ARC :: Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 58 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:
16-20 (Very high)	presents a clear outline of the aims and achievements of the relevant UN agency and Australia's role in the agency accurately sequences a range of relevant activities of the agency locates and selects relevant information from a range of ICT sources presents research using an appropriate, well-structured text
11-15 (High)	presents an outline of the aims and achievements of the relevant agency and Australia's role in the agency accurately sequences some relevant activities of the agency locates and selects relevant information from ICT sources presents research using an appropriate, structured text
6-10 (Satisfactory)	identifies some of the aims and achievements of the relevant agency and/or Australia's role in the agency sequences some activities of the agency selects information from ICT sources presents research using an appropriate text
1-5 (Progressing)	identifies some of the aims and/or achievements of the agency identifies and/or sequences some of the activities of the agency needs guidance to locate and select basic information from ICT sources presents a basic report with limited structure/editing.

Feedback

Students could report orally to the class on their research and compare their findings with those of other students. Student work could be displayed around the class to allow for sharing of information. Feedback from teacher may be oral or written. Peer evaluation based on criteria negotiated by the teacher and class would also be a useful way to encourage students to deepen their knowledge of the different UN agencies, while also reflecting on their own learning.

Future directions

An oral follow-up Activity could involve a class debate or forum on Australia's role in the UN. A guest speaker representing one of the agencies could be invited to share insights and experiences. Students could make email or other contact with the agency. In the next part of this unit, students move on to a case study of Australia's peacekeeping role in Cambodia. Future assessment for this unit will require students to present the text of a speech for a meeting of the UN General Assembly explaining and assessing Australia's role in the UN between 1945 and 2000.