APPENDIX J

Year 9 Quest Name: Student B

Family Story Rubric

Criteria Research of Immigration and Family Story Interviews Internet, books and other resources Planning of family Story boards Interview Plans Time management

Brilliant!!!!! Score = 4 The family story was researched extremely thoroughly and was very informative.

Good, nearly there Score = 3 The family story was well researched and had some good information, although could have been more detailed.

OK/Not brilliant Score = 2 The family has been researched to a satisfactory level; the information could have been more detailed.

Not Up To Scratch Score = 1 The research completed was very basic. Students did not take full advantage of the research opportunities. Plan is messy, poorly organized, and would be difficult for anyone to understand or use effectively. Organisation of the family story was unsuccessful. The different features of the story were simple, disconnected and weak. Transitions are inappropriate or illogical. Communicate the family story in a very basic format. Only uses one of the techniques effectively. Simple vocabulary; some words used inaccurately.

Not Shown Score = 0 No research prepared.

Structure of the Family Story

Communication of Family Story

Vocabulary and Word Usage

Has planned to a very high standard. The interviews were completed and were very informative; everything was submitted by the due date. Organisation of the family story is sequential and appropriate, the story is well developed and appropriately divided; ideas linked with smooth and effective transitions. Communicates the family story exceptionally persuasively to a specific audience, through the use of pictures/words/spee ch/video. Exceptional vocabulary range, accuracy, and correct and effective word usage. Has presented six symbolic and interesting artefacts confidently; the artefacts are relevant to the family story. The

Has planned to a good standard. The interviews were completed and informative; most things were submitted by the due date. Proficient organisation of family story, lack some sophistication. Competent story structure; lacking some effective transitions. Communicates the family story persuasively to a specific audience, through the use of pictures/words/spee ch/video. Good vocabulary range and accuracy of usage.

Has planned to a satisfactory standard. Interviews may have been completed but were basic, most things were late. Limited attempts to organise the family story around the family history. The different features of the story mostly stand alone with weak or non-evident transitions. Communicates the family story to an acceptable level. Demonstrates some effective use of pictures/words/spee ch/video. Ordinary vocabulary range, mostly accurate.

No evidence of planning the story

No attempt given to structure the story.

Communicates minimal information. Format has technical errors. . Extremely limited vocabulary; word choices lack grasp of meaning and are sometimes inaccurate. Did not present any artefacts.

Presentation of Artefacts to the class

Has presented five or six symbolic and interesting artefacts; however some of the artefacts lack relevance to the family story.

Has presented three or four symbolic and interesting artefacts with some confidence; however he is nervous.

Has only presented two or three symbolic and interesting artefacts confidently; the artefacts are

A+ 28-26

A 25-23

B+ 22-21

B 20

C+ 19

C 18-17

D+ 16

D 15-14 Final Score: A

E+ 13 25/28

E 12 Grade:

Teacher Comments: Student B has completed a fascinating and very informative family story. The story was written well, with solid vocabulary and structure. He is encouraged to make sure that the words are visible on the PowerPoint (very difficult with the picture in the background). It may have also benefited Tom to present the family story in another format, to further push his ICT skills. He presented his 6 artefacts with maturity and has proved that he is a confident speaker. He is encouraged to make sure he always has his eyes on the audience to fully engage the other students. His choice of the six artefacts was relevant and fitted in well with his family story. A fantastic effort! Teachers Signature: Ms Koomen Date: _________________

VELS Progression Point/s

Dimension Working significantly above the level expected Working above the level expected Working at the level expected Working below the level expected Working well below the level expected

English Writing Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions. They use a range of punctuation accurately to support meaning, English Reading Students identify the ideas, themes and issues explored in texts (internet information), and provide supporting evidence to justify their interpretations. They produce personal responses to research questions Thinking Processes Reasoning, Processing and Enquiry Students use a range of question types, and locate and select relevant information from varied sources when undertaking investigations. When identifying and synthesising relevant information, they use a range of appropriate strategies of reasoning to evaluate evidence and consider their own and others points of view Historical knowledge and understanding Show understanding of the significance of changes over time through an evaluation of their influence on the present

Historical reasoning and interpretation Students select an appropriate presentation form for the results of an inquiry, using relevant concepts, a wide range of evidence and accurate language and conventions