurately measures residue and filtrate and follows the example to provide a correct, fully justified calculation. The student uses appropriate scientific language and fully labelled diagrams to communicate procedure and results. The student selects appropriate equipment and plans and conducts the experiment with some teacher prompting/assistance. The student measures residue and filtrate and follows the example to provide a calculation. The student uses some scientific language and diagrams to communicate procedure and results. With significant teacher guidance and support, the student: selects appropriate equipment and conducts the experiment measures residue and filtrate follows the example to attempt a calculation. The student uses everyday language and drawings to communicate procedure and results. The student can investigate the cycle. Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116) Activity 3 Worksheet 3 The student accurately labels a diagram representing all processes in the cycle with appropriate scientific terms displayed. The student identifies and explains the places where The student labels a diagram representing most processes in the water cycle with most scientific terms displayed. The student labels a diagram showing some processes in the water cycle with some scientific terms displayed. Unit planner
Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at Needs further development the statement: ‘The world is thirsty because we are hungry’. The student identifies the trend in bottled water sales in Australia and cites relevant evidence to support conclusions. statement: ‘The world is thirsty because we are hungry’. The student identifies the trend in bottled water sales in Australia and cites a piece of evidence. to only a partial/limited understanding of the need for sustainable choices. The student describes the in bottled water sales in Australia without citing evidence. The student can select and summarise information about issues in science that affect individuals and communities. See ACSHE120 above. Activity 3 Worksheet 3 The student selects and summarises relevant information to: complete a PMI that clearly and concisely explains the use of bore water in the Great Artesian Basin clearly explain how a range of management issues in the GAB have been addressed give a comprehensive explanation of the advantages and disadvantages of bore water accurately record and communicate what they have learnt about the sustainable use of water in the GAB. The student selects information to: complete a PMI chart that describes the use of bore water in the Great Artesian Basin describe how some management issues in the GAB have been addressed list some advantages and/or disadvantages of bore water record some statements about what they have learnt about the sustainable use of water in the GAB. The student records isolated statements about: the use of bore water in the Great Artesian Basin in a PMI chart how management issues in the GAB have been addressed advantages and/or disadvantages of bore water what they have learnt about the sustainable use of water in the GAB.
identifies places where and ways in which humans remove or add water. humans remove or add water. Part D – The student: draws on one or two findings to support a relevant conclusion. Part D – The student: writes a conclusion as ‘yes/no’, but fails to justify or an attempt to justify is unclear. Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes Part D – The student: draws on relevant findings (at least two) to make a valid and justified conclusion based on reflection of investigation methods and evidence.