Assessment Task Sheet

Australian International Academy, Kellyville

NAME: _____________________________
YEAR LEVEL: 9 SUBJECT: Humanities (History) UNIT: Making a Nation
TASK NAME: Day in the life…
DUE DATE: 01 / 04 / 2019 NOTIFICATION DATE: 14 / 03 / 2019
UNIT INFORMATION
KEY CONCEPT: Change

RELATED CONCEPTS: Governance and Identity

GLOBAL CONTEXTS Identities and Relationship

STATEMENT OF INQUIRY:

Personal and social perspectives on the process and effects of globalization reflect local circumstances and values

OUTLINE OF TASK
Goal:
To empathise with the plight of those groups pivotal in the establishment of this nation.

Task Description:

Written Component (Criteria C) – Four (4) Journal Entries (300 words each entry)

Part A: Write four (4) detailed weekly/monthly journal entries depicting the life and activities you would experience if
you were ONE of the following people:
 Convict
 New Settler
 Specific Governor or Explorer (ask class teacher for approval)
 Afghan Cameleer

Think about their daily routine, responsibilities and goals to be achieved by the individual.

Written Component (Criteria A) – Extended Response (800 words total for Parts B & C)

Part B: Give a detailed description of the experiences of Indigenous people in Australia after settlement and before
federation. Use at least four (4) historical sources (not textbooks or equivalent) to describe contact experiences
between European settlers and Indigenous people. Include those historical sources in your extended response.

Part C: Compare and contrast (show similarities and differences) the experiences of Indigenous people with that of
another group of people. Contrast with the group that was selected for Part A. For example, Indigenous experience
compared/contrasted to the Afghan Cameleers in Australia prior to 1900s.

NSW BOSTES Outcomes:

 Explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-1
 Explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-4
 Explains different contexts, perspectives and interpretations of the modern world and Australia HT5-7
 Applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-9
 Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for
different audiences HT5-10

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
MYP Programme
Australian International Academy, Kellyville
ASSESSMENT TASK RUBRIC
YEAR LEVEL: 9 SUBJECT: Humanities (History) TERM: 1
NOTIFICATION DATE: 14 / 03 / 2019 DUE DATE: 01 / 04 / 2019
STUDENT NAME: …………………………………………………………………… CLASS: 9A Humanities
UNIT: Making a Nation TASK NAME: Day in the life …
CRITERIA A Knowing and Understanding
LEVEL LEVEL DESCRIPTORS (IB MYP
TASK INDICATORS
PUBLISHED)
The student does not reach a standard  did not complete any of the items below.
described by any of the descriptors given
0 below.

The student:  Basic knowledge and description of the

mystery and one theory.
 recognizes some vocabulary
 demonstrates basic knowledge and  Explanation and description of student’s
1-2 theory is limited.
understanding of content and
concepts through limited
descriptions and/or examples.

 Satisfactory knowledge and

The student:
understanding of theory.
 uses some vocabulary  Explanation and description of student’s
 demonstrates satisfactory theory is simple.
3-4 knowledge and understanding of
content and concepts through
simple descriptions, explanations
and/or examples.

The student:  Substantial knowledge and

understanding of theory.
 uses considerable relevant
 Explanation and description of student’s
vocabulary, often accurately theory is substantial.
 demonstrates substantial
5-6
knowledge and understanding of
content and concepts through
descriptions, explanations and
examples.
The student:  Excellent knowledge and understanding
of theory.
 consistently uses relevant
vocabulary accurately  Explanation and description of student’s
 demonstrates excellent knowledge theory is detailed.
7-8 and understanding of content and
concepts through detailed
descriptions, explanations and
examples.

TEACHER ASSESSMENT STUDENT ASSESSMENT

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
CRITERIA
C Communication
LEVEL LEVEL DESCRIPTORS (IB MYP
TASK INDICATORS
PUBLISHED)
The student does not reach a standard  did not complete any of the items below.
0 described by any of the descriptors given
below.
The student:  Communicates theory not
always clearly through out the
i. communicates information and ideas in a
speech.
style that is not always clear  Organises information and
ideas in a limited way.
1-2 ii. organizes information and ideas in a
limited way  inconsistently lists sources, not following
the task instructions.
iii. inconsistently lists sources, not
following the task instructions.

The student:  Communicates theory

somewhat clear through out the
i. communicates information and ideas in a
speech.
way that is somewhat clear  Organises information
and ideas somewhat.
3-4 ii. somewhat organizes information and  lists sources in a way that sometimes
ideas follows the task instructions.

iii. lists sources in a way that sometimes 

follows the task instructions.

The student:  Communicates theory mostly

through out the speech.
i. communicates information and ideas in a
 Organises information and
way that is mostly clear ideas mostly.
5-6 ii. mostly organizes information and ideas  lists sources in a way that often follows the
task instructions.
iii. lists sources in a way that often follows
the task instructions.

The student:  Communicates theory

completely clearly through out the
i. communicates information and ideas in a
speech.
way that is completely clear  Organises information
and ideas effectively.
7-8 ii. completely organizes information and
ideas effectively  lists sources in a way that always follows
the task instructions.
iii. lists sources in a way that always follows
the task instructions.

TEACHER ASSESSMENT STUDENT ASSESSMENT

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
ATL SELF REFLECTION:

Communication
Skill demonstration: Yes No
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Negotiate ideas and knowledge with peers and teachers
Read a variety of sources critically and for comprehension
Make inferences and draw conclusions
Use and interpret a range of discipline-specific terms and symbols
Take effective notes in class and make effective summary notes for studying
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences

Social
Skill demonstration: Yes No
Use e-learning platforms appropriately to build and develop learning partnerships
Delegate and share responsibility for decision-making
Practice empathy and help others to succeed
Take responsibility for one’s own actions
Manage and resolve conflict and work collaboratively in teams
Build consensus
Make fair and equitable decisions
Listen actively to other perspectives and ideas
Negotiate effectively
Encourage others to contribute
Exercise leadership and take on a variety of roles within groups
Give and receive meaningful feedback
Advocate for one’s own rights and needs

Self-management Skills:
Skill demonstration: Yes No
Record information accurately
Set goals that are challenging and realistic
Plan short and long term assignments and meet deadlines
Keep and use a weekly planner/Agenda for assignments
Plan strategies and take action to achieve personal and academic goals
Make right choices within the stipulated time
Practice focus and concentration
Practice strategies to overcome distractions
Demonstrate persistence and perseverance
Practice strategies to reduce stress and anxiety
Practice positive thinking
Practice “bouncing back” after adversity, mistakes and failures

Thinking skills:
Skill demonstration: Yes No
Think critically, analyzing and evaluating issues and ideas
Be creative in generating novel ideas and considering new perspectives
Transfer skills and knowledge across disciplines and subject groups

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
Research:
Skill demonstration: Yes No
Collect, record, verify, analyze and interpret data
Access information to be informed and inform others
Make connections between various sources of information
Find and use appropriate sources
Present information in a variety of formats and platforms
Understand and implement intellectual property rights
Identify primary and secondary resources
Create references and citations and construct a bibliography according to recognized
conventions

Thinking skills:
Skill demonstration: Yes No
Think critically, analyzing and evaluating issues and ideas
Be creative in generating novel ideas and considering new perspectives
Transfer skills and knowledge across disciplines and subject groups

ATL skills comment:

What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the ATL?
Explain below.

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Teacher: ……………………………………………………… Student: ……………………………………

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe