BOSTES | Board of Studies Teaching & Educational Standards NSW

• Home
• History (Mandatory)
• Work Samples
• Activities
  • Nile River Descriptive Report
    • Additional Information
  • Leaders of the Crusades: Saladin/Richard I (the Lionheart)
  • Impact of colonisation on Aboriginal peoples in the early years of the Australian colony
  • Medieval Holidays and Festivals
  • Richard and Saladin
  • Experiences of Contact
• Areas for Assessment

Home
1. Years 7-8
2. History (Mandatory)
3. Activities
4. Nile River Descriptive Report
5. Additional Information

Additional Information

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
High	presents a detailed and accurate description of the main activities and features of the Nile River effectively communicates knowledge making appropriate use of the descriptive report scaffold
Satisfactory	presents an accurate description of the main activities and features of the Nile river communicates knowledge making use of the descriptive report scaffold
Progressing	presents a simple description of some features/activities of the Nile river presents a simple structured report, with teacher guidance.

Feedback

Oral feedback from the teacher could include discussion of the best features of the students’ reports and student sharing of their reports with the class. Written feedback to the students could include comments about their accuracy and detail in the description of activities and features of the Nile and their ability to make effective use of the descriptive report scaffold.

Future directions

Teacher assesses students’ readiness for the next stage of learning based on their performance in this Activity. Review and reinforcement of previous learning may be appropriate if students have experienced difficulty with aspects of the Activity, eg further modelling of the descriptive report may be needed. Another assessment for learning Activity in this unit will enable students to further develop skills in structuring their responses by using a biographical recount scaffold.