Criteria A B C D E The student work demonstrates evidence of: Part 1 Student identifies three Student identifies two Student identifies one Student requires Student is unable to The Countries/Places that or more reasons why reasons why the local reason why the local prompts to identify one identify any reasons Aboriginal and Torres the local area is area is important to area is important to reason why the local why the local area is Strait Islander Peoples important to Aboriginal Aboriginal and Torres Aboriginal and Torres area is important to important to Aboriginal belong to in the area and and Torres Strait Strait Islander People Strait Islander People Aboriginal and Torres and Torres Strait and why they are important Islander People Strait Islander People Islander People to them Knowledge Geographical ACHGK003 Understanding Part 2 Students identify and Student draws a Student draws a Student draws a Student draws a Student draws a describe the features of special place, special place, special place, special place, but special place, but is their special place and confidently explaining explaining why it is explaining why it is requires prompts to unable to explain why explain why it is special why it is special to special to them and special to them and explain why it is it is special to them to them ACHGK002 & them and accurately describes the features describes some special to them and and cannot describe and ACHGK004 describes the features in detail features describes the features any of the features Knowledge in detail Geographical Understanding Students make Student draws or Student draws or Student draws or Student draws or Student requires observations and writes three or more writes more than two writes two features for writes one feature for support to draw and completes a Y chart insightful features for features for each each sense (hear, see each sense (hear, see features for each about their special each sense (hear, see sense (hear, see and and feel) and feel) sense (hear, see and place using their and feel) feel) feel) senses Inquiry ACHGS001 & ACHGS002 Skills Students suggest ways Student identifies three Student identifies two Student identifies one Student requires Student was unable to that they can care for or more creative ways ways that they can way that they can care support to identify one identify ways to care their special place that they can care for care for their special for their special place way that they can care for their special place ACHGS006 their special place place for their special place Geographical
Criteria A B C D E The student work demonstrates evidence of: Part 1 Geographical Knowledge and Understanding The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the area and why they are important to them ACHGK003 Student identifies three or more reasons why the local area is important to Aboriginal and Torres Strait Islander People Student identifies two reasons why the local area is important to Aboriginal and Torres Strait Islander People Student identifies one reason why the local area is important to Aboriginal and Torres Strait Islander People Student requires prompts to identify one reason why the local area is important to Aboriginal and Torres Strait Islander People Student is unable to identify any reasons why the local area is important to Aboriginal and Torres Strait Islander People Part 2 Geographical Knowledge and Understanding Students identify and describe the features of their special place and explain why it is special to them ACHGK002 & ACHGK004 Student draws a special place, confidently explaining why it is special to them and accurately describes the features in detail Student draws a special place, explaining why it is special to them and describes the features in detail Student draws a special place, explaining why it is special to them and describes some features Student draws a special place, but requires prompts to explain why it is special to them and describes the features Student draws a special place, but is unable to explain why it is special to them and cannot describe any of the features Geographical Inquiry and Skills Students make observations and completes a Y chart about their special place using their senses ACHGS001 & ACHGS002 Student draws or writes three or more insightful features for each sense (hear, see and feel) Student draws or writes more than two features for each sense (hear, see and feel) Student draws or writes two features for each sense (hear, see and feel) Student draws or writes one feature for each sense (hear, see and feel) Student requires support to draw features for each sense (hear, see and feel) Students suggest ways that they can care for their special place ACHGS006 Student identifies three or more creative ways that they can care for their special place Student identifies two ways that they can care for their special place Student identifies one way that they can care for their special place Student requires support to identify one way that they can care for their special place Student was unable to identify ways to care for their special place