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Warning: This resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away.

Assessment task 2

A multimodal presentation about a person or event that has contributed to the furthering of Aboriginal and Torres Strait Islander Rights in Australia

This task will be measured against the achievement standards for Year 6 in both English and History. The highlighted parts of the standards are addressed in this task.

Year 6 Achievement Standard: English

Receptive modes (listening, reading and viewing):

By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

Productive modes (speaking, writing and creating):

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

Year 6 Achievement Standard: History

By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group.

Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical event. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.

The assessment takes the form of two texts about the person or event the students have chosen.

Students will be provided with information about this summative assessment task in Sequence 1 but are not expected to make a firm decision about their choices until later in the unit, by which time they will have located, read and compared many source materials. Students should be reminded about the assessment task frequently throughout the unit and encouraged to make tentative lists to aid their final selection. The success criteria should be explicitly described with links made to the learning experiences in earlier sequences.

Adequate time will need to be set aside in the final weeks of the unit for students to share their presentations. A copy of the student instructions for the task will be given to each student during the teaching of Sequence 10. Students will contribute to the assessment of each other’s work against the stated criteria, and presentations will be selected for inclusion in the museum. Ideally all presentations will be selected.

An assessment rubric will be used when marking the task. Ask the students to assess their peers using the rubric and take their opinions into account when assigning grades. Students will require an overall grade of achieved or working beyond to have their presentations included in the class museum.