reflection on learning to reflection on learning to reflection on learning to guided reflection of directed reflection of propose reasoned action in propose plausible action in propose action in response learning to propose action learning to propose action response to an issue or response to an issue or to an issue or challenge in response to an issue or statements about the challenge challenge challenge description of the probable possible effects of the thorough description of the detailed description of the effects of the proposal partial description of the proposal probable effects of the probable effects of the probable effects of the proposal proposal proposal purposeful presentation of informed presentation of presentation of ideas, partial presentation of ideas, fragmented presentation of skills ideas, findings, viewpoints ideas, findings, viewpoints findings, viewpoints and findings, viewpoints and ideas, findings, viewpoints and conclusions in a range of and conclusions in a range of conclusions in a range of conclusions in a range of and conclusions in a range of and communication forms with communication forms that communication forms that communication forms that communication forms that considered incorporation of incorporate relevant: incorporate: incorporate aspects of: with fragmented use of: relevant: source materials source materials source materials source materials Inquiry source materials mapping mapping mapping mapping mapping graphing graphing graphing graphing graphing communication communication communication communication communication conventions conventions conventions conventions conventions discipline-specific terms discipline-specific terms discipline-specific terms discipline-specific terms discipline-specific terms Key shading emphasises the qualities that discriminate between the A–E descriptors
Inquiry and skills reflection on learning to propose reasoned action in response to an issue or challenge thorough description of the probable effects of the proposal reflection on learning to propose plausible action in response to an issue or challenge detailed description of the probable effects of the proposal reflection on learning to propose action in response to an issue or challenge description of the probable effects of the proposal guided reflection of learning to propose action in response to an issue or challenge partial description of the probable effects of the proposal directed reflection of learning to propose action statements about the possible effects of the proposal purposeful presentation of ideas, findings, viewpoints and conclusions in a range of communication forms with considered incorporation of relevant: source materials mapping graphing communication conventions discipline-specific terms informed presentation of ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate relevant: source materials mapping graphing communication conventions discipline-specific terms presentation of ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate: source materials mapping graphing communication conventions discipline-specific terms partial presentation of ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate aspects of: source materials mapping graphing communication conventions discipline-specific terms fragmented presentation of ideas, findings, viewpoints and conclusions in a range of communication forms that with fragmented use of: source materials mapping graphing communication conventions discipline-specific terms Key shading emphasises the qualities that discriminate between the A–E descriptors
ac_hass_yr6_se.docx