ARC :: Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 47 KB)

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:
11-15 (High)	creates an effective text using a range of linguistic patterns and structures to convey information and express own ideas for a specific purpose applies grammatical rules and conventions to the development of clear and cohesive text identifies and incorporates aspects of the culture of Arabic-speaking communities in the development of text applies good knowledge of Arabic script.
6-10 (Satisfactory)	creates a text using some linguistic patterns and structures to convey information and express own ideas for a specific purpose applies grammatical rules and conventions to the development of cohesive text identifies and incorporates aspects of the culture of Arabic-speaking communities in the development of text applies some knowledge of Arabic script.
1-5 (Progressing)	creates a text using a limited range of linguistic patterns and structures to convey information and express own ideas applies grammatical rules and conventions to the development of text, relying on teacher support and modelled linguistic structures incorporates some aspects of the culture of Arabic-speaking communities in the development of text applies limited knowledge of Arabic script.

Feedback

The teacher will provide written feedback. Comments will inform students about their ability to:

convey information and express ideas in Arabic
use particular vocabulary and structures that are appropriate for a promotional flyer
identify and incorporate aspects of culture of Arabic-speaking communities
use Arabic script.

Future directions

If evidence indicates that students have experienced difficulty with the writing of the text for the promotional flyer, teachers may need to adjust subsequent learning experiences through additional modelling of structures and scaffolding to support the construction of text. Students whose performances satisfy the criteria then progress to the next Activity, where they role-play a shopping transaction in a clothing store.