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Comment: Silas was able to work independently to create the words to match his museum

Comment: Silas was able to work independently to create the words to match his museum piece. He did need some support to stay focused on the task initially. Silas was able to form accurate sounds words, identify all ‘hard’ sounds in a word and ordering on paper in the same order that they were heard. Silas was able to use classroom displays, his inquiry journal and recall inquiry experiences to create this museum piece. Silas needs to be encouraged to use his knowledge of letters and sounds to add detail to his recorded ideas.

Name:

Exploring words and recording ideas (Process OR Performance task)

 

Formative Assessment: Habitats have communities with relationships within and between them. Line of Inquiry: The connection between plants, animals and habitats; The communities within local habitats; Changes in habitats and their communities

 

Modified task: Language needs; learning requirements; due to absence

Regular task: With consistent support; some support; independent work

 

FORM: What words can share what I know about habitats and communities? How can I record my ideas in written form? How can I sort and organise my written ideas? Show an awareness of the sound-symbol relationship and begin to recognise the way some familiar sounds can be recorded. Sort and classify according to observable features and selected criteria.

Not Happening:

Starting out:

Getting Going:

Got it:

Moving on; Independently seeking opportunities to explore, develop and use sound and reading words during reading and writing experiences.

Did not show awareness or participate in scaffolded experiences.

Had consistent support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words.

Need some support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words.

Independently able to develop awareness of how the sound- symbol relationship can be used to record familiar sounds in order to develop sound words.

CONNECTION: How are sound words, reading words and pictures connected? How is my writing connected to my my model or illustration? Collect information from a range of sources. Represents findings using pictures and models.

Not Happening:

Starting out:

Getting Going:

Got it:

Moving on; Independently seeking opportunities to explore, examine to further the range of sources and tools that may help him/her as reader and writer.

Did not collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry.

Needed consistent support to collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry.

Needed some support to collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry.

Was independently able to collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry.

CHANGE: How does reflecting on the way I have recorded words and ideas change the way I might do it in the future? How can sound words change? Identify when their actions have impacted on others. Participated in individual and collaborative creative experiences.

Not Happening:

Starting out:

Getting Going:

Got it:

Moving on; Reflected on interactions with others and acted as a model for collaborative and cooperative practices for peers.

Did not reflect on how personal actions may have impacted on the learning experiences of others.

Need consistent support to reflect on how personal actions may have impacted on the learning experiences of others.

Need some support to reflect on how personal actions may have impacted on the learning experiences of others.

Was independently able to reflect on how personal actions may have impacted on the learning experiences of others.

Name:

 

Summative Assessment:

Through the arts, people may construct their understanding of the natural world.

 

Modified task: Language needs; learning requirements; due to absence

Regular task: With consistent support; some support; independent work

 

CAUSATION: Art may cause

Building and constructing understanding conceptually:

 

Learning Outcomes

1 .Tessa needed encouragement to share ideas in the larger group, but once she was working in a smaller

   

us to think about the natural world in new ways.

Creating

Interdependence

group she developed and connected ideas about our responsibilities when caring for plant. Tessa linked

the responsibility concept to the needs that animals have. She is demonstrating a solid understanding on how living things are interdependent on one another to meet their needs. 2. Tessa was very focused and sharing lots of ideas when examining the arts objects and examples. Tessa

Develop the ability to co-operate and communicate with others

Engage with, and enjoy a variety of visual art experiences

CONNECTION: The connections between arts and expressing our understanding about the natural environment.

Creating

Interdependence

Realize that their artwork has meaning

 

discussed what they reminded her of and what message she thought some of the visual arts objects were sharing.

3 . Tessa was able to identify what responsibilities and artist has, in connection with her performance for

‘Snowmen at sunset’. She was able to transfer this understanding and explore what the responsibilities of the audience and helpers might be. Once supported, Tessa became was very active in discussions connected to building a concept garden. She was able to identify the things that help a garden grow (cause/effect) and explore the same idea in relation to learning new ideas. 4. Tessa has identified a book as the piece of work that she will use to share his message. She has shown

good understanding of the need to plan her story and for the need to reread her work to ensure that it is

Use their experiences to inform their art making

Plan and organize an art form/work that demonstrates his/her understanding the natural environment

 

Explain how self-created artwork demonstrates their understanding of the natural environment.

RESPONSIBILITY: The responsibility that artists have when sharing ideas with others.

Creating

Suggest the responsibilities an artist may have to help us to think about the natural environment in new ways

Interdependence

clear. Tessa worked independently to record and plan her ideas and the responsibilities she would have as an author. Tessa was able to plan and create the illustrations for her story

Skills witnessed in use during the inquiry engagement: (COLoured squares indicate if skill was demonstrated in that particular phase of the inquiry)

 

Application of knowledge: Using what is known in new ways to demonstrate understandings.

       

Viewing: Looking at resources to help inform or prompt discussion.

       

Formulating Questions: Thinking about what you want to know and with help developing questions so others know what you want to find out. Problem posing.

       

Evaluation: Reflecting on what has happened to explore what learning took place.

       

Writing: Finding ways to record ideas and information in drawing and writing (sound words).

       

Organizing data: Sorting, organizing, representing and expressing information a given way using modeled frameworks

       

Dialectical thought Thinking about, expressing two or more different points of view at the same time.

       

Non-verbal communication: Using gestures, actions, signs or symbols to express or record ideas.

       

Interpreting data :Explaining possibilities or answers, using connections, patterns or relationships that have been explored.

       

Accepting responsibility Understanding what is required and completing an engagement; thinking and acting thoughtfully of others.

       

Fine Motor Skills: Demonstrating good control and manipulation of tools using fine motor muscles

       

Phase 1

Exploring ideas about the natural world and a message to share

Phase 2

Exploring arty forms and ways of expressing a message.

 

Group decision-making: Listening to others and working towards a solution with a group.

       

Organisation Planning and carrying out learning engagements effectivel

       

Phase 3

Exploring the responsibilities of the artist.

 

Respecting others: Listening and speaking carefully to others. Acting in ways that are kind and thoughtful

       

Codes of behaviour: Stop, think and then DO! Making good choices about your actions and interactions with self and others.

       

Phase 4

Creating and Taking action with ideas.

 

Attributes witnessed or commented on by students.

 

Appreciation

Commitment

 

Curiosity

 

Communicators

Risk-takers

 

Principled

 

Name: Yin Formative Assessment:

Through the arts, people may construct their understanding of the natural world.

MATH INQUIRIES: Open ended inquiries

Modified task: Language needs; learning requirements; due to absence

Regular task: With consistent support; some support; independent work

CAUSATION: Art may cause us to think about the natural world in new ways. Realizes
CAUSATION: Art may cause
us to think about the natural
world in new ways.
Realizes that shapes, symbols, colours can influence the way information can be organised or
understood by self or others.
Not
Developing
Established
Extended
observed
• Creating
• Interdependence
Explains how the work she/he has created demonstrates or develops their understanding of the
natural world.
Not
Developing
Established
Extended
observed
CONNECTION: The
connections between arts
and expressing our
understanding about the
natural environment.
Can use numbers, patterns or shapes to express an idea or share information about the natural
world with others.
Not
Developing
Established
Extended
observed
Is able to plan and organise materials, objects, actions to create an artwork demonstrates
Not
Developing
Established
Extended
observed
• Creating
understanding about the natural environment.
• Interdependence
RESPONSIBILITY: The
responsibility that artists
have when sharing ideas
with others.
Can nominate and explain the message/information she/he is trying to share about the natural
world.
Not
Developing
Established
Extended
observed
Is able to explain the actions and responsibilities she/he had in order to develop the
understandings about number, shape, pattern, grouping during the inquiry.
Not
Developing
Established
Extended
Creating
observed
Interdependence
Attributes witnessed
Skills witnessed in use during the inquiry engagement:

Appreciation

 

Commitment

Curiosity

Communicators

Risk-takers

 

Principled

Application of knowledge:

new ways to demonstrate understandings.

Using what is known in

Evaluation: Reflecting on what has happened to explore what learning took place.

Dialectical thought Thinking about, expressing two or more different points of view at the same time.

Accepting responsibility Understanding what is required and completing an engagement; thinking and

acting thoughtfully of others.

Viewing Looking at resources to help inform or prompt discussion.

Formulating Questions: Thinking about what you want to know and with help developing questions so others know what you want to find out. Problem posing.

Writing: Finding ways to record ideas and information in drawing and writing (sound words).

Organizing data: Sorting, organizing, representing and expressing information a given way using modeled frameworks

Non-verbal communication: Using gestures, actions, signs or symbols to express or record ideas.

Interpreting data : Explaining possibilities or answers, using connections, patterns or relationships that have been explored.

Fine Motor Skills: Demonstrating good control and manipulation of tools using fine motor muscles

Group decision-making: Listening to others and working towards a solution with a group.

Organisation Planning and carrying out learning engagements effectively

Respecting others: Listening and speaking carefully to others. Acting in ways that are kind and thoughtful

Codes of behaviour:

good choices about your actions and interactions with self and others.

Stop, think and then DO! Making

Name: AVA Formative Assessment:

Through the arts, people may construct their understanding of the natural world.

 

Expressing ideas through the arts

 

Modified task: Language needs; learning requirements; due to absence

Regular task:

With consistent support; some support

; independent work

 

CAUSATION: Art may cause us to think about the natural world in new ways.

Participates in drama or visual art experience provides for opportunities to explore ideas that artists have shared about the natural world.

 

Not

Developing

Established

Extended

observed

 

Creating

   

Interdependence

CONNECTION: The connections between arts and expressing our understanding about the natural environment.

Creating

Reflects on the ideas and wonderings about the ideas of the natural environment because of the artwork she/he responded to.

Not

Developing

Established

Extended

observed

 

Interdependence

 

RESPONSIBILITY: The responsibility that artists have when sharing ideas with others.

Reflects on how she/he was able to share the message with an audience. OR the responsibilities the artist they responded to had in expressing their message or ideas.

 

Not

Developing

Established

Extended

observed

Creating

 

Interdependence

Attributes witnessed

Skills witnessed in use during the inquiry engagement:

 

Appreciation

Application of knowledge:

Using what is known in

Viewing Looking at resources to help inform or prompt discussion.

Formulating Questions: Thinking about what you want to know and with help developing questions so others know what you want to find out. Problem posing.

new ways to demonstrate understandings.

Commitment

 

Curiosity

Evaluation: Reflecting on what has happened to explore what learning took place.

Writing: Finding ways to record ideas and information in drawing and writing (sound words).

Organizing data: Sorting, organizing, representing and expressing information a given way using modeled frameworks

Communicators

Dialectical thought Thinking about, expressing two or more different points of view at the same time.

Non-verbal communication: Using gestures, actions, signs or symbols to express or record ideas.

Interpreting data : Explaining possibilities or answers, using connections, patterns or relationships that have been explored.

Risk-takers

     

Principled

Accepting responsibility Understanding what is required and completing an engagement; thinking and acting thoughtfully of others.

Fine Motor Skills: Demonstrating good control and manipulation of tools using fine motor muscles

Group decision-making: Listening to others and working towards a solution with a group.

Organisation Planning and carrying out learning engagements effectively

Respecting others: Listening and speaking carefully to others. Acting in ways that are kind and thoughtful

Codes of behaviour:

Stop, think and then DO! Making

good choices about your actions and interactions with self and others.

Name: Salween

 

Formative Assessment: Through the arts, people may construct their understanding of the natural world. (Written Language: Reading Strand)

MASK MAKING and CREATING A DRAMA –PROCESS AND PERFORMANCE BASED ASSESSMENT

 

Modified task: Language needs; learning requirements; due to absence

Regular task

: With consistent support; some support;

independent work

 

CONNECTION: The connections between arts and expressing our understanding about the natural environment. (RISK TAKER, COMMITMENT, CREATIVITY;

ACCEPTING RESPONSIBILITY; FINE MOTOR SKILLS, INTERPRETING DATA, APPLICATION)

 
 

o

Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers.

 

o

Engage with, and enjoy a variety of visual art experiences

o

Realize that their artwork has meaning

o

Understand that geometric shapes are useful for representing real-world situations

 

o

Identifies the character for the mask and explores how this character could be represented in a mask using pattern and shape.

Salween explored and identified the character he would like to play. Salween asked questions and shared ideas that led him to make strong connections about how shape and colour can be used in design. Salween was able to identify the key features of a pattern and explore the difference between this and a design. Salween is developing ideas about how these shapes and patterns could be used to represent things from the natural world.

o

Develops a character description for chosen animal.

o

Inquires into and tests ideas about possible shapes to use when creating the mask

o

Plans mask

 

o

Creates a model of mask

o

Participates fairly and in balanced manner during the inquiries

RESPONSIBILITY: The responsibility that artists have when sharing ideas with others. (COMMITMENT, COMMUNICATOR, CREATIVITY; FINE MOTOR SKILLS, ORGANIZING

DATA, APPLICATION, EVALUATION)

 
 

o

Realize that shapes, symbols and colours have meaning and include them in presentations

 

o

Represent patterns in a variety of ways, for example, using words, drawings, symbols, materials, actions, numbers

 

o

Develop the ability to co-operate and communicate with others in creating drama

 

o

Engage with, and enjoy a variety of visual art experiences

 

o

Creates the mask: Referring to plan and character descriptions.

Salween enthusiastically explored different characters and the movements that could be used to represent characters. Salween has tried a number of characters and competently develops movements to clearly show a character.

o

Uses tools confidently and competently.

o

Reflects on the process and discusses how drama and masks can be used to express ideas.

CAUSATION: Art may cause us to think about the natural world in new ways . (RISK TAKER, PRINCIPLED, CREATIVITY, APPRECIATION; ACCEPTING RESPONSIBILITY; ORGANIZING DATA, APPLICAION, INFORMED CHOICES; ADOPTING A VARIETY OF GROUP ROLES)

 

o

Suggest the responsibilities an artist may have to help us to think about the natural environment in new ways

 

o

Plan and organize an art form/work that demonstrates his/her understanding the natural environment

o

Realize that their artwork has meaning

o

Suggests and explores the responsibilities one has in expressing a message clearly to an audience.

Salween was able to identify and demonstrate how he must act in order to share his message clearly. When given the opportunity to work collaboratively with a small group Salween was able to work with others to identify a message they wanted to share with others. The group worked independently to prepare the mime. Salween needed some encouragement to perform the mime with his peers. The audience was able to clearly identify the message shared by the group. “Plant more trees to help the earth”. Well done on being a risk-taker, Salween.

o

Explores and discusses ideas we could share through drama about the natural world.

o

Participates in discussions about shared message that class could share through a drama

o

Helps to plan and build a new drama to be presented to an audience.

o

Able to remain focused on the message and explores ways of making this message clear to others.

 

Name:

Guide smart choice inquiries

 

Formative Assessment: Reflecting on our learning experiences helps us understand ourselves as learners.

Modified task: Language needs; learning requirements; due to absence

Regular task: With consistent support; some support; independent work

FORM: What can learning look like?

Not Happening:

Starting out:

Getting Going:

Got it:

Did not participate or share ideas

Was able to share some ideas about the tools, learning community and spaces with teacher support or in limited English because of EAL needs.

Could model or show some ideas about the tools, learning community and spaces with limited talk, but demonstrated understanding.

Independently able to name the tools, learning community and spaces related to the learning engagement.

Moving on; Independently able to name the tools, learning community and spaces related to the learning engagement. Extended ideas about other factors or influences. Moving on; Was able to independently identify the roles and responsibilities of the students' and the teachers in the learning engagement and extend thinking linking to other learning

RESPONSIBILITY: What choices do I have in different learning roles? What choices do I have
RESPONSIBILITY: What choices do I
have in different learning roles?
What choices do I have in different
learning environments?
Not Happening:
Starting out:
Getting Going:
Got it:
Did not participate or
share ideas
Needed consistent support to
identify the roles and
responsibilities of the students'
and the teachers in the learning
engagement.
Was able to model or identify the
roles and responsibilities of the
students' and the teachers in the
learning engagement with some
support.
Was able to independently
identify the roles and
responsibilities of the students'
and the teachers in the learning
engagement.
engagements.
REFLECTION: How do I know when I
have made good learning choices?
Not Happening:
Starting out:
Getting Going:
Got it:
Moving On:
Did not participate or
share ideas
Needed consistent support to
reflect on ideas about self as a
learner and learning choices.
Was able to model or use posters
or other artifacts to reflect on ideas
about self as a learner and learning
choices. Using developing
vocabulary.
Was independently able to model
or use posters or other artifacts to
reflect on ideas about self as a
learner and learning choices.
Using appropriate vocabulary.
Was independently able to model
or use posters or other artifacts to
reflect on ideas about self as a
learner and learning choices.
Using appropriate vocabulary and
extend thinking linking to other
learning engagements.

Attributes witnessed or identified by students during the engagements:

Skills witnessed in use during viewing or presenting of information

Comments:

Accepting responsibility

Collecting data

Knowledgeable

Communicator

Recording data

Acquisition of knowledge

Open-Minded

Inquirers

Application of knowledge

Speaking