Nam

Deep
Knowledge
Deep
Understand
ing
Background
Knowledge
Cultural
Knowledge
Metalangua
ge
Problematic
Knowledge
Higher
Order
thinking

Stage 3

Shaylan Payne

Ryan McKellar

Shaylan Payne

Braidyn Smith

Stage 2

Tyrell Edwards

Outcome/ Indicator

Derice Moore

Quality
Teaching

Dreyshon Mckellar

8
Ways

Adam Edwards

Connected Communities - Unit Outcomes Overview Assessment Comments Term 2 2015

EN2-1A Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas and issues and
language forms and features.
EN2-2A: plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language.
EN3-2A: composes, edits and presents well-structures and coherent texts.
VAS2.3: Acknowledges that artists make artworks for different reasons and that various interpretations are possible
MA2-1WM: uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-17MG: uses simple maps and grids to represent position and follow routes, including using compass directions
MA3-17MG: locates and describes position on maps using a grid-reference system
HT3-2: Describes and explains the different experiences of people living in Australia overtime.
HT2-4: Describes and explains the effects of British Colonisation in Australia.
Connected Communities Final assessment Summative Assessment: Students identify different types of groups of people who make a community.
Name understands that communities are made up of groups
of people with common interests, beliefs or family relatives.
Name can give some examples of community groups within our
local community.
Name can identify the different types of communities that
exist within communities.
Name can identify jobs that members of our community
fulfil.
Name is able to identify types of leisure activities which
community members like to participate within.
Name is able to identify community elders within the Bourke
community and describe how the community has changed
overtime.
Design Task Summative Assessment: Students can provide examples of their Aboriginal art Gallery experience
Name can explain what the painting was about and how it was
significant and relevant to them.
Name shows an understanding and appreciation of Aboriginal
art and the different components involved.
Name worked cooperatively with peers to complete a finished
art work.
Communities within communities Summative Assessment Task:- Students are to name different groups that make a community.
Name can identify many different communities that make up
the whole Bourke community.

Aboriginal

Totems:- Students will be asked to complete a worksheet on their own Aboriginal Totem.

Name is able to understand the aspect of an aboriginal totem

and plan the meaning of the totem.
Name is able to plan and explain the belief and importance of
their totem.
Name is able to explain the significance of their totem in
relation to themself and their family.
Making Johnny cakes English task Summative Assessments:- Students will be asked to make Johnny cakes using Ngemba language and then write the procedure.
Name is able to complete the procedural writing for Johnny
cakes.
Name engages in the Ngemba language component of the
learning experience
Name is able to identify nouns, verbs, adjectives and cultural
language
Dreamtime stories Summative Assessment:- Students will be asked to create, write and present their own Dreamtime story.
Name was able to understand the purpose and meaning of
Dreamtime stories.
Name was able to create their own family Dreamtime story
and write it.

Name presented their Dreamtime story to class and guests

Crompton Downs Summative Assessment:- Students will be asked to undertake a field trip and engage in mens business and write a recount of the event.
Name attended the field trip.
Name was actively engaged in the mens business aspects of
the field trip. They displayed some understanding during the
learning experience.
Name was able to write a recount of the Crompton Downs
fieldtrip.
Mathematics Direction Summative Assessment: - Students will be asked to navigate their way around our local community to locate identified places/locations.
Name was able to provide directions to a peer using
N,S,E,W,NE,SE,NW,SW
Name was able to use the correct terminology to represent
mathematical ideas.
Name was able to locate places on a map of Bourke by
following given directions.
Name was able to create their own set of questions and give
them to another student to find a set location.
Name was a cooperative and active participant in the
treasure hunt with their team members.
Students will learn: Summative Assessment:- Observed throughout the unit.
Name can identify the important roles different communities
have in ensuring our whole community functions.
Name is able to identify how we contribute to our community.
Name worked cooperatively and engaged in the learning
experiences throughout the Unit of Work.

Comment/Evaluation: