Sacred story: children's book - Religion and Ethics (2014)

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150070

Project: Sacred story — children’s book

This sample has been compiled by the QCAA to help teachers plan and develop assessment instruments for individual school settings. Opportunities for students to demonstrate particular objectives within the dimensions have been highlighted:

 Knowing and understanding

 Analysing and applying

 Planning and evaluating

Assessment instrument

Comments Context

You have been asked to create a children’s book that retells a sacred story in a contemporary way. You will then participate in a young writers’

festival panel discussion that explores the question: Why do we need to tell children sacred stories?

Task

This task has two components.

Component 1: Product

Produce a story book for primary school-aged children that retells a sacred story. The story book can be produced in class and in your own time over the next four weeks.

The book should:

 retell one sacred story from a religion of your choice

 use contemporary language that young readers will understand

 be illustrated so it captures the attention of young readers

 help children understand some of the views or practices of the chosen religion

 help children understand how the story might be relevant to the personal, relational or spiritual perspectives of their lives.

The books will be displayed in the library during the two weeks prior to the writers’ festival and during the festival.

The context provides the authentic, real-world opportunity to demonstrate learning, as described in Section 4.4.1 of the syllabus.

Component 1 offers opportunities to demonstrate:

 organisation of

information and material related to religion, beliefs and ethics

 use of language conventions and features to communicate ideas and information according to purpose

 recognition and description of concepts and ideas about religion, belief and ethics

 identification and explanation of the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society.

Religion and Ethics 2014

Sample assessment instrument

At least two aspects of the core are covered in the project, as stated in Section 4.4.1 of the syllabus.

Schools would preface their assessment with teaching and learning that enables understanding of the concept of sacred stories and the associated styles and features of the genre.

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Religion and Ethics 2014 Sample assessment instrument

Queensland Curriculum & Assessment Authority March 2015 Page 2 of 4

Comments Component 2: Performance

Participate in a panel discussion at a writers’ festival for 1 ½–3 ½ minutes.

The discussion will be recorded as an audio file.

You should discuss:

 the planning involved in writing the book, e.g. the time needed and the resources required

 the key ideas of the sacred story you wanted to convey

 how you presented those ideas, e.g. consider the setting, characters, structure, customs, language and visual format

 how those ideas link to personal, relational or spiritual perspectives

 your ability to research and plan (Would you change anything? Why?)

 how suitable the book is for children (Give reasons why you feel this way.)

 what you gained from doing this project

 advice you would give to other writers about to embark on a similar project

 a concluding statement that answers the question: Why do we need to tell children sacred stories?

Component 2 offers opportunities to demonstrate:

 communication of the outcomes of inquiries to suit audiences

 planning and

undertaking of inquiries about religion, beliefs and ethics

 explanation of viewpoints and practices related to religion, beliefs and ethics

 application of concepts and ideas to make decisions about inquiries

 analysing perspectives related to religion, beliefs and ethics

 appraisal of inquiry processes and the outcomes of inquiries.

Conditions

Assessment conditions Semesters 1–2

Product component Students are provided with 4 weeks continuous class time to develop and demonstrate the product component

Spoken component 1 ½–3 ½ minutes

Authentication strategies

Initial consultation: Discuss possible sacred stories and book formats with students.

Progress: Check in with students at regular intervals during the production process and offer feedback. Sight and discuss a draft of the spoken component and offer feedback.

Further advice regarding authentication strategies is available in the document Advice about strategies for authenticating student work for learning and assessment (available at

www.qcaa.qld.edu.au/downloads/senior/snr_tla_strat_auth_stud_work.docx) and in video clips in the series Implementing teaching, learning and assessment (on the Senior assessment hub at https://www.qcaa.qld.edu.au/31164.html).

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Instrument-specific standards matrix

Standard A Standard B Standard C Standard D Standard E

Knowing and understanding

The student work has the following characteristics:

 accurate recognition and comprehensive description of concepts, ideas and terminology about religion, beliefs and ethics

 accurate recognition and thorough description of concepts, ideas and terminology about religion, beliefs and ethics

 recognition and description of concepts, ideas and terminology about religion, beliefs and ethics

 partial recognition and simple description of concepts, ideas and terminology about religion, beliefs and ethics

 minimal recognition and superficial description of concepts, ideas and/or terminology about religion, beliefs and ethics

 accurate identification and comprehensive explanation of the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society

 accurate identification and thorough explanation of the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society

 identification and explanation of the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society

 inconsistent identification and disjointed explanation of the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society

 minimal identification and superficial statements of the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society

 comprehensive explanation of a wide range of viewpoints and practices related to religion, beliefs and ethics.

 thorough explanation of a range of viewpoints and practices related to religion, beliefs and ethics.

 explanation of viewpoints and practices related to religion, beliefs and ethics.

 simple explanation of narrow viewpoints and practices related to religion, beliefs and ethics.

 statements of information about viewpoints and/or practices related to religion, beliefs and ethics.

Analysing and applying

 detailed and thoughtful organisation of a wide range of information and material related to religion, beliefs and ethics in the sacred story

 methodical organisation of a range of information and material related to religion, beliefs and ethics in the sacred story

 organisation of information and material related to religion, beliefs and ethics in the sacred story

 inconsistent organisation of a narrow range of

information and material related to religion, beliefs and ethics in the sacred story

 collection of material related to religion, beliefs and ethics in the sacred story

 insightful analysis of a wide range of perspectives related to religion, beliefs and ethics

 in-depth analysis of a range of perspectives related to religion, beliefs and ethics

 analysis of perspectives related to religion, beliefs and ethics

 identification of aspects of perspectives related to religion, beliefs and ethics

 unrelated statements about religion, beliefs and ethics

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Standard A Standard B Standard C Standard D Standard E

Analysing and applying ^efficient and competent application of concepts and ideas to make justifiable decisions about the inquiry

 competent application of concepts and ideas to make informed decisions about the inquiry

 application of concepts and ideas to make decisions about the inquiry

 uneven application of concepts and ideas to make simple decisions about the inquiry

 use of concepts and/or ideas in the inquiry

 proficient use of language conventions and features to effectively communicate ideas and information in a sacred story for children.

 controlled use of language conventions and features to clearly communicate ideas and information in a sacred story for children.

 use of language

conventions and features to communicate ideas and information in a sacred story for children.

 inconsistent use of language conventions and features to communicate ideas and information in a sacred story for children.

 minimal use of language conventions and features to present ideas and information in a sacred story for children.

Planning and evaluating

 efficient and competent planning and undertaking of the inquiry about religion, beliefs and ethics

 competent planning and undertaking of the inquiry about religion, beliefs and ethics

 planning and undertaking of the inquiry about religion, beliefs and ethics

 partial planning and undertaking of the inquiry about religion, beliefs and ethics

 minimal undertaking of the inquiry about religion, beliefs and ethics

 fluent and cohesive communication of the outcomes of the inquiry that sustains audience engagement

 clear communication of the outcomes of the inquiry that engages the audiences

 communication of the outcomes of the inquiry to suit the audience

 vague communication of the outcomes of the inquiry, somewhat suited to the audience

 unclear statements of information about religion, beliefs and ethics

 reasoned and well- supported appraisal of inquiry processes and the outcomes of the inquiry.

 considered appraisal of inquiry processes and the outcomes of the inquiry.

 appraisal of inquiry processes and the outcomes of the inquiry.

 description of inquiry processes and the outcomes of the inquiry.

 fragmented description of inquiry processes and/or the outcomes of the inquiry.

This standards matrix has been made instrument-specific by specifying the context and genre and deleting aspects of the objectives not being assessed in this task.