The five steps you’re going to use will involve answering the following five questions:

  1. What are the learning objectives?


Literacy – texts in context

  • Identify the point of view in a text and suggest alternative points of view (ACELY1675)

    Literature – Literature and Context

    • Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons(ACELT1594)
  1. What criteria match those objectives?

General Capability ICT

intellectual property where they are required to acknowledge when they use digital products by someone else and start to indicate the source

  1. What kind of evidence do you need to gather?

Evidence that supports the learning expierences designed to meet these assessment task that will meet the learning outcomes

  1. What assessment task will you use?

Both formative and summative


Observations – Monitor and record via anecdotal record throughout the unit students progression of

Consultation – consult with students about locating, organising, recording information from sourced they have found. Discuss with students their progress with drafts and editing of these drafts of their presentation

Monitor students understanding – open ended questioning, peer reviews, student work including presentation, responses throughout lessons


Who’s’ View?: Students will take part in one assessment task that will form part of their literacy and literature marks for the term. They will demonstrate how to appropriate use ICT in the classroom to locate a story of which they will be required to deconstruct. These students will identify the point of view of the authors and suggest one alternative point of view. They will also be able to articulate their understanding of the way characters, events and setting are portrayed in different ways and support their speculations. This will be presented in a PowerPoint display of which they will hand in to the teacher for marking.

  1. What task specific descriptors should you use in the rubric?
Year 3 English QCAA standard elaboration A-E standards

Understanding and skills dimensions

Reception Modes – Text Structures

Understanding and skills Dimensions

Productive Modes – Text Structures


Year 3 English QCAA standard elaboration A-E standards

Understanding and skills dimensions

Receptive Modes – Ideas and Information in Texts

Understanding and skills dimensions

Productive Modes – Language Features


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