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Assessment Rubric
Outcome	Assessment Task	Assessment
English: TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively	Students give a brief prepared personal response to a news account of a natural disaster
English: TS3.3 Discusses ways in which spoken language differs from written language and how spoken language varies according to different contexts	Students present a short prepared information report on a type of natural disaster, giving factual, organised and relevant information
English RS3.5 Reads independently an extensive range of texts with increasing content demands and responses to themes and issues	Students gather, interpret and record relevant information resources from a wide variety of print and screen-based sources using several strategies: - skimming, scanning, using indexes, glossaries, table of contents, headings, captions, key words, search tools
English RS3.6 Uses efficiently an integrated range of skills and strategies when reading and interpretting written texts	Students recognise text types and comment on how various texts present information
English RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers' and viewers' understanding of texts	Students identify and explain the role of features such as chapters, sub-headings, paragraphs, captions, word chains and noun groups
English WS3.12 Produces texts in a fluent and legible style and uses computer technology to present these in a variety of ways English WS3.13 Critically analyses own texts in terms of how well they have been written, how effectively they present the subject matter and how they influence the reader English WS 3.14 Critically evaluates how own texts have been structured to achieve their purpose and discusses ways of using related grammatical features and conventions of written alnguage to shape readers' and viewers' understanding of texts	* Students sequence mixed explanations; highlight grammatical structures; and investigate and discuss how posters and screen-based texts differ from more traditional print texts * Students independently construct a narrative the impact of a natural disaster on a community * Students jointly construct an explanation of one type of natural disaster * Students independently construct an information report on one type of natural disaster using appropriate paragraphing, topic sentences and graphical devices * Students independently write a procedural explanation about how to make a working model of a volcano
Science * There are many physical phenomenom which change the environment * Evaluate social and environmental costs and benefits of technological activities * Report on social and environmental costs and benefits of familiar technology * Be curious about and appreciate the natural environment	* Students jointly construct an explanation of a natural disaster * Students identify features of environments that affect communities * Students investigate use of technology to protect against natural disasters * Students design posters to support aid to communities suffering from a natural disaster * Students construct an information report on one type of natural distaster
Human Society * Interactions between people and environments * Identify ways people interact with environments to satisfy needs and wants * Iniative investigations, identify, gather, analyse, organise, synthesise and apply information and reflect to investigate social and environmental impacts of natural distasters * Recognise the interdependence of people and the environment	* Students identify features of environments that affect communities * Students identify features of disasters that affect people and their communities * Students present a personal response to a news account of a natural disaster * Students write a narrative on the impact of a natural disaster on a community
Respect for others	* Students construct a poster to support aid to communities suffering from a natural disaster * Students prepare and present to a younger class a procedural explanation about how to make a working model of a volcano
Teamwork	* Students cooperate effectively in small groups and as a whole class to investigate and respond to the topic

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