Backward Design - UNIT PLAN TEMPLATE

How are Australian people connected to other countries in the world?

Year Level: 2

Teacher: Miss Ridge

Focus Curriculum Area (s): Geography

Duration: Term 2

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General
Capabilities
(GP)
Crosscurriculum
Priorities
(CCP)
Year Level
Content
Descriptors

Literacy

Numeracy

ICT

Ethical Behaviour

Personal
and Social

Intercultural
Understandi
ng

Asia and

Aboriginal
and
TSI Australias
Histories and Culture
Engagement
with Asia
Humanities and Social Science Content Descriptors
The connections of people in Australia to other places
in Australia, the countries of the Asia region, and across
the world (ACHGK012)
The influence of purpose, distance and accessibility on
the frequency with which people visit places
(ACHGK013)
Pose geographical questions
unfamiliar places (ACHGS013)

about

familiar

and

Collect and record geographical data and information,

for example, by observing, by interviewing, or from
sources such as, photographs, plans, satellite images,
story books and films (ACHGS014)
Reflect on their learning and suggest responses to their
findings (ACHGS018)

Critical and Creative Thinking

Sustainabilit
y
Year Level
Achieveme
nt
Standards

At Standard, students pose questions, locate, sort and record collected

information and/or data from provided sources. They identify and process
relevant information and/or data by categorising, sequencing events and
exploring points of view. Students use different formats to represent their
information, and draw simple conclusions. They participate in decisionmaking processes by contributing to group discussions. Students share
their findings in a range of ways, and develop simple texts using some
relevant terms. They reflect on what they have learnt using oral and/or
written forms.
Students locate major geographical divisions of the world, and describe
places at a variety of scales. They describe the interconnections between
Page 1 of 23

English Content Descriptors

Construct texts featuring print, visual and audio
elements using software, including word processing
programs (ACELY1674)

people and places, and they identify the factors that influence peoples

Mathematics
Collect, check and classify data (ACMSP049)

information about the past, and those that have significance today. They

Create displays of data using lists, table and picture

graphs and interpret them (ACMSP050)

peoples lives.

Knowledge (What are students expected to learn?)

Australians are connected to other places and people throughout the

world which include a persons interesting, travelling to different
countries, being involved in different culture

Students will learn how to collect data of places that students in the

class have visited and how to represent that data into a bar graph to
demonstrate how people are connected to others, how places are
important to others in regards to location, accessibility, distance.

The connection that Australian has with not only the Asian region but
also the rest of the world through, travel, culture and services and
environment.

connections with others in different places. Students identify people, sites

and parts of the natural environment in their local community that reveal

identify examples of how technology has changed and its impact on

Skills (What are students expected to be able to do?)

Students should be able to collect data using different methods through the
use of books, people and photos.
Create a brainstorm on other topics
Research using the internet
pose questions regarding research they read

LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......

Associate how people living in Australia can be connected to other parts of Australia or countries across the world
Collect and record data of places people have been in Australia and throughout the word in the classroom
Discuss with others using images/maps
Pose questions and research answers of unfamiliar places
Create a pamphlet by the end of the unit of work that focuses on the students connection to another country in the world that entices
someone to take a holiday there.

Page 2 of 23

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: (Summative task that cater for students across the full range of abilities)
Through what authentic performance tasks will students demonstrate the desired understandings?
Concise statement about
This unit of work focuses on students developing their understanding how people in Australia are able to be connected to other parts of the world through
family, travel and interest. Students are expected to undertake the unit learning about different countries in the world and how they can be associated with
other parts through the use of multi-modal by images, books and researching. Students are to create a pamphlet on a part of the world their family is
associated with, which entices others in the classroom to book a holiday to this country. This could be other parts of Australia or oversea like Asia. During
this assessment students will have the opportunity to work, in their guided reading groups investigating about different countries and how they live, in pairs
to review pamphlets against a checklist to see what is involved in a pamphlet and working individually to create their own pamphlet. The final assessment
where students create their own pamphlet is due at the end of the unit to work, where they get to work on during their computer time to create a good copy
and print it to hand it into the teacher.

Assessment Criteria: Derived from Achievement Standard or Content Descriptions and Skills or Scope and Sequence
Summative Assessment
Students pamphlet which is their summative assessment for this unit of work is marked using the rubric in Appendix 8. The marking rubric will focus on the
students understanding of the task, what information they provided to a person wanting to travel to the destination, their sentence structure which includes
capital letters, correct punctuation, correctly spelt words and also what visual aids they used to entice a person to visiting the country theyre connected too.
Assessment recording template: (what will be recorded and in what format?)
The educator will write notes on students participation whilst undertaking the unit of work. These notes will establish if students are engaging, discussing
and question the research they read and using their information to gain a deeper understanding that they can use to discuss with others, and also the
knowledge they write down on their brainstorm.
Students will also be marked upon if they have referenced the World map correctly using the correct spelling for countries as well as their placement.
The summative assessment which entails students to create a pamphlet will be
Feedback: (What sort of feedback will students receive?)
Students will receive feedback throughout the units of work through the following ways:
Informal: oral feedback during the class discussions and reading units
Page 3 of 23

Formal: written feedback on their naming the countries of the world which will show corrected work and writing on students work that they did well
and what they are needed to do next time. This is also associated with the sheet of work they fill in when reading example pamphlets.
Summative: Rubric to mark their final pamphlet product which incorporates the coloured dots that are used throughout other assessments (Red for
students who havent handed in their work, Orange for students who achieved half of the overall task, Yellow for students who are only missing one
part from the rubric, Green: students have covered everything needed to achieve a pass, Blue for students who have added a little bit extra about
their country and Purple of students who have gone above and beyond their year level), as well as having written feedback that provides the
students with what they have done well in this assessment task and what they could work on next time.
Self-assessment: (How will students reect upon and self-assess their learning?)
Students will reflect upon their learning throughout the unit of work by discussion as a class and in groups about the lesson previously to refresh their
memories and also by writing a reflective piece after they have finished their final pamphlet to write about what they think they did well in this assessment
and what they might need to work on to move up on the colour scale next time. Also to speak about what colour sticker they should get with their work and
why they think they have achieved this.
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
What events will help students:
Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?
Learning Experiences
1

This lesson will commence with the educator talking about different
countries they have visited, showing students on the map where it
is and using visual aids of what each country is like.
Review a book one in each group (see resources for book list)
Ask students what they already know about other countries around
the world. Show a map of the world on the board and write down
students answers to different countries next to each country
Explain to students that his inquiry task requires students to create
a pamphlet on a place that theyre connected to in the world,
making it appealing to someone who might want to visit.
Brainstorm on what the classroom bear needs to know before going
to a different country
How will someone get around the country?
What places should someone visit?
What is the weather like?

Assessment
For/As
Learning
(Formative Assessment)
Students will be assessed by their
brainstorm on what they already know
and through their questioning section
on what they need to find out
(ACHGS013)

Resources
The Bush Jumper Book
Jamils Clever Cat Book
Dont forget to Write Book
Somewhere in Africa Book
Map of the World
SMART board
Butchers paper
Coloured pens

Page 4 of 23

What should someone pack if they want to visit this destination

Best place to stay?
How to get around?
Students will hang their brainstorm up around
Review of the countries each group worked on in the lesson
previously.
Show students the world map using Google earth. Students will all
have a picture of the world photo copied.
Have students to name places that someone could visit from the
previous lesson and use Google Earth to show students where
each country is.
Students label the map with correct spelling of each country in the
correct spot.
Have students find out if their family has connection to other parts
of the world (family, heritage, past holidays)
Have connections ready for the next class to discuss. Inform kids
could use pictures, books to provide an understanding of their
heritage family or past holidays
Make connection of students in the class and other parts of the
World. What nationality is everyone?
Have students connect themselves to other parts of the world. Link
it on the world map to the correct country by colouring the country in
a coloured pencil
Students will use the iPads to find interesting facts about their
connections to other parts of the world to share with others in small
groups.
Class surveys on places the students have visited (e.g. other
countries, or other places in Australia).
Students collect data and represent data in a bar graph
Student analyse the graph to see where majority of people have
visited.
Students will finish full sentences in their writing book

Review the graph that shows where the class has visited.
Talk about how these places might have convinced you and your
family to go there.

Students will hand in their World Map

to teach to review if they were able to
place the correct countries in the right
spots with correct spelling. See
Appendix 1

SMARTboard Google
Earth
Photocopied map of the
World for students to fill in

Students will be assessed if they have Map of the world one for
placed the country that they are each student
connected to correctly on the world
map. See Appendix 1

Students work will be review during

the data collection, through a general
discussion of the data collected in
Appendix 2.

Data collection Sheet See

Appendix 2.
Graph paper. See Appendix
3
Sentence
starters
for
Students Data collection and bar students to reflect on the
graph will also be collected for data
collected
See
marking, as well as the sentences Appendix 4
they finished about the data collected
Teacher monitors students reading in Example of pamphlets for
their groups.
students to review
Worksheet is collected for the teacher
Page 5 of 23

9
&
10

11

Ask what sort of advertising they could have used?

Show students a sample of a holiday on a pamphlet.
Students get into their guiding reading groups. Each person in the
group has a pamphlet on a destination.
Each student in the group takes turns reading the pamphlet.
Students will discuss the question (See Appendix 5) and write their
answers down

to collect and mark if students

understood what they read in their
reading groups.

Revise on the last lesson on pamphlets

Have a group discussion on what the pamphlet revealed to
someone who might be traveling here.
Have students work in pairs and review a new pamphlet using the
checklist to see what the pamphlet incorporates

Review students checklist against the Examples of pamphlets

pamphlet they reviewed with a pair to Checklist for pamphlet See
see if they understand what is Appendix 6
involved in it.

Teacher explains that students will be using the place/country that

they are connected too, to create a pamphlet to entice someone to
visit for a holiday.
Using books, Ipads and computers students will research this place
making notes using the questions provided by the teacher See
Appendix 7
Looking for pictures that could be useful to use.

The educator will observe students

work and collect answered questions
to see how they are going with their
research

Review students work and discuss what needs to be in a pamphlet.

Students commence writing their draft of their pamphlet using the
information collected.
Some students may still be required to do additional research of
their place.
Students should be finishing their draft pamphlet.
Students work will be edited as they finished by the teacher to
correct any errors in their work.
Students will use the computers to complete their final pamphlet to
be printed out and collected by the educator to mark

The Educator will review students Writing books

work by reading over parts of their
pamphlet with them.
Gauging where students are up to and
how time effective they have been.

Self-reflection: Students are asked to write a small piece of they

thought they did well in their assessment and what they might need
to work on next time.

The educator will read through Reflection sheet to go with

students reflection and provide timely their pamphlet See
feedback orally to students
Appendix 9

Questions for students to

research See Appendix 7
Ipads
Books

Summative Rubric used to assess Computers

students pamphlet they have created Printer
See Appendix 8
Paper
Rubric for marking

Page 6 of 23

Rationale
The central focus of this inquiry is for students to gather an understanding and expand on
their current knowledge of connecting people to other places in Australian and also globally
(ACARA, 2013). The main idea is for students to locate other parts in the world, making the
connections to parts of the world that are connected to them and their family; this could be
through heritage or past holidays. During this unit of work students will develop their
knowledge using multimodal literacy, which includes books, pictures, websites and video
which directly links to the curriculum link of Collect and record geographical data and
information, for example, by observing, by interviewing, or from sources such as,
photographs, plans, satellite images, story books and films (ACHGS014) (SCSA, 2014).
Students will make a connection from their family and create a pamphlet that entices
someone to visit this place that can be connected to; the influence of purpose, distance and
accessibility on the frequency with which people visit places (ACHGK013) (SCSA, 2014).
Throughout the unit of work students will reflect on their understanding and question what
else they require to understand, which links to the content descriptor (ACHGS018) (SCSA,
2014). This unit of work can be linked to the School Curriculum and Standards Authority
under Humanities and Social Sciences for a year two students. Connecting others to
different places in the world also caters for the Achievement Standard in School Curriculum
and Standards Authority (2013) under the year two Humanities and Social Sciences as this
inquiry relates to students describing interconnections between people and places, and they
identify the factors that influences peoples connections with others in different places(p.25).
Throughout the unit of work, students will pose geographical questions about familiar and
unfamiliar places (ACHGS013) (SCSA, 2014). Alternatively, this backwards design also
relates to the content descriptor ACELT1674 (SCSA, 2014) as students construct their
pamphlet using a range of text and images to create their pamphlet using Microsoft office.
Reviewing the unit of inquiry, there is also links to Mathematic content descriptors of
ACMSP049, ACMSP050 (SCSA, 2014) as students collect data off the class and present it
in a bar graph of places that students have visited.
Backwards Design or Understanding by Design focuses on the educator designing the unit of
learning or learning experiences and curriculum to align with assessment tasks that are
designed to determine if students were able to learn and understand and achieve the desired
learning outcomes through a unit of work (Wiggings & McTighe, n.d. p. 1). When an educator
uses the Backwards Design approach, they should also consider a students interests,
current learning abilities and previous achievements (Wiggings & McTighe, n.d. p. 1). This
approach requires the educator think about the assessment at the beginning of planning a

Page 7 of 23

unit of work (Wiggings & McTighe, n.d. p. 2). The Backwards design can be classified into
three different stages: Identify Desired Results, Determine Acceptable Evidence and the final
stage of Plan Learning Experiences and Instructions (Wiggings & McTighe, n.d. p. 2). The
first stage can be broken down into three different sections that firstly focus on what do
educators want students to understand, know and be able to do. Wiggins and McTighe
(2011) explain that stage one concentrates on considering goals, examine established
content standards and review curriculum expectations (p.2). An educator needs to consider
these three areas before creating a unit of work. Subsequently, this stage requires an
educator to determine the important knowledge and skills they wish the students to master
through the unit of work to succeed at their assessment (Wiggins & McTighe, n.d., p.2). The
final part under Identifying desired results entails an educator identifying the big ideas and
knowledge that a student is require to attain from the unit of work (Wiggins & McTighe, n.d.,
p.2). An educator who incorporates all three of these areas under Identifying desired results
will determine how an educator should correctly incorporate the learning area to link with the
curriculum framework and students interests, current understanding and achievements to be
successful at school. Determine Acceptable Evidence is classified as the second stage of
backwards designs which concentrates on understanding if the student has achieved the
desired results as set out through the unit of work including all diagnostic, formative and
summative assessment task (Chatham University, n.d.). It requires the educator to review a
students work and identify if the student was able to entirely understand the content as a
whole, by the students displaying their work as evidence to display if they understood the
inquiry unit (Chatham University, n.d.). Stage 3 Plan Learning Experiences focuses on the
educator planning the learning experiences that teaches students to succeed in their
summative assessment. It also concentrations on aligning the learning tasks to be in
sequence to provide students with the best opportunity to understand the content by
engaging and effectively equipping students for the learning outcomes (Chatham University,
n.d.).
This planned unit of work in the Curriculum Area of Humanities and Social Sciences
incorporates English and Mathematics into the students unit of work. By using this
Backwards Design it supports an educator in creating clear and coherent learning objectives
that can be used throughout the whole inquiry for students to successfully understand
summative assessment which incorporates clear learning objectives throughout. Each of the
stages from the Backwards Design was integrated by planning the summative assessment
task first which links to the correct content descriptor under the Curriculum. By creating the
outcome, a student should achieve first a rich understanding of how to plan the learning
experiences and formative assessments task to clearly link to the summative assessment.

Page 8 of 23

Over the course of this unit of work, students will undertake numerous assessment tasks
from diagnostics, formative and finally their summative assessment task. During each
learning experience and educator will be able to comprehend and show evidence of where
students have developed their knowledge and areas of concerns. By developing a range of
assessment tasks through the unit of work an educator can gather evidence of a students
work to understand and provide feedback to students, parents and also to the teacher for
when it comes to reports. By using a different assessment types throughout the learning
experiences an educator can clearly review with the activities that relate to the learning
objectives that were compiled at the beginning of planning the Backwards of Design
approach. During this unit of work, the educator collects and marks formative assessment
tasks from students such as; collecting worksheets, review brainstorms, actively discussing
their knowledge, observing students interacting and researching and finally through their
summative assessment which students create a pamphlet on a place their family is
connected too. Additionally, this inquiry also integrates and aligns with each of the six
assessment principles on the School Curriculum and Standards Authority as an educator
should review these principles to improve a students learning (School Curriculum and
Standards Authority, 2014). Firstly, an educator should integrate the assessment into the
lesson planning to make sure all work activities are correlated to each other. This can be
used to construct judgment of a students progress throughout the inquiry (SCSA, 2014). As
well including students in the assessment process by supporting them to assess and
evaluate their own learning as they

review if they think they require additional support

(SCSA, 2014).. Creating assessment tasks that are considered to be fair by considering a
students ability, background, socio-economic and gender (SCSA, 2014). Furthermore,
design assessments to meet a specific purpose (SCSA, 2014), by creating assessment task
that determine a students current knowledge against achievement and content descriptors
from the correct year level (SCSA, 2014). Not to mention, assessment should be led by
informative reporting (SCSA, 2014), this involves the educator reporting on both summative
and formative assessment tasks by collected work samples and data throughout the learning
to provide feedback to students, parents and other teachers (SCSA, 2014). By collecting
data throughout the unit of work, an educator can collect reliable information about a
students learning abilities (SCSA, 2014). Finally the last assessment principle focuses on
school-wide evaluation processes, in which the school interprets the educators qualitative
and quantities data and standardised testing to reflect and identify educators teaching
practices (SCSA, 2014). By utilising the key principles of assessments in the backwards
design approach, an educator can collect different forms of assessment task to use to form a
reliable understanding of a students learning capabilities.

Page 9 of 23

The summative assessment task for this inquiry entails students creating a pamphlet that
relates to a place in the world that the student has a connection too. This assessment task
enables students to connect to the real world as it clearly links each student to a place of
their heritage or a place that there family has been too that connects them with the real
world. By creating a rich and creative assessment that entails students producing this
pamphlet that entices others to book a holiday provides students with the opportunity to be
actively engaged in a place that could be sacred to their family or a place that has a
sentimental value whilst providing students with the opportunity to be creative in selling the
country they are connected too, to entice others to visit.
This unit of work requires the educator to provide students with feedback throughout their
learning experiences. Feedback when applied correctly to a students work can help the
student to enhance their development on future tasks (Readman & Allen, 2013, p. 102).
Feedback should be explicitly given to each student through a variety of ways for students to
understand their current progress and what learning goals they should aim for in their work
(Readman & Allen, 2013, p. 102). In this insistence, the educator will take time to review all
the students drafts of their pamphlet providing written feedback through questioning and also
orally with students for them to understand what other information to add. An example of this
could be the educator asking the students to add a map of the country/place they are talking
about. Additionally, the educator will review students world maps and correct any mistakes,
this may entail the educator calling the student up to their desk and going through the World
map together so the student can understand the set out of the World. Furthermore, a review
the rubric in Appendix 8 against the pamphlet identifies if the student met the learning
outcomes by providing students with written feedback that indicates areas that the student
achieved and areas in which a student may need to set a goal to achieve better next time. All
feedback will be given throughout the unit of work as it is a vital part of the learning process.
If a student does not understand what they are achieving or not achieving, then they would
be unable to set goals and achieve the learning outcomes (Readman & Allen, 2013, p. 102).
The alignment between each learning experience and achievement standards demonstrates
development from the first learning experience where students make connection to
themselves and build on that knowledge to create their pamphlet that connects them to
another part of the world. By undertaking this unit of work, there is a clear link to the
achievement standards as students are able to actively describe the place and how they are
connected to that place or country. This can be seen throughout the learning as students first
link to places they have visited in Australia and also the rest of the world, by review learning

Page 10 of 23

experience one. By providing students with the opportunity to make their own connections it
can enrich their learning as they have a common denominator to the unit of inquiry.
This unit of work requires the educator to gather, identify and interpret a students work
samples to identify a students achievements and current progress. An educator is required
to gather information that clearly identifies the students prior and current knowledge of the
learning area, students work samples against curriculum framework and also to understand
a students achievements against others in the same year level (NSW Public School, 2012).
By gathering, identifying and interpreting student work samples and educator is able to relay
the students achievements and areas requiring work to the students parents or guardian.
Providing parents with regular feedback can be done through formal or informal
communication such as reports sent to parents twice a year, parent teacher interviews, notes
or work samples sent home for parents to review and sign, emails or phone calls (The
Department of Education Tasmania, 2006. This is so a parent can identify how their child is
going and if there are any areas of concern that the parent should know about (Reporting to
Parents Taskforce, 2006). Through this unit of inquiry, the educator can make notes on a
students achievements and areas of concerns to be used in contacts with parents.. For the
summative assessment the marked pamphlet and rubric is sent home for parents to review
and sign off on the students overall performance, which also informs the parents of strengths
and weaknesses of the students work. During the unit of work the educator is able to contact
the parents and conduct a conversation if they feel there are any concerns with the students
work samples using these as a guidance and evidence to indicate to the students parent. By
collecting, making notes and using checklists to identify a students understanding, an
educator can use work samples to demonstrate a students current ability and goals the
student should achieve by the end of the inquiry.
By creating a unit of work using the Backwards Design approach, an educator can visibly
create a unit of work that clearly links the summative assessment task to the learning
objectives, curriculum framework and for students to clearly have a link between the learning
experiences and develop understanding of the link between the assessment task and prior
learning. This design also supports the educator in making sure that their learning objectives
and experiences are clearly shown in the students work samples, curriculum links and
assessment tasks to identify if the student is able to achieve the learning outcome or requires
additional in-depth learning experiences. The backwards design can be designed for each
learning area and used over a course of each term to clearly indicate the curriculum areas
covered.

Page 11 of 23

Appendices
Appendix 1 World Map fill in the blanks

Figure 1. World Map (Enchanted Learning, n.d.)

Appendix 2
Page 12 of 23

Data Collection Sheet

Name_____________________________________

Date________________

What places have you

visited?
Country/Place

Tally

Total Number of People

Brisbane

II

Bali

IIII

Appendix 3
Graph paper for bar graph
Page 13 of 23

Appendix 4

Page 14 of 23

Finish the
collected

sentences

about

the

data

we

Our classroom data

represents__________________________________________

_____________________________________________________________________

The data shows the most popular place is

______________________________
and least visited place is
_______________________________________________

Page 15 of 23

Page 16 of 23

Appendix 5
NAME:___________________________

DATE_________________

Pamphlet Review Guided Reading Session

Title of the Pamphlet______________________________________________
Does your pamphlet have a map or any pictures?__________________
Write two thing you learnt from reading this pamphlet
____________________________________________________________________
Draw a picture of your destination

Appendix 6
NAME:_____________________________

DATE:_____________
Page 17 of 23

Checklist for Pamphlets

Example 1
What is in the Broucher..
Have a title?
Is there a map?
Does it have images, or pictures?
What it is about?

Example 2

Is it easy to read?
How do you get to this location?
(fly, bus, drive, train, boat)
What can you do there?

Page 18 of 23

Appendix 7

NAME:_______________________

Questions to research
Where in the world is this place?___________________________________________
How would you get to this place?___________________________________________
_____________________________________________________________________
What is the weather like?_________________________________________________
_____________________________________________________________________
What might you need to take with you? _____________________________________
_____________________________________________________________________
What can someone do there?_____________________________________________
_____________________________________________________________________

Page 19 of 23

How might someone get around the place? __________________________________

_____________________________________________________________________
What sort of food could you eat there? ______________________________________
_____________________________________________________________________
What fun activities could someone do? ______________________________________
_____________________________________________________________________

Page 20 of 23

Appendix 8
Rubric for Pamphlet

CATEGORY

Attractiveness &
Organisation
(Organisation)

Purple Sticker

Blue Sticker

Green Sticker

Yellow Sticker

Excellent

Good

Almost

Not Yet

The pamphlet has

exceptionally attractive
formatting and wellorganised information.

The pamphlet has attractive The pamphlet has wellformatting and well-organised organised information.
information.

The pamphlet formatting and

organisation of material are
confusing to the reader.

The pamphlet has all of the

required information (see
Appendix 7) and some
additional information

The pamphlet has all of the

required information (see
Appendix 7).

The pamphlet has most of The pamphlet has little of the

the required information
required information (see
(see Appendix 7).
Appendix 7).

All of the writing is done in

complete sentences.
Capitalisation and
punctuation are correct
throughout the pamphlet.

Most of the writing is done in

complete sentences. Most of
the capitalisation and
punctuation are correct
throughout the pamphlet.

Some of the writing is

done in complete
sentences. Some of the
capitalisation and
punctuation are correct
throughout the pamphlet.

Content - Accuracy
(Ideas)

Writing - Mechanics
(Conventions)

Most of the writing is not done in

complete sentences. Most of the
capitalisation and punctuation are
not correct throughout the
pamphlet.

Graphics/Pictures
The graphics go well with the The graphics go well with the The graphics go well with The graphics do not go with the
text and there is a good mix text, but there are so many
the text, but there are too accompanying text or appear to be
of text and graphics.
that they distract from the
few.
randomly chosen.
text.
Page 21 of 23

Comments:

Figure 3. Boucher Rubric (hrsbstaff, 2015).

Appendix 9
Self-reflection

Page 22 of 23

Figure 2. How I can Statements can work for you (The art of Education, 2012).

Page 23 of 23