The table below is an example of how this unit might be used to assess some
Level 6 standards.
|
Strand
|
Domain
|
Dimension
|
Key elements of standards
Students:
|
|
Physical, Personal and
Social Learning
|
Interpersonal Development
|
Working in teams
|
... work collaboratively, negotiate roles
and delegate tasks ...
... record their reflections on the effectiveness of learning in a
team.
... develop and implement strategies for improving their contributions
to achieving the team goals.
|
|
Physical, Personal and
Social Learning
|
Personal Learning
|
The individual learner
|
... determine, monitor and modify learning
improvement goals, taking into account current and future learning needs.
|
|
Physical, Personal and
Social Learning
|
Personal Learning
|
Managing personal learning
|
... allocate appropriate time and identify
and utilise appropriate resources to manage competing priorities and
complete tasks, including learner-directed projects, within set timeframes.
|
|
Discipline-based Learning
|
The Arts
|
Creating and making
|
... vary the content, structure and form
of their arts works to suit a range of purposes, contexts, audiences
and/or the conventions of a specific style, and demonstrate technical
competence in the use of skills, techniques and processes.
... effectively use a range of traditional and contemporary media,
materials, equipment and technologies.
|
|
Discipline-based Learning
|
English
|
Reading
|
... identify the multiple purposes for which
texts are created.
... compare and contrast the typical features of particular texts and
synthesise information from different texts to draw conclusions.
|
|
Discipline-based Learning
|
English
|
Writing
|
... select subject matter and begin to use
a range of language techniques to try to position readers ...
... compose a range of other texts, such as feature articles, webpages
and workplace texts.
... proofread and edit their own writing for accuracy, consistency
and clarity.
|
|
Discipline-based Learning
|
English
|
Speaking and listening
|
...compare ideas, build on others’
ideas, provide and justify other points of view, and reach conclusions
that take account of aspects of an issue.
|
|
Interdisciplinary Learning
|
Information and Communications
Technology
|
ICT for creating
|
... apply criteria to evaluate the extent
to which their information products meet user needs and comply with
intellectual property laws. (Level 5)
... appraise different strategies for organising and managing resources
involved in problem solving and creating information products.
|
|
Interdisciplinary Learning
|
Information and Communications
Technology
|
ICT for communicating
|
... (use) language appropriate to the selected
form of communication, and demonstrating respect for cultural differences.
|
|
Interdisciplinary Learning
|
Thinking Processes
|
Reasoning, processing and inquiry
|
... discriminate in the way they use a variety
of sources.
|
