Vous êtes sur la page 1sur 3

Year 7 WLF Assessment Task 2 Notification 2018

Department Wisdom Life Faith Studies


Course Year 7

Due Term 2 Week 7 – The first lesson of this week


Submission Details Students must submit a board game with all equipment in hard copy. It is
to be submitted in the first WLF class you have in Week 7 to your
classroom teacher.

Task No. 2
Weight 25%
Components Board Game
Outcomes  Students will be able to describe what characteristics make a hero
and give examples.
 Know of a heroic Biblical character/s.
 Work effectively as a group

Description of Task Students are to form groups with a maximum of 4 students. They are to
research one Biblical story of Heroism within the Old Testament from the
list below:

 Noah
 Moses
 Elijah
 Daniel and the Lion’s Den
 David and Goliath
 Samson and Delilah
 Abraham
 Jonah and the Whale
 Nehemiah

As stated above, your board game must be presented as a hard-copy and


include all the equipment required to play the game including:

 Dice
 Figurines/Counters to move around the board
 Playing Question cards related to the Old Testament story and to
Heroism
 Instructions & Rules on how to play
NOTE: Electronic board games are not permitted.

Your board game must be submitted in a box with YOUR GROUP NAMES
(FIRST & LAST), TEACHER’S NAME and CLASS CODE needs to be on the outside
of the box.
Task Outline
1. Form a group and select a Biblical hero from the list provided and link the story to topics
covered on Heroism
2. Conduct research into your biblical hero
3. Research board game designs
4. Decide the type of board game that will 'work' with the chosen Biblical story and Heroism
5. Design & make a simple board game for Year 4 or 5 children.

How will you be assessed?

Your games will be graded on the following criteria:


 Team work and collaboration during the research and design stages of the game
 Clear links to the Biblical Hero in the Bible using key terms, themes and concepts from that
chapter
 Clear links to Heroism
 Creativity, uniqueness of the game
 Neatness and organisation of the game
 Directions of the game are either typed up or written clearly and explained thoroughly
 Rules of the game are described very well, so people know what they can and cannot do!
 Grammar, spelling, and punctuation of directions, rules, and of game board—your game
needs to be understandable!
 Playability—if you make it, you should want to want to play it!
MARKING GUIDELINES
Marking Guidelines (25%) BOARD GAME
Performance Criteria

 The game demonstrates a sophisticated understanding of the


chosen Bible story and key character (hero)
 The game integrates clear links to Heroism throughout 19 - 25
 The group develops a creative, unique game that is easy to follow
Sophisticated and play
 There is consistent use of correct grammar and spelling in all areas
of the game
 The group demonstrates a sound degree of collaboration and flair
during the research and design phase of the board game
 Support guide is clear, detailed and coherent
 The game demonstrates a sound understanding of the chosen Bible
story and key character (hero)
 The game makes links to Heroism throughout
 The group develops a creative game that is somewhat easy to 13 – 18
Sound follow and play
 There is mostly consistent use of correct grammar and spelling in
the game
 The group demonstrates some degree of collaboration and flair
during the research and design phase of the board game
 Support guide is somewhat clear, detailed and / or coherent
 The game demonstrates a basic understanding of the chosen Bible
story and key character (hero)
Working  The game makes few links to Heroism 6 – 12
Towards  The group develops a game that is somewhat easy to follow and
play
 There is some use of correct grammar and spelling in the game
 The group demonstrates some collaboration during the research
and design phase of the board game
 Support guide is completed
Limited  The game does not make many links to the chosen Bible story or 0–5
Heroism
 The group develops a game that is sometimes difficult to follow and
/ or play
 There is basic use of grammar and spelling in the game
 The group demonstrates little collaboration and flair during the
research and design phase of the board game
 Support guide is incomplete