Rubric adapted from: Rubistar. (2014). Create rubrics for your project-based learning activities. Retrieved from: http://rubistar.4teachers.

org
Year 5 Information Report Video Documentary Rubric
Year Level Achievement Standard English

Receptive modes (listening, reading and viewing)

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary
influence interpretations of characters, settings and events.

They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted
and explain their own responses to them. They listen and ask questions to clarify content.

Productive modes (speaking, writing and creating)

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and
images from a range of resources.

Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group
discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate
spelling and punctuation, editing their work to provide structure and meaning.
Australian Curriculum
Content Descriptions: English
Language

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text
will unfold (ACELA1505)


Rubric adapted from: Rubistar. (2014). Create rubrics for your project-based learning activities. Retrieved from: http://rubistar.4teachers.org
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place,
thing or idea (ACELA1508)
Literature

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)
Literacy
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound
appropriate to purpose and audience (ACELY1704)










Rubric adapted from: Rubistar. (2014). Create rubrics for your project-based learning activities. Retrieved from: http://rubistar.4teachers.org


The Task: Over the past two weeks you have been learning about the structural features of animals and plants and
how they adapt to survive in their environment. Your task is to write an Information Report on you
allocated animal/plant using the structure highlighted in class. You will then create an iMovie appearing
as a journalist on a television show known as Wildlife Wonders and present your information report on
your animal/plant.
Due Date: 7
th
of September 2014 (3 weeks)
Requirements: Your video is to go for no longer than 5 minutes.
Incorporate the use of visual aids such as diagrams, youtube videos and pictures.
Follow the structure of an Information Report.
You will be allocated time in your ICT lessons to learn how to use iMovie.
Timeline:
Date Length of Lesson What to do
14/08/2014 1 hour lesson Finish researching animal/plant
15/08/2014 1 hour lesson Begin planning information report
18/08/2014 1 hour lesson Continue planning and begin drafting
information report
1 hour lesson (ICT) Introduction to iMovie

Rubric adapted from: Rubistar. (2014). Create rubrics for your project-based learning activities. Retrieved from: http://rubistar.4teachers.org
19/08/2014 1 hour lesson Continue drafting information
report/begin revising
1 hour lesson (ICT) Develop storyboard for information
report
20/08/2014 1 hour lesson Revise information report and submit
for teacher editing
22/08/2014 1 hour lesson Begin publishing work
23/08/2014 1 hour lesson (ICT) Finalise storyboard, beginning finding
images and diagrams to support
information report.
24/08/2014 7/09/2014 1 hour each day dedicated to: - Finalising information report
- Recording information report
- Editing work on iMovie









Rubric adapted from: Rubistar. (2014). Create rubrics for your project-based learning activities. Retrieved from: http://rubistar.4teachers.org

CRITERIA A B C D
Criteria: Video
Presentation
Student is completely
prepared and has
obviously rehearsed.
Student seems
prepared but might
have needed a couple
more rehearsals.
The student is
somewhat prepared,
but it is clear that
rehearsal was lacking.
Student does not seem
at all prepared to
present.
Presentation is 4 - 5
minutes long.
Presentation is 4
minutes long.
Presentation is 3
minutes long.
Presentation is less
than 3 minutes OR
more than 6 minutes.
Stands up straight,
looks relaxed and
confident. Establishes
eye contact with
during the
presentation.
Stands up straight and
establishes eye contact
during the
presentation.
Sometimes stands up
straight and establishes
eye contact.
Slouches and/or does
not established eye
contact.
Criteria: Information
Report Structure
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Information has little
or nothing to do with
the main topic.
All topics are
addressed and all
questions answered.
The student has
included topic
sentences, supporting
All topics are
addressed and all
questions answered.
The student has used
included topic
sentences, supporting
The topics and
questions are mostly
addressed. The student
occasionally uses topic
sentences, supporting
information and/or
The topics and
questions are not
answered. The student
does not use topic
sentences, supporting
information and/or

Rubric adapted from: Rubistar. (2014). Create rubrics for your project-based learning activities. Retrieved from: http://rubistar.4teachers.org
information and
concluding sentences.
information and
concluding sentences
at times.
concluding sentences. concluding sentences.
Diagrams and
illustrations are neat,
accurate and add to the
reader's understanding
of the topic.
Diagrams and
illustrations are
accurate and add to the
reader's understanding
of the topic.
Diagrams and
illustrations are neat
and accurate and
sometimes add to the
reader's understanding
of the topic.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of the
topic