Students: I can locate I can locate I can identify the I can create an Main Assessment Curriculum Link: Lvl

n Assessment Curriculum Link: Lvl 5 Curriculum Link: Lvl 6

coordinates and use coordinates and use x and y axis, the island on a map, complete with: Use a grid reference Introduce the Cartesian
directional language directional language origin, specific showing specific Map, landmarks, system to describe coordinate system using all
on a single Cartesian on a Cartesian plane features and map features and features, compass, locations. Describe four quadrants
plane. with 4 planes. landmarks of a creating a path using title, key, scale routes using landmarks (VCMMG230)
map on a coordinates for a coordinates. and directional language
Cartesian plane, person to get from (VCMMG199)
on a draft and one section of my
good copy. map to an important
landmark.

Overall Indicator mark.

Is beginning to grasp the concepts of coordinates, however

is struggling to understand more than one plane.
Shows an understanding for the cartesian coordinate plane
of all four quadrants, however, is not enthusiastic about
displaying or using this knowledge in his final work.
Student knew how to appropriately use 4 quadrant planes
however chose to use a single plane in his final assessment
stating its easier. The student did not include all features
to his map or an original shaped island (copied off an image).
Understands the simple concepts yet get confused easily.
Her final piece contained most of the features in the
success criteria, however the missing elements were the
title, compass, and scale.

Hayden* Strong concepts building, however still requires scaffolding

of coordinate investigation and location discovery.
Building strong concepts and can assist peers, however the
final product lacked many required elements as performance
attention was low on the day of the task.
Missing for 3/5 sessions, however could connect prior
leaning to content and create a visually appealing and
 appropriate final assessment piece that incorporated most
of the required features.
For this student, the work produced was above his
mathematic comprehension. He could display and explain
features and directions, however final piece lacked some
features- title, and key.
Extremely engaged and wanted to keep working on this
project. He could reach the success criteria and intended
learning (verbal and visual), however expressed he required
another lesson to complete the colouring and directions
around his map.
Understood the concepts very well however had some
trouble explaining concepts, final piece lacked title, key,
axis. (ESL student)
Understood the concepts however due to missing a session
she is slightly behind peers in comprehension, however can
describe basic direction and location directions.
Missed all classes except for one. She could complete a
final product that included all elements except for directions
around her island.
Used for quadrants in his final design in informal
assessment student could identify his confusion about
aspect in which PST assisted and guided through the task.

Baxter* Can use grid references appropriately and accurately to

describe cartesian coordinates of a single plane and all for
quadrants.
Understood concepts, however struggled with verbal
communication of directional language and coordinates and
needed to be looking at her map constantly and at a peer
for assistance.
Denis* Found it hard even with assistance and guidance (feedback)
to grasp the concepts required. Outside activity proved to
be challenging for Denis, however he could find 1 coordinate
with minimal assistance (teacher stood at a location and
Denis walked along the
x-axis to the correct position and down to find the
location).

Absent for one session, caught up with her peers after one
explicit teaching session and could explain and display
concepts well. Final piece lacked title, scale, key.
Absent two sessions, lacked comprehension in group
exploration, however still managed to create and explain his
map.
Away for the duration.

This student was in the extension group, however when it

came to the final task he displayed great difficulties in
understanding the set up for his information.
Well-presented final produce including all features minus a
scale and route. Could explain and display understandings.