Task 1 – 2 Graphic Organizers (20 %): Individual
(High Distinction) (Distinction)
DESCRIPTORS
17 - 20
 Excellent structure
 Good structure supporting
supporting the content
 Attractive design leading
 Attractive design leading to a
to a very high quality
work
Presentation  
 Demonstrates very high
level of technical skill
 Excellent presentation  Good presentation style as a
style that fully engages
the reader
 Excellent coverage of
content
 Excellently organized
contents and
paragraphs
 Content is largely
accurate, and excellently
Content documented using
excellent language
 Shows excellent
understanding of the
topic by presenting
excellent ideas,
providing relevant
content
 Excellent and relevant
language used; very
Language appropriate for the
intended purpose and
audience
(Credit)
13 - 16
the content
quality work
Demonstrates good level of
technical skill
holistic concept
 good coverage of content
 organized contents and
paragraphs
 Content is largely accurate,
and documented using very
good formal language
 Shows excellent
understanding of the topic
by presenting very good
ideas, providing relevant
content.
 good and relevant
language used; very
appropriate for the intended
purpose and audience
(Pass) (Fail)
9 - 12 5-8 1-4
 Acceptable of structure
 Above average structure
supporting the content
supporting the content
 Attractive design leading  Poor structure supporting
 Above average design
to an average quality the content
leading to a good quality
work  Poor design leading to a
of work
Demonstrates average poor quality of work
 Demonstrates good level
level of technical skill  Demonstrates very poor
of technical skill
 Acceptable presentation level of technical skill
 Above average
style according as a  Poor presentation style
presentation style as a
whole
whole concept
 concept
 Acceptable coverage of
content
 Above average coverage
 Contents and
of content
paragraphs are
 Organized contents and  Poor coverage of content
averagely organized
paragraphs  Poorly organised contents
 Content is accurate, and
 Content is accurate, and and paragraphs
documented using
documented using good  Shows poor understanding
average formal
formal language of the topic by presenting
language
 Shows good poor ideas, providing
 Shows acceptable
understanding of the topic irrelevant content
understanding of the
by presenting good ideas,
topic by presenting
providing relevant content
ideas, providing some
relevant content
 Above average and  Acceptable and relevant  Poor and irrelevant
relevant language used; language used; language used; very
appropriate for the appropriate for the inappropriate for the
intended purpose and intended purpose and intended purpose and
audience audience audience
1
  Information was
organized excellently
Organization  Excellent organization
with a very clear
structure with each
section logically related
to others.
 Learners are highly
capable in self-
regulation, and
proactively take
responsibility for their
Character own learning They
can clearly articulate
Self-regulation how self-regulation
and and responsibility
responsibility affect how well they
for learning are able to create
worthwhile solutions
that impact life, work,
and the world. They
see learning as an
integral part of life
 Information was organized
in a very good order
 Good organization with a
clear structure with each
section logically related to
others.
 Learners have strong
capabilities in self-
regulation and taking
responsibility for their
own learning. They are
able to think effectively,
make decisions for
themselves, and take
ownership of their
learning
 Information was
 Information was organized  Information was organized
organized in an average
in a good manner poorly
manner
 Above average
 Acceptable organization
 Poor organization with a
organization with a clear poor structure with each
with a structure with
structure with each section section not related to
each section logically
logically related to others others.
related to others.
 Learners are starting
to build their skills in
 Learners are
planning and making
increasingly taking  When given a deep
choices and decisions
responsibility for their learning experience,
about their work,
own learning, both as learners look for a lot of
including the what,
individuals and in direction and structure,
how, when, who, and
groups. With expecting to be given
where of how they will
occasional support, rather than create a
approach their
they are able to plan plan. They look to the
learning. At this level
their own progress, teacher for guidance at
learners need
reflect on and improve almost every major
significant guidance to
the quality of their work decision point.
get started and work
as they do it.
through major
decisions
2
  Learners understand
the communication
task as a synthesis
 Learners are skilled at
and weaving of
interconnected ideas
into a coherent and
integrated whole
 They know what the
big idea is and the
Communication
best way to convey it,
utilizing the right mix
Substantive,
of tools and ways of
multi-modal
communicating. They
communication
skilfully blend a mix of
surprise, intrigue, fact,
humor, and practical
elements to connect
with, hook, and retain
the audience’s
attention, and deliver
a clear and
compelling call to
action.
 Learners are
using multiple strategies
considering and  Learners are
to weave diverse
integrating multiple
threads of information
issues, components or
together to create an
perspectives into their
integrated whole that
content. Their thinking
makes sense to their
is becoming more
audiences. They
substantive because
leverage the right mix of
they have to Analyse,
appropriate tools that
synthesize and
will best communicate
integrate multiple ideas
each kind of ide,
into a coherent whole.
deigned in ways that will
They regularly use
connect with their
several modes of
audience, capture their
communication to get
attention, and leave the
the messages in the
with the important
best way.
messages
3
beginning to weave
different elements of
their thinking and turn
Learners are struggling to
them into a more
effectively communicate the
coherent message.
findings and implications of
They are starting to
their tasks.
use more than one
Communications are likely
mode of
to be fragmented rather
communication, such
than woven, coherent, and
as visual images,
substantive
soundtracks and
spoken word, for
example, in film or
digital presentations
  Learners used digital
elements ubiquitously
throughout the tasking
powerful ways to find  Learners use digital
 Learners can clearly  Although learners used
and develop creative  Learners use digital opportunities to
articulate how infusing some digital elements
ideas and support aspects effectively to identify and pursue
digital elements during the creative
effective leadership improve the creative creative ideas in ways
enhanced their ability to process or to present
for action. Learners elements of the that could not been
Creativity develop creative ideas findings, these were
can articulate in detail learning process. At done otherwise. They
and to lead the work very ‘surface level’ and
about how each this level they may not may have made the
Levering digital more effectively to did not substantially
digital elements has be able to articulate creative process more
create action. They also contribute to the
helped them build clearly how or why this efficient or faster, but
have reflections about efficiency of the process
more creativity into helped, but the are unlikely to have
how they might do this or the quality of the
their work in ways that benefits are evident in significantly enhanced
even better in future creative products
could not have been their work. the value of what was
work. produced
achieved otherwise, created as a result.
and can apply that
understanding to new
and different contexts.

4
  Learners have strong
 Learners begin each
critical thinking and
 Learners are able to deep learning
reasoning skills,  Learners are able to
articulate how they experience by
including find different points
actively create exploring what the  Learners may be skilled
interpretation, and pathways into
knowledge that is new already know and consumers and
analysis, synthesis, learning that activate,
and usable to them. believe about a topic, reproducers of
and evaluation. assess, and build on
 They are able to and use this as the information, but still
Knowledge their existing
interpret, Analyse and starting point for new struggle to engage in
Critical construction is deep, knowledge and beliefs.
synthesize, and learning. meaningful knowledge
Thinking insightful,  They have good skills
evaluate information  Knowledge construction, their
interdisciplinary or in interpretation and
from two or more construction does approaches to tasks still
Meaningful connected across analysis of information,
disciplines or occur, but is still reflect a “guess what is
knowledge multiple perspectives, and are able to use
perspectives, make rather ‘surface level’, in the teacher’s head” or
construction and characterized by this to construct
meaningful connections e.g. limited to a “guess what is in the
sound practical and meaningful knowledge,
between new ideas and interpretation, with textbook” mind set, and
critical thinking. but usually only within
their prior knowledge, little use of analysis, meet considerable
 Learners also use one discipline at a
and clearly understand synthesis, or prompting and guidance
their skills to reflect time. Synthesis and
why the learning is evaluation. Learners to take their learning
on, evaluate, and evaluation skills are
important, and how this at this level are still beyond this.
improve their own generally still
will help them now or in building their critical
learning process, developing.
the future. thinking and
products, and
reasoning skills.
outcomes.

5
 Task 2- Essay (30 %): Individual
(High Distinction) (Distinction) (Credit) (Pass) (Fail)
DESCRIPTORS
25 – 30 19 - 24 13 - 18 7 - 12 1-6

 Excellent introduction  Acceptable

 Appropriate introduction  Poor introduction and  No introduction and
Introduction and closing introduction and
and closing statements closing statements closing statements were
and Closure statements were closing statements
were made were made made
made were made

 Considerable  Limited knowledge of

 Thorough knowledge  Some knowledge of  No knowledge of
knowledge of presentation is
Content/ of presentation is presentation is evident presentation is evident –
presentation is evident evident –
Knowledge evident – no use of – some use of thorough use of
– limited use of considerable use of
reference notes reference notes reference notes
reference notes reference notes.

 Effectively uses
writing strategies to  Uses a variety of writing
 Uses some purposeful  Little attempt to  Does not attempt to
enhance a good strategies.
writing strategies. elaborate ideas or elaborate ideas or
Writing essay.  Uses specific, concrete
 Uses some details and elaborates only elaborates only through
Strategies  uses precise, details to make the
through repetition of repetition of the initial
concrete details to essay clear to the sensory language.
the initial statement. statement.
make the essay clear reader.
to the reader

 Consistently uses  Uses only simple,

 Achieve some unity
appropriate language.  Achieves unity through generic language.  Does not have
through a natural
Coherence and  Shows deep insight a natural progression of  Has lapses in coherence in writing.
progression of ideas.
Style through a natural flow ideas. coherence.  Does not organized in
 Uses some precise
of ideas and an  Uses precise language.  Has the tendency to writing.
language.
effective conclusion. digress.

6
  Learners are highly
 Learners are starting
capable in self-
to build their skills in
regulation, and  Learners are
planning and making
proactively take  Learners have strong increasingly taking  When given a deep
choices and decisions
responsibility for their capabilities in self- responsibility for their learning experience,
Character about their work,
own learning They regulation and taking own learning, both as learners look for a lot of
including the what,
can clearly articulate responsibility for their individuals and in direction and structure,
Self-regulation how, when, who, and
how self-regulation own learning. They are groups. With expecting to be given
and where of how they will
and responsibility able to think effectively, occasional support, rather than create a plan.
responsibility approach their
affect how well they make decisions for they are able to plan They look to the teacher
for learning learning. At this level
are able to create themselves, and take their own progress, for guidance at almost
learners need
worthwhile solutions ownership of their reflect on and improve every major decision
significant guidance
that impact life, work, learning the quality of their point.
to get started and
and the world. They work as they do it.
work through major
see learning as an
decisions
integral part of life

 Learners understand
the communication
task as a synthesis  Learners are skilled at
and weaving of using multiple  Learners are
interconnected ideas strategies to weave considering and  Learners are
Learners are
into a coherent and diverse threads of integrating multiple beginning to weave
struggling to
integrated whole information together to issues, components or different elements of
effectively
 They know what the create an integrated perspectives into their their thinking and turn
communicate
big idea is and the whole that makes content. Their thinking them into a more
the findings and
Communication best way to convey it, sense to their is becoming more coherent message.
implications of
utilizing the right mix audiences. They substantive because They are starting to
their tasks.
Substantive, of tools and ways of leverage the right mix they have to Analyse, use more than one
Communications
multi-modal communicating. They of appropriate tools that synthesize and mode of
are likely to be
communication skilfully blend a mix of will best communicate integrate multiple communication, such
fragmented
surprise, intrigue, each kind of ide, ideas into a coherent as visual images,
rather than
fact, humor, and deigned in ways that whole. They regularly soundtracks and
woven,
practical elements to will connect with their use several modes of spoken word, for
coherent, and
connect with, hook, audience, capture their communication to get example, in film or
substantive
and retain the attention, and leave the the messages in the digital presentations
audience’s attention, with the important best way.
and deliver a clear messages
and compelling call to
action.

7
  Learners’ exhibit good  Although learners’
divergent thinking that thinking is grounded
 Learners at this level
questions the status in knowledge of
have an eye not just
quo. They are skilled in  Learners are starting existing solutions,
for novel ideas but for
a wide range of thinking to move out of their they are not fixed to
solutions and ways of
and creative strategies, comfort zones to use one particular way of
thinking that could be
which they use to divergent and outside- thinking, and are
game changers. They
generate innovative the-box thinking to learning to be more
have good instincts
possibilities. They identify and evaluate innovative with some  Learners are still in the
for how to pursue
actively consider and promising ideas. guidance and mindset of looking for a
these ideas all the
Creativity pursue ideas that are  They are developing prompting. pre-determined or
way to fruition.
innovative, maverick, good skills in a range  Learners are using a existing solution rather
Considering  Learners are highly
and/or risky, including of thinking and limited range of than coming up with
skilled at outside the
and pursuing long shots. creativity strategies, thinking and creativity original approaches or
box, creative and
novel ideas and  They are good at e.g. Brainstorming, strategies (such as designs and testing them
solutions innovative thinking
encouraging and syndetic, cognitive brainstorming) to out to see what works.
that works in the real
considering other organizers, attribute generate some They may also
world, makes a
people’s ideas; finding listing, and “what if” innovative solutions inappropriately dismiss
difference in people
the gems in even really possibility thinking. that look outside the others’ ideas.
live, and improve
unusual solutions. An They use these to box e.g. finding a new
quality for people,
increasing sense of the create innovative application for
environment, and
practical, real world solutions that are something that exists
economy. Solutions
dimension ensures that original and that create in another space.
have clearly been
solutions are clearly or add value. They may still be
thought from multiple
address the root working to find
perspectives.
causes of the problem genuine value-adding
and add genuine value. innovations.

 Learners are able to  Learners are able to  Learners begin each

 Learners have strong  Learners may be skilled
articulate how they find different points deep learning
critical thinking and consumers and
actively create and pathways into experience by
reasoning skills, reproducers of
knowledge that is new learning that activate, exploring what the
including information, but still
and usable to them. assess, and build on already know and
Critical interpretation, struggle to engage in
Thinking  They are able to their existing believe about a topic,
analysis, synthesis, meaningful knowledge
interpret, Analyse and knowledge and beliefs. and use this as the
and evaluation. construction, their
Meaningful
synthesize, and  They have good skills starting point for new
Knowledge approaches to tasks still
evaluate information in interpretation and learning.
knowledge construction is deep, reflect a “guess what is
from two or more analysis of information,  Knowledge
construction insightful, in the teacher’s head” or
disciplines or and are able to use construction does
interdisciplinary or a “guess what is in the
perspectives, make this to construct occur, but is still
connected across textbook” mind set, and
meaningful connections meaningful knowledge, rather ‘surface level’,
multiple perspectives, meet considerable
between new ideas and but usually only within e.g. limited to
and characterized by prompting and guidance
their prior knowledge, one discipline at a interpretation, with
8
 sound practical and
critical thinking.
 Learners also use
their skills to reflect
on, evaluate, and
improve their own
learning process,
products, and
outcomes.
and clearly understand
why the learning is
important, and how this
will help them now or in
the future.
time. Synthesis and little use of analysis, to take their learning
evaluation skills are synthesis, or beyond this.
generally still evaluation. Learners
developing. at this level are still
building their critical
thinking and
reasoning skills.

Task 3- ROLE PLAY - Forum (10 %): Individual

Tasks and
aspects Criteria
evaluated
(High Distinction) (Distinction) (Credit) (Pass) (Fail)
Marks 9 - 10 7-8 5-6 4- 3 1- 2
 Presentation is
 Presentation is partially organized,
 Presentation is
exceptionally well  Presentation is well interesting and  Presentation is poorly
partially organized,
organized, interesting organized , interesting creative organized, not
interesting and
and creative and creative  Speaks with lots of interesting and lacks
creative
 Speaks very fluently,  Speaks fluently, hesitations, lacks of creativity
 Speaks quite fluently,
very confident and very confident and good confedent, body  Does not speak
quite confident, quite
good body language body language and language and facial fluently, lacks
good body language
and facial expression facial expression expression confident, poor body
and facial expression
Individual  Very few errors in  Few errors and  Many errors in language and facial
 Some errors an
Assessment language use and language use and language use and expression
language use and
grammar grammar grammar  Too many errors in
grammar
Forum  Role play is very good  Role play is good and  Role play is language use and
 Role play is
and displays displays good stage acceptable and grammar
reasonably good and
commendable stage presence displays quite  Role play is limited
displays satisfactory
presence  Audience appeal is satisfactory stage and unimpressive
stage presence
 Audience appeal is good pressence  Audience appeal is
 Audience appeal is
excellent  Caters mostly to  Audience appeal is not lacking
satisfactory
 Caters strongly to different multiple satisfactory, quite  Hardly caters to any
 Caters to a few
different multiple intelligences boring multiple intelligences
multiple intelligences
intelligences  Caters to vey few
multiple intelligences