DJABUGAY RAINFOREST INFORMATION REPORT

MARKING CRITERIA SHEET

YEAR: 6 TERM: 4 UNIT: Geographical Inquiry and Skills - Djabugay Rainforest TEACHER: Mrs Gee

STUDENT NAME: OVERALL MARK:

Task-specific assessable elements

Extending

Proficient

Demonstrating

Developing

Emerging
By the end of Year 6, students create
detailed texts elaborating on key ideas
for a range of purposes and audiences.
The student is extending
beyond the specified
learning outcomes.
The student is working
beyond the specified
learning outcomes.
The student has
demonstrated the
specified learning
outcomes.
The student needs
support to develop the
specified learning
outcomes.
The student needs
explicit support to
develop the specified
learning outcomes.
Text Knowledge: Information Report (Writing and Creating - WC 6, Listening and Speaking - LS 6, Viewing and Reading -VR 6)
Year 6 - Geography / Geographical Inquiry and Skills (ACHGS040)
Year 6 – English / Literacy (ACELT1618; ACELA1524, ACELY1713)
General Statement identifies the subject:
Djabugay rainforest; location, map &
climate

Description 1 – History of the Djabugay
rainforest

Description 2 – One person’s connection
to the Djabugay rainforest (students use
their author research).

Description 3 – Description of one animal
that inhabits the Djabugay rainforest
(students use Exposition info).
• Scientific, common and name in one
other language • Animal type • Habitat
• Eating habits • Threats • Life cycle

Description 4 - A significant event that
impacted the Djabugay rainforest i.e
Events depicted in the Dreaming stories,
events that occurred during the
colonization period, climate impacts,
deforestation (ACHGS040).

EXTENDING STUDENTS
Description 5 – Possible course of action
to improve or lessen the impacts caused
by the selected significant event.

Information is detailed and demonstrates
acquired subject knowledge
Information is presented in a logical and
organised manner and supports the
purpose of the text.

Grammar Knowledge (Writing and Creating - WC 6)
Language for expressing ideas
- Relating processes (verb groups) define,
describe and classify; action processes
(verb groups) describe activities and
behaviors; simple present tense;
language choices add precision and
enhances meaning.

Language for connecting ideas
- Expanded noun groups; relating verbs;
dependent clauses express details about
place, time and manner.

Language for interaction
- Declarative statements with little
evaluation.

Language for creating cohesive texts
- Appropriate use of headings,
subheadings; paragraphs and complex
sentence structures; sentence fragments
and words emphasise, extend and
explain; vocabulary i.e. technical
participants (nouns); and punctuation
and spelling.

Visual Knowledge (Viewing and Reading - VR 6)
Region and rainforest map provided.
Visual elements used enhance meaning.
Comments:









Foley, C. (2012). Understanding emerging, developing, proficient, and mastery grades. Retrieved 13/09/2014 from
http://mrsfoleysthirdgradeadventures.blogspot.jp/2012/10/understanding-emerging-developing.html

Humphrey, S; Droga, L & Fee, S. (2012). Grammar and meaning. Primary English Teaching Association Australia: Newtown, NSW