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 persons 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