Assessment

Identification of the relevant section of Curriculum achievement standard:

This unit incorporates an array of Curriculum achievement standards from English, History and Visual Art strands. This will be assessed over the
duration of three learning experiences, which aim to integrate the teachings over the unit duration, providing students with the opportunity to their
overall understanding of unit content.

English:

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515).
Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516).
Understand the uses of objective and subjective language and bias (ACELA1517).
Understand the uses of commas to separate clauses (ACELA1521).
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases
(ACELA1523).
Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in
factual and persuasive texts (ACELA1524).
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525).
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to
learn and spell new words, for example technical words and words adopted from other languages (ACELA1526).
Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social
and cultural contexts (ACELT1613).
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).
Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711).
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for
example table of contents, glossary, chapters, headings and subheadings (ACELY1712).
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media
and digital texts (ACELY1713).
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and
digital resources appropriate to purpose and audience (ACELY1714).
Reread and edit students own and others work using agreed criteria and explaining editing choices (ACELY1715).
Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716).
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of
interaction and needs and expertise of the audience (ACELY1816).

History:

Use historical terms and concepts (ACHHS118).
Identify questions to inform an historical inquiry (ACHHS119).
Locate information related to inquiry questions in a range of sources. (ACHHS121).
Compare information from a range of sources. (ACHHS122).

Visual Arts:

Develop and apply techniques and processes when making their artworks (ACAVAM115).
Plan the display of artworks to enhance their meaning for an audience (ACAVAM116).




Components from the Queensland Curriculum and Assessment Authority have also been included within the summative assessment piece.

In Year Six students:

LS 6 (i) - Identify different purposes for listening and speaking, select and modify text structures and language features for the chosen content and
context.
LS 6 (ii) - Plan, research, rehearse and deliver spoken presentations specific to learning areas by: selecting and sequencing researched content,
refining ideas and language choices and selecting multimodal resources to influence audiences to accept a point of view.
LS 6 (iii) - Communicate to: interpret and evaluate information relevant to opinions, clarify, question and extend ideas, develop arguments,
interrogate ideas and information, interpret and analyse learning area language and identify subjective (exemplifying speakers thinking), objective
(information and ideas based on fact), evaluative language and bias.
LS 6 (iv) - Compose and contribute in different groups and settings by choosing and responding to spoken language features and non-verbal cues,
including selecting vocabulary to create detailed and accurate descriptions.
LS 6 (v) - Use interaction and communication skills to contribute to informal debates and discussions by: interrogating and analysing ideas, evaluating
information and comparing solutions, repairing breakdowns in discussion and offering explanations and describing processes.
LS 6 (vi) - Use words and word groups in complex sentences, including nominalisations (a process for forming nouns from verbs or adjectives) to
identify or refer to ideas, concepts, people, places and objects and use verb tenses that locate events in time.
LS 6 (vii) - Use learning area vocabulary to specify content and present opinions.
VR 6 (ii) - View and read written, visual and multimodal learning area texts that :use contents, home pages and subpages, glossaries, full indexes, and
supporting details to enhance readability, contain new information that requires reading and research to build background knowledge and connect
relationships between ideas and concepts.
VR 6 (iii) - Use text-processing strategies when viewing and reading, including: connecting to prior knowledge about the author and specific learning
area content, questioning, crosschecking and reviewing texts to identify point of view and using literal and inferred information to draw conclusions
about significant concepts, arguments or descriptions.



VR 6 (iv) - Independently view and read and demonstrate understanding of learning area texts by: synthesising and comparing information and ideas
within and between texts, comparing texts that represent ideas and events in different ways to determine similarities and differences, analysing
information and supplying evidence from interrelated parts of texts and evaluating and summarising point of view.
VR 6 (v) - Identify and describe words and word groups that: represent ideas and relationships in sentences, including extended noun groups and
phrases and extend ideas and show relationships.
VR 6 (vi) - Independently read with fluency: learning area specific vocabulary and words of significance used to define concepts or ideas.
VR 6 (vii) - Predict and confirm the meaning of unfamiliar words and decode them using and combining cues including knowledge about word origins,
base words, prefixes and suffixes.
WC 6 (i) - Identify the purpose, content, context, text structure and writerreader relationships when writing and creating learning area texts.
WC 6 (iii) - Plan, draft and publish texts using strategies including: sourcing reliable information and recording detailed notes, using features such as
full indexes and paragraphs that aid navigation and editing for content, language, visual choices and to enhance meaning.
WC 6 (iv) - Write paragraphs that maintain the pace or sense of texts, including using headings, subheadings and logical structures that support the
purpose.
WC 6 (v) - Maintain meaning across paragraphs and short texts by: selecting sentence structures to link relationships within and between paragraphs,
using word groups and phrases, omitting and replacing words, using subjective, objective or evaluative language and selecting connectives to link
forward or back to ideas in the text.
WC 6 (vi) - Use words and word groups including: noun groups, phrases and adjectives to create effective, detailed and accurate descriptions, adverbs
and phrases to show time, place and cause and verbs and adverbs to intensify meanings, expand and sharpen ideas.
WC 6 (vii) - Write using sentence structures, that include sentence fragments and single words, to emphasise, extend and explain ideas and
information.





Description of the final culminating assessment task:


Students will be provided with a component from Indigenous and Torres Strait Islander histories and cultures, sourced from the set text Playground
(refer to list below) and required to research, plan, draft and publish a 500 word informative text. Once students have published their text, they will be
required to orally present their finding to the class. In addition, students will further be required to demonstrate their knowledge, through the creation
of a visual arts medium (drawing, collage, painting etc.).


Where babies come from.

Welcoming a new arrival.

Family Relationships.

Homes.

Mother Tongue.

First Lessons.

The right way of learning.

Journeying.

Getting Water.

Getting Bush Tucker.

Going Hunting.

Going Fishing.

Cubbies and Toys.

Playing Sport.

Playing in the Water.

Learning through Song and Ceremony.

Learning through Stories and Pictures.

Growing Up.



The marking rubric that will be utilised, requires students to use the knowledge gained throughout previously taught lessons to research, plan, draft
and publish a 500 word informative text that focuses on an aspect from Indigenous and Torres Strait Islander histories and cultures.

The descriptors of quality being used are as followed: - A = Very High Achievement, B = High Achievement, C = Sound Achievement, D = Minimal
Evidence of Achievement.