Location

Goal: To identify the importance of the Little Para River environment within students real-world contexts
Mathematics – Year 4 Achievement Standard
By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections
between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They
describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information
contained in maps.
Mathematics- Year 5 Achievement Standard
By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students
connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret
different data sets.
Geography – Year 4 Achievement Standard
Students develop geographical questions to investigate and locate, collect and sort information and data from different sources to answer these questions. They record and represent data and the location of
places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their
features using grid references and compass direction.
Geography – Year 5 Achievement Standard
Students develop appropriate geographical questions for an investigation. They locate, collect and organise data and information from a range of sources to answer inquiry questions. They represent data and the
location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title and north point. They describe the location
of places and their characteristics using compass direction and distance.
Criteria Minimal Partial Satisfactory Good Excellent
Identify and use scale No use of scale. Includes scale however unable Includes scale with accurate Includes scale with accurate Includes scale with accurate
on a map (1cm=1m) to draw accurate use of scale. representation on map, representation on map, identifying representation on map,
identifying key features on both usual and unusual items on identifying both usual and
map. map. unusual items on map and
Creation of directions No directions evident Directions are inconsistent and Directions are consistent and Directions are consistent and Directions are consistent and
using both co-ordinate and does not use provides only some sequencing provide a sequence of steps provide clear, detailed sequence provide clear, detailed
points, compass points mathematical language of steps, including the use of 2 which use two of the following of steps which use three or more sequence of steps which use
and transforming to complete. of the following - Co-ordinate points of the following five or more of the following
language (rotate, slide) - Co-ordinate points - Compass points - Co-ordinate points - Co-ordinate points
- Compass points - Transforming - Compass points - Compass points
- Transforming language language - Transforming language - Transforming
language
Use of key features on No use of key map Uses at least 1-2 key features of Uses 3 key features of a map. Uses 4 key features of a map, Uses 4 key features of a map,
a map features. a map, with minimal recording. - Co-ordinates, legend which are detailed and reflected which are detailed, reflected
and north point. on map. on map and used accordingly.
- Co-ordinates, legend, - Co-ordinates, border,
title, north point. legend, title and north
point.
Presentation of work Work is incomplete and Work is complete, however Work is complete which is Work is complete which is clear Work is completed which is
includes use of ruler, omitting required confusing in areas, however no clear. Use of ruler and pencil and detailed. Use of rule and visually appealing through use
pencil and neatness. features of map. No use of ruler or pencil. and presentation is easy to pencil and presentation is neat of ruler, pencil and neatness,
use of ruler or pencil. Presentation is minimally clear, read. and organised. including no marks and clear
Presentation is not however not easy to read. organisation of work.
clear.
Presentation of ideas Minimal contribution Contributes some information Contributes relevant Regularly contributes relevant Regularly contributes thought
through a range of and recording. and ideas in class discussions information and ideas in class information and ideas in class provoking ideas and relevant
sources, e.g. class when called upon. discussions. discussions. information in class
discussion and book discussions.
work

The Arts
Visual Arts- Year 4 Achievement Standard
By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks.
Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.
Visual Arts - Year 5 Achievement Standard
By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art
making.
Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how
the display of artworks enhances meaning for an audience.

Criteria Minimal Partial Satisfactory Good Excellent

Use of visual
conventions,
techniques and
processes completed.
Use of creativity, effort
and originality.
Neatness/Craftmanship
Following Directions
Artwork is not
completed and no use
of visual conventions.
Demonstrates little to
no curiosity and
initiative towards artistic
processes.
Artwork is extremely
messy and incomplete.
Directions have not
been followed and
several errors made.
Artwork has several areas
incomplete and attempted
use of 2 visual
conventions.
Demonstrates limited
curiosity and initiative
towards artistic processes
that shows limited
meaning.
Completed artwork looks
somewhat messy.
A few directions were
followed, but several errors
were made.
Artwork is completed with the
use of 2 visual
conventions/processes.
- Leaves, colouring,
collage
Demonstrates curiosity and
initiative towards own artistic
processes, however, has
used original concept as a
basis.
Completed artwork is neat,
but some areas could use
improvement.
Most directions were followed
but some errors were made.
Artwork is completed with the
use of 3 visual
conventions/processes that
add detail.
- Leaves, collage,
colouring
Demonstrates active curiosity
and initiative, using own
ideas and showing creativity
and originality.
Completed artwork is very
neat.
All directions were followed
with one or two errors made;
however student was quick to
correct.
Artwork is completed with the use
of 4 or more visual
convention/processes that add
detail and originality
- Leaves, collage,
colouring,
flowers//gumnuts,
detailed background,
realistic trunk
Demonstrates an active and
higher level of curiosity, showing
exceptional creativity and
originality.
Completed artwork is
exceptionally neat.
All directions were followed to the
fullest extent with no errors.