Assessment Task Sheet
Student Name: / Year Level: Year 3Name of Task:
Digital Presentation / Teacher:
LearningArea/s: History
Date Commenced: / Date Due:
Type of Task: / Oral / Written / Other….Digital
Task Conditions: / Individual / Pair / Group Work
In Class / Homework / Other
Opportunity to Access: / Books / Notes / Library / Technology
Assessed By: / Self / Peer / Teacher
Task Description Digital and Oral Presentation demonstrating Understandings and skills – Year 3 Australian Curriculum: History.
Unit: Should all Australians have the day off on ANZAC Day? Would ANZACs be forgotten if we didn’t have a public holiday on ANZAC Day?
Skills – Students are able to explain, describe, sequence, question, utilise sources and communicate.
Procedure:
· In response to stimulus material provided by teacher and sourced by individuals, students are to create a digital presentation (Weebly/Wiki or Blog) demonstrating their knowledge of the content and their response to the question ‘Should all Australians have the day off on ANZAC Day? Would ANZACs be forgotten if we didn’t have a public holiday on ANZAC Day?’
· Students are to present their (Weebly/Wiki/Blog) to others through a digital gallery.
Students are to state their finding and reflections on their learning to a small group /circle of peers.
a. The most interesting thing I learnt was...
b. What I enjoyed most about this investigation was that...
c. I’d like to know more about...
d. I’d like to be able to...
e. I wished we’d learnt about...
f. Our investigation could have been improved by...
g. Something I learnt about my own way of learning is that...
h. In order to improve I need to know more about...
i. In order to improve I need to develop my skills in terms of...
j. One of the most significant issues associated with ANZAC Day is...
k. An urgent action that needs to be taken by governments in relation to remembering the ANZACS is...
Resources:
‘Memorial’ Written by Gary Crew Illustrations Shaun Tan 1999
ISBN 0 85091 983 5.
http://www.youtube.com/watch?v=3Q5sYsN7Mas
http://www.youtube.com/watch?v=3SAODf8JPpU
Please refer to CES Documents concerning Ethical Use of WEB 2.0 Tools at Primary level.
History Criteria Sheet Year 3 (Term 4)
/ A / B / C / D / E /The digital reflection of student work has the following characteristics: /
Understanding / Reasoned explanations of:
· how and why life changed in the past
· aspects of the past that remained the same
· the significance of events in bringing about change and their connection to thepresent / Informed explanations of:
· how and why life changed in the past
· aspects of the past that remained the same
· the significance of events in bringing about change and their connection to thepresent / Explanations of:
· how and why life changed in the past
· aspects of the past that remained the same
· events and aspects of the past that have significance in the present / Explanations of:
· obvious changes to life in the past
· aspects of the past that remained the same / Statements of:
· obvious changes to life in the past
· aspects of the past that remained the same
Comprehensive descriptions of the experiences of individuals and groups over time / Effective descriptions of the experiences of individuals and groups over time / Descriptions of the experiences of individuals and groups over time / Simple descriptions of the experiences of individuals and groups over time / Identification of the experiences of individuals and groups over time
Skills / Sequencing of events and people in chronological order, using detailed and representative timelines / Sequencing of events and people in chronological order, using timelines / Sequencing of events and people in chronological order identifying key dates / Sequencing of events within a chronology / Sequencing of events in order
Development of logical and related questions about the past / Development of logical questions about the past / Development of questions about the past / Development of descriptive questions about the past / Use of obvious questions about the past
Discriminating location of written, physical, visual and oral sources from different points of view to answer inquiry questions / Effective location of written, physical, visual and oral sources from different points of view to answer inquiry questions / Location of written, physical, visual and oral sources from different points of view to answer inquiry questions / Location of information from a range of relevant sources and identification of explicit points of view / Location of information from supplied sources and identification of obvious differences in points of view
Clear and purposeful communication using historical terms and text / Effective communication using historical terms and text / Communication using historical terms and text / Communication using terms denoting time and text / Communication using terms denoting time