Student Name: Checklist for assessment:
Students group poster
Student self-assessment (My Learning Activity) Filmed advertisement (group)
Overall grade for unit:
Criteria A B C D N/A
Awareness of
Traditional owners and their relationship to place.
Indigenous perspectives on changes and impact of colonisation (History outcomes, Ethical Understanding)
Student displayed high-level awareness and understandings of the importance of place to Indigenous local groups.
Student was able to effectively apply this understanding ethically throughout the sequence.
Students demonstrated high-level understanding of the impact of colonisation and Indigenous perspectives around these changes.
Student throughout the sequence showed developing understanding of Indigenous perspectives, importance of place to local Indigenous groups.
Student displayed ongoing ethical awareness and ability to conceptualise Indigenous perspectives on place, changes in the landscape and the impact of colonisation. Student will benefit from more experiences around the impact of awareness of the importance of place to local Indigenous peoples. They applied themselves ethically in discussions around Indigenous perspectives. Some development is necessary in fully understanding and displaying their awareness of the impact of colonisation on Indigenous land/special places.
Student in group work displayed some understanding of the importance of place for local Indigenous peoples. They place and the impact of colonisation in work samples. More learning experiences around differing perspectives are required.
Student did not display any awareness around the importance of place/land to local Indigenous people.
Student did not apply themselves ethically to consider differing colonisation. Student requires more allocated experiences/time spent
ethical responding to differing perspectives.
Concept of continuity and sustainable continuity in the landscape (History outcomes, Aboriginal and Torres Strait Islander perspectives and histories,
Sustainability outcome)
Student demonstrated throughout the sequence a high-level awareness of the concept of continuity.
They were able to effectively identify continuity in local area and apply this knowledge to planning for
sustainable continuity in the community. Students displayed an on-going awareness of the importance of sustaining continuity suitability and for continuity of Indigenous importance of place/land.
Student displayed in sequence and demonstrated in advertisement an understanding of the concept of continuity.
The students identified continuity in familiar places.
They were able to detail some importance of sustainable continuity for Indigenous and non-Indigenous place/land.
Some development is necessary in articulating this sustainable continuity further for full
conceptualisation of the Indigenous concept of continuity and the importance of place.
Student demonstrated a foundational understanding of the concept of continuity.
They identified some aspects of continuity in familiar places. The student in group work was able to articulate the importance of sustainable continuity, but displayed in self-assessment a low-level understanding of this.
More detailed learning experiences that extend this learning around continuity is needed for individual conceptualisation.
Student displayed a foundational understanding of the concept of continuity. They identified one example of continuity. In group work they were supportive of others ideas around sustainable continuity and showed some understanding of this in
poster/advertisement performance.
Student indicated a low-level understanding of continuity on self-assessments. Further lesson content in group/individual work settings around continuity is necessary for this student.
Student displayed little or no understanding of the concept of continuity. They did not articulate any examples of continuity in familiar places and did not contribute in group work to elaborating the importance of sustainable continuity in familiar places.
Further lesson content and individualised focus in necessary for student to grasp concept of continuity in future lessons.
Changes over time in history
(history outcomes, geography outcomes)
Student displayed an advanced understanding of changes over time in familiar places. They displayed and demonstrated a high-level understanding of the impact of Indigenous, colonial and present settlement/activities and was able to articulate the outcomes of these impacts on continuity/changes.
They conducted a high-level focus on one negative change and the reasoning and outcomes of this change.
Student demonstrated an understanding of changes in the local environment over time. They were able to articulate the impact of colonial, Indigenous and their own (present day) activities and how these impact or change the land.
The student would benefit from further learning activities that enable them to explore and enhance this understanding further.
They focussed attention on one relevant negative change in a familiar place and articulated the causes of this change.
Student demonstrated some understanding of changes over time in familiar places. They detailed in group work, the impact of their own, colonial and some activities of Traditional land owners on special places. Student, with group, articulated one relevant change and some reasons behind this. The student requires further learning experiences around cause and effect concepts to be able to explore impacts and changes in the environment.
In individual work the student displayed some understanding of changes over time and through group work demonstrated a foundational understanding of this. They were able, with group prompting, recognise one negative change in the environment and with assistance, recognise the causes and outcomes of this change. The student requires extended learning experiences around cause and effect and recognising changes in familiar places.
The student displayed little or no
understanding or awareness of changes in familiar places. They did not articulate any causes of these changes and did not participate with the group to focus on one negative change.
The students requires high-level engagement in future lessons around the concept of changes in familiar places.
Active citizenship plan for change action, work collaboratively and application of their active citizenship skills and knowledge. They worked well in groups to plan for a relevant and well-thought-out change action that recognised their own and others role and responsibility to sustainable continuity.
The student applied their active citizenship skills to reflect on their learning and collaboratively plan for a relevant change action.
They articulated their own role and responsibility and other role in sustainable continuity of place.
Student demonstrated a developing awareness of their own active citizenship skills through collaborative planning. Some instances within work/group planning showed an awareness of their own role and responsibility in sustainable continuity.
Issue/change action was relevant.
Student in group work showed a foundational understanding if their role or active citizenship skills.
They planned for a relevant action plan, however was poorly developed and
understanding of their active citizenship skills through no articulated of their own role or responsibilities around place. They did not work collaboratively with others. Change action was relevant but not developed.
displayed little understanding of their role in sustainable continuity or responsibility.
Use of resources and literacy devices (ICT outcome, Literacy outcome)
Student showed an advanced understanding and use of ICT resources to gather, synthesise and utilize relevant information.
Student demonstrated an advanced use of persuasive language devices in planning and in performance that were relevant to the activity and intended audience.
Student actively gathered and evaluated ICT resources that were relevant to their focus.
They applied these successfully throughout the sequence. Student demonstrated a well-developed understanding and use of persuasive language and devices in planning and performance.
Student showed some engagement with relevant ICT resources, however some care needs to be taken around applying the information in personal work. Student was able to apply some persuasive language within the planning and performance with assistance from group or feedback from teacher. Specialised focus in literacy/ICT needs to be provided for this student.
Student engaged with ICT resources and applied them minimally through their work or used irrelevant resources.
They utilized some persuasive language within their planning and performance with group or teacher assistance.
Specialised focus in literacy/ICT needs to be provided for this student.
Student engaged/
utilized little or no ICT resources throughout the sequence. They used little or irrelevant persuasive language in their planning and/or performance.
Specialised focus in literacy/ICT needs to be provided for this student.
Assessment criteria HD: 80 – 100 DN: 70 – 79 CR: 60 – 69 PP: 50 – 59 NN: <50 1. Plans engaging and
appropriate Society and Environment learning opportunities.
(25)
Highly detailed and creative planning for student engagement. Insightful planning for exploration of the selected Society and Environment concept.
Provides a critical and well-argued framework for curricular and pedagogical decisions in the annotation commentary.
Thorough and thoughtful planning for student engagement. Planning enables effective exploration of the selected Society and Environment concept. Provides a critical and well-organised framework for curricular and pedagogical decisions in the annotation commentary.
Well-organised, conscientious planning for student engagement. Planning enables some purposeful treatment of the selected Society and Environment concept.
Provides a well-argued framework for curricular and pedagogical decisions in the annotation commentary.
Some useful and relevant planning for student engagement. Planning enables some treatment of the selected Society and Environment concept. In justifying Society and Environment planning, considers some curricular and pedagogical decision-making factors in broadly sensible ways in the annotation commentary
Partial, limited and/or basic planning. Simple and/or inadequate planning for engagement with a selected Society and Environment concept. Overly descriptive and/or simplistic annotation commentary. Describes what was planned rather than discussing the reasons for the planning approaches adopted. The sequence of lessons lacks coherence.
2. The planning enables progression in children’s thinking and understanding in relation to the chosen Society and Environment concept through a range of different assessment activities and tasks.(25)
Plans insightfully and skilfully for progression in the selected Society and Environment concept. An excellent and imaginative range of relevant assessment activities.
Provides a convincing justification of planning decisions relating to the level of activities in the annotation commentary.
Plans very effectively for progression in the selected Society and Environment concept. A very good range of relevant assessment activities.. Thoughtfully justifies planning decisions relating to the level of activities in the annotation commentary.
Demonstrates an awareness of some key ideas relating to progression in the selected Society and Environment concept in the planning of student activities. A good range of relevant assessment activities. Justifies planning decisions relating to the level of activities logically and sensibly in the annotation commentary.
Identifies a few relevant ideas and/or activities relating to progression in the selected Society and Environment concept in the planning of student activities.
Some attempt to link theory with practice, with inconsistencies in the effectiveness of establishing this dialogue. Some relevant justification of planning decisions relating to the level of activities in the annotation commentary.
Limited awareness demonstrated of issues around progression in the selected Society and Environment concept in the planning of student activities. Few references to any wider academic or pedagogical literature.
Limited and/or unpersuasive justification of planning decisions relating to the level of activities in the annotation commentary.
3.The annotation justifies the benefits of incorporating a controversial issue in the sequence of lessons, deploying effective pedagogy in this area and demonstrates a contextualised understanding of the nature and value of
The inclusion of a topical or controversial issue enhances the unit to impressive effect. Excellent reflection upon how the issue will be handled and possible sensitivities. The incorporation of an active citizenship dimension enhances the unit significantly. A
The inclusion of a topical or controversial issue enhances the unit significantly. Good reflection upon how the issue will be handled and possible sensitivities. The incorporation of an active citizenship dimension is engaging and thoughtful. A well-argued sense of the possibilities of active
The inclusion of a topical or controversial issue is thoughtful and improves the unit. Some worthwhile reflection upon how the issue will be handled. The incorporation of an active citizenship dimension is purposeful and practical. A professional and grounded sense of the possibilities of
Sound if only partially successful incorporation of a topical or controversial issue.
Some attempt to reflect upon how the issue will be handled. Some effort to demonstrate incorporation of a Citizenship dimension within the unit. There is some sound if largely descriptive or generalised
The attempt to incorporate a topical or controversial issue is unsuccessful or misunderstood. There is little or no discussion of this issue. The attempt to incorporate a Citizenship dimension is unsatisfactory or ill-conceived. Little awareness is demonstrated of what makes for effective
active citizenship and participation in Australian primary schools, with respect to the planned lesson sequence. (25)
sophisticated and persuasive appreciation of the possibilities of active citizenship is conveyed in the annotation commentary.
citizenship is conveyed in the annotation commentary.
active citizenship is conveyed in the annotation
commentary.
discussion of the possibilities of active citizenship in the annotation commentary.
Citizenship learning.
4. Effectively communicates information and ideas drawing upon an appropriate academic literature. Deploys appropriate academic writing conventions, S
& E terminology and APA referencing (25)
Highly engaging and well-organised communication.
Accomplished use of APA referencing conventions and accepted conventions for scholarly writing, as well as confident and fluent use of Society and Environment language and concepts within the planning and annotation. Significant and thoughtful engagement with a wider academic literature, including journal articles, in evidence in the annotation.
High-level clarity of communication. Accurate use of APA referencing conventions, spelling, grammar and different formats as appropriate for the assignment. Effective use and deployment of Society and Environment concepts and subject-specific language in the planning and annotation . Good engagement with wider academic literature in evidence in the annotation.
Appropriately structured writing. Ideas, explanations, and justifications are usually conveyed clearly. Some minor inaccuracies in the use of APA referencing conventions, spelling, grammar. Accurate use made of appropriate for society and environment subject-specific concepts and language in the planning and annotation.
Engages with wider academic literature in appropriate ways in the annotation.
Appropriately structured writing. Meaning usually but not consistently clear. Some inaccuracies in the use of APA referencing conventions, spelling, grammar. Variability in the effective use of subject-specific terminology in the planning and annotation.
Some evidence of deployment of wider reading in the annotation.
Does not meet the minimum expected requirements of academic writing or communication in a Society and Environment context.
Referencing is inconsistent and/or incomplete.
Significant examples of incorrect use of terminology and writing conventions. The planning and/or the annotation is lacking in coherence.
Limited evidence of wider reading in the annotation.