Grade 8 Annotated Visual Display Rubric
Criteria
Content
Focus
Visual
Appeal
Mechanics
Extending
Consolidating
Developing +
Developing
 Appropriate details support main
idea
 Accurate and detailed
information
 Information adequately supports
purpose of visual
 Most details support main
idea
 Accurate information for
almost all subject matter
 Information is mostly
adequate and supportive of
visual
 Few details support main idea
 Lacking accurate information
 Inadequate information is not
clearly supportive of visual’s
 No details to support main idea
 Information is not accurate
 Information does not support the
visual’s purpose
 Topic and title clear and easily
identified
 Main idea is clearly appropriate
to topic
 All illustrations, images, diagrams
and annotations complement
purpose of visual
 Topic and title are mostly
clear and easily identified
 Main idea is appropriate to
topic
 Most illustrations, images,
diagrams and annotations
complement purpose of
visual
 Topic and title difficult to
identify
 Main idea not clearly stated
 Few illustrations, images,
diagrams and annotations
complement purpose of visual
 Topic and title are not clearly
identified
 No main idea
 Illustrations, images, diagrams
and annotations do not
complement purpose of visual
 Outstanding use of colour, design,
and space
 Original and creative design
 Overall design is pleasing and
harmonious
 Adequate use of colour,
design, and space
 Design is adequate
 Overall design is mostly
pleasing and harmonious
 Inappropriate use of colour,
design, and space
 Design lacks creativity
 Lack of harmonious design in
presentation
 Little attempt to use colour,
design and space appropriately
 Design is dull
 Project has sloppy appearance
 Free of grammatical errors
 No excess glue, torn edges, markouts
 Words are legible and pertinent
to topic
 Mostly free of grammatical
errors
 Little use of excess glue, torn
edges, mark-outs
 Most words are legible
 Frequent grammatical errors
 Excess glue, torn edges, and
mark-outs
 Presentation is illegible and
confusing
 Too frequent grammatical errors
 Distractive elements make
illustration ineffective
Final Mark ________________
Achievement Standard
By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and
valued differently. They explain interconnections within environments and between people and places and explain how they change places and
environments. They compare alternative strategies to a geographical challenge, taking into account environmental, economic and social factors.
Students identify geographically significant questions from observations to frame an inquiry. They evaluate a range of primary and secondary sources to
locate useful and reliable information and data. They select, record and represent data and the location and distribution of geographical phenomena in a
range of appropriate digital and non-digital forms, including maps at different scales that conform to cartographic conventions. They analyse geographical
maps, data and other information to propose explanations for spatial distributions, patterns, trends and relationships, and draw reasoned conclusions.
Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication
forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the
outcomes of their proposal.
Different types of landscapes and their distinctive landform features (ACHGK048)
Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)