Scientists Solar System. interpret data to create scaled models of the Solar System discuss how different models serve different purposes in science. Eight Sunning it Up To reflect on our learning about Earth’s place in space. I can: identify that the Earth is part of a Solar System orbiting the Sun while it rotates on its axis support claims about how to explain everyday observations with evidence in a dramatic dialogue contribute to discussions and express my opinions about our learning journey. Nine Weeks 9 and 10 have deliberately been left blank to allow you to explore areas of interest. Ten Appendix C English Learning Goals Week Learning goal Writing cluster 9 success criteria Writing cluster 10 success criteria Writing cluster 11 success criteria Writing cluster 12 extension success criteria Writing cluster 13 extension success criteria One Two Three To use tools and strategies to plan well- structured imaginative and informative texts. Plans and organises ideas using headings, graphic organisers, questions and mind maps. Plans and organises ideas using headings, graphic organisers, questions and mind maps. Locates resources and accesses information when planning. Plans and organises ideas using headings, graphic organisers, questions and mind maps. Locates resources and accesses information when planning. Plans and organises ideas using headings, graphic organisers, questions and mind maps. Locates resources and accesses information when planning. Plans and organises ideas using headings, graphic organisers, questions and mind maps. Locates resources and accesses information when planning.
Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts. Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts. Makes choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience. Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts. Makes choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience. Chooses aspects and combinations of texts to suit particular purposes and audiences. Four Five Six To compose print, visual and multimodal texts, experimenting with language, design, layout and graphics. Constructs well- sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. Constructs well- sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience. Draws ideas from personal experiences, other texts and research Constructs imaginative, informative and persuasive texts using language appropriate to purpose and audience. Draws ideas from personal experiences, other texts and research Constructs imaginative, informative and persuasive texts using language appropriate to purpose and audience. Draws ideas from personal experiences, other texts and research to Constructs imaginative, informative and persuasive texts using language appropriate to purpose and audience. Draws ideas from personal experiences, other texts and research to sequenced
to create imaginative, informative and persuasive texts for different audiences to create imaginative, informative and persuasive texts for different audiences. Writes coherent, structured texts for a range of purposes and contexts. create imaginative, informative and persuasive texts for different audiences. Writes coherent, structured texts for a range of purposes and contexts. Writes sustained texts for a wide range of purposes. create imaginative, informative and persuasive texts for different audiences. Writes coherent, structured texts for a range of purposes and contexts. Writes sustained texts for a wide range of purposes. Creates and texts for imaginative and persuasive purposes. Seven Eight Nine Ten To use a range of software to create, edit and publish texts imaginatively. Experiments with creating simple multimodal texts using digital text creation programs. Experiments with creating simple multimodal texts using digital text creation programs. Consolidates handwriting that is consistent in form. Experiments with creating simple multimodal texts using digital text creation programs. Consolidates handwriting that is consistent in form. Plans and designs more complex multi modal texts. Experiments with creating simple multimodal texts using digital text creation programs. Consolidates handwriting that is consistent in form. Plans and designs more complex multi modal texts. Uses visuals to extend or clarify meaning, selects Experiments with creating simple multimodal texts using digital text creation programs. Consolidates handwriting that is consistent in form. Plans and designs more complex multi modal texts. Uses visuals to extend or clarify meaning, selects
Appendix E – Science Criteria Basic Sound High Outstanding Science Understanding Describes simple ideas without supporting evidence that the Earth is part of a solar system. Identifies that the Earth is part of a solar system orbiting the Sun. Identifies that the Earth is part of a solar system orbiting the Sun and supports this with some evidence. Provides claims supported with evidence about the Earth and its place in the solar system. Science as a Human Endeavour Can identify some scientific developments. Suggests how different cultures have contributed to the development of science knowledge. Makes suggestions about how scientific developments have affected people’s lives. Discusses how science knowledge develops from many people’s contributions. Discusses how scientific developments have affected people’s lives. Has a detailed understanding of how different cultures have contributed to the development of science knowledge. Describes in detail where scientific developments have affected people’s lives and have been used in the wider world to influence their actions. Science Inquiry Skills Can find and recall some information. Presents a limited report on findings Communicates ideas, methods and findings using a range of text types. Completes extended reports using claims and evidence to communicate their methods and findings. Appendix E – Technology Criteria Basic Sound High Outstanding Planning, Designing, and Making Does not follow a plan. Has a rough plan, and sometimes follows it. Follows their plan but cannot fully explain or reflect on the process. Strategically follows and modifies their plan and can reflect on the process. Observing Poor observation and no records in process journal. Observes and records some changes in process journal. Observes most changes but does not record accurately in process journal. Accurately observes and records what happens in process journal. Reflecting Does not present a Presents either a Presents a conclusion and The conclusion and evaluation indicate whether the
conclusion or an evaluation conclusion or an evaluation. gives a general evaluation of their fair test. findings supported the hypothesis, possible sources of error and what was learnt from the test. Appendix E – Creative Arts Criteria Basic Sound High Outstanding Concepts The student’s work demonstrates developing understanding of the concept(s) taught. There is a developing relationship between the student's artwork and the content. The student's work demonstrates some understanding of the concept(s) taught. There is some evidence of learning and effective application of the content. The student's work demonstrates an understanding of the concept(s) taught. There is evidence of learning and satisfactory application of the content. The student's work demonstrates a deep understanding of the concept(s) taught. There is strong evidence of learning and effective application of the content. Creativity The student's artwork shows a developing level of creative risk taking. The final product reflects a developing point of view. The student's artwork demonstrates some creativity and risk taking. The final product shows some evidence of personal point of view and originality. The student's artwork demonstrates creativity and risk taking. The student's personal interpretation of the lesson demonstrates a unique point of view and originality. The student's artwork reflects an exceptional level of creativity and risk taking. The student's personal interpretation of the lesson demonstrates a unique, original and expressive point of view. Craftsmanship Art media, materials and resources are rarely used appropriately. Completion of product is hurried with little attention to detail or structural integrity. Some care has been taken to ensure a quality product and materials are used appropriately some of the time. The student's use of art media, materials and resources is appropriate and demonstrates care and attention to detail. The student's use of art media, materials and resources is highly skillful and consistently demonstrates care and excellent attention to detail. Appendix E – Group Work Criteria Basic Sound High Outstanding
Contributes ideas Contributes few ideas. Contributes one or two ideas and is engaged in the group discussion some of the time. Contributes some ideas and engages in the group discussion most of the time. Contributes a lot of ideas and engages in the group discussion all of the time. Encourages others Encourages others rarely. Asks others for their ideas. Asks others for their ideas and thanks people or makes a positive gesture (eg, nods) when they contribute ideas. Asks others for their opinions and gives time for them to think. Acknowledges good ideas given by other group members. Makes people in the group feel comfortable to contribute and does not leave anyone out. Interacts with everyone in the group Works away from the group. Makes eye contact with everyone and acknowledges that they are there. Makes eye contact with everyone and talks to everyone in a friendly manner. Makes eye contact with everyone, talks to everyone in a friendly manner and involves everyone in the group discussion. Listens to others in the group Sometimes listens, but sometimes interrupts others. Listens and does not interrupt. Actively listens and nods and makes eye contact to show that they are listening. Demonstrates understanding of what they have listened to. eg: ‘your points relate to this.’ Appendix F Fictional planet information report (student work sample)