The Importance of the Little Para River

Goal: To identify the importance of the Little Para River environment within students real-world contexts
Geography - Year 4 Achievement Standard
By the end of Year 4, students describe the location of selected countries using compass direction. They describe and compare the characteristics of places in different locations at local to national scales. They
identify the interconnections between components of the environments and between people and the environment. Students recognise the importance of the environments and identify different possible
responses to a geographical challenge. 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. Students interpret geographical data to identify spatial distributions and simple patterns and draw conclusions.
They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify some possible effects of their proposed action.
Geography - Year 5 Achievement Standard
By the end of Year 5, students describe the location of selected countries in relative terms. They explain the characteristics of places in different locations at local to national scales. They identify and describe
the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on
the characteristics of places and environments. They identify and describe different possible responses to a geographical challenge.
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. Students interpret maps, geographical data and other information to identify and describe spatial distributions, simple patterns
and trends, and suggest conclusions. They present findings and ideas using geographical terminology in a range of communication forms. They propose action in response to a geographical challenge and
identify the possible effects of their proposed action.
Criteria Minimal Partial Satisfactory Good Excellent
Includes a headline as No headline or includes Includes a simple Includes a headline to capture the Includes a headline to Includes a higher-level headline to
part of their recognition a headline not relevant headline relevant to the audience’s attention relevant to the engage audience in engage audience in topic such as
of the importance of to the topic. topic topic. topic. including topic specific vocabulary
environments
Used information from Uses less than 2 Uses 2 sources as Uses 3 sources as supporting Uses 4 sources to Includes 5 sources to support
a variety of sources. sources as supporting supporting evidence. evidence in response to challenge. support evidence in evidence in response to the
evidence. E.g. Popplet, Research booklet, response to the challenge.
Excursion, Analysis booklet, challenge
Reflection round table discussion,
Internet sources
In assessment booklet, Does not describe Describes characteristics Describes characteristics based on Describes Describes characteristics based
describes characteristics with no with a small amount of evidence. characteristics based on a range of evidence with
characteristics of Little use of evidence. evidence.  Vegetation on evidence with greater supporting detail
Para River at a local  Animals supporting detail
scale.
In assessment booklet, Does not recognise Identifies limited Identifies one element of Identifies one or more Identifies one or more possible
recognised the environmental understanding of environmental importance and one elements of responses to environmental
importance of importance and cannot environmental possible response to a challenge. environmental importance and the geographical
environments and identify a response to a importance and limited importance (s) and one challenges faced with supporting
identified a response to challenge. response to a challenge. or more possible information.
a geographical responses to challenge.
challenge
Presentation of ideas Minimal contribution Contributes some Contributes relevant information and Regularly contributes Regularly contributes thought
through a range of and recording. information and ideas in ideas in class discussions. relevant information provoking ideas and relevant
sources, e.g. class class discussions when and ideas in class information in class discussions.
discussion, book work called upon. discussions.
and excursion
Vocabulary Minimal use of topic Uses a small range of Use topic specific vocabulary in Uses a range of topic Uses a greater range of topic
specific vocabulary in topic specific vocabulary context both when speaking and specific vocabulary in specific vocabulary in context both
context both when in context both when writing. context both when when speaking and writing.
speaking and writing. speaking and writing. speaking and writing.
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

Creatively designed to
show personal view
which communicates
meaning.
Use of different
techniques in planning
and making artworks.
Demonstrates little to
no curiosity and
initiative towards artistic
processes.
No use of techniques
Demonstrates limited
curiosity and initiative
towards artistic processes
that shows limited
meaning.
Use of 1 different
technique and attempts a
2nd technique.
Demonstrates curiosity and
initiative towards own artistic
processes that communicates
meaning.
Use of 2 types of different
techniques in planning and
making of artwork
- Bold title
- Use of colour
- Use of images
Demonstrates active curiosity
and initiative to take an
informed risk, communicating
meaning.
Use of 2 or more different
techniques in planning and
making of artwork.
Demonstrates an active and
higher level of curiosity and
initiative to take informed risks,
communicating meaning.
Use of 3 or more different
techniques in planning or making
of artwork.