Task Four: KEEPING RECORDS and REPORTING TO PARENTS/CARERS

Learning area tasks

i.e. What are
students required to
do? Describe the
task and the
objectives.
Students will create
three work samples
over three weeks to
contribute to an
ongoing VISUAL ART
portfolio.

Evaluate criteria. What will I

be looking for to determine
they have met the objective?
What do the achievement
standards say?

Task 1: Students will

create a Brainstorm of
ideas for their original
artwork.
O:Students will
identify the place,
time, age, job setting,
scene (who is there) as
well as materials,
background, and
shapes used (with
subheadings provided
for them).

Students can share ideas with

their classmates about the
choices they made in their
artwork (T3)

IEP Tasks:
Checklists will have
images to help
students identify what
is being asked of them
as will the brainstorms
have images under
headings with
appropriate language.
An EA will assist the
Hard of Hearing/
Student who is Deaf.

Students identify how design

elements, such as line, shape,
colour or texture, are used in
their artworks. (T1)

Task 2: Students will

create Original
Artwork.
O:Students will make
comparisons with
paint, crayons, clay
and found objects.
Then select the
appropriate materials
to represent where
they see themselves in
the future.
IEP adjustments:
Students will safely
and respectfully use
materials and
equipment

Students can make a decision

about how to display their
artwork to share their ideas.
(T1)

Students are comparing the

properties of materials such
as paint, crayons, clay and
found objects and select
appropriate applications to
represent themselves in the
future. (T2)

During all tasks:

Observation of participation
within class discussion.

Observation of how students

work collaboratively in

groups.

Observation of collaborative
group work and their ability to
remain on task
An IEP will be created for the Hard
of Hearing student and
Behavioural Plan students. These
will be individually tailored to their
prior knowledge, skills and
abilities. An example of this will
be focussing on assessing their
abilities to contribute to the
classroom and social skills, rather
than the content being presented.
The focus will be on the following:

What record will I keep

of their learning? How
will I document this? In
what way? Which
format? What will I
actually record?
For all three portfolio
entries, work samples will
be collected and assessed.
Their grades will be
recorded in an excel
spreadsheet, with each row
documenting a different
child, and each tab being a
different content area, this
portfolio task will be in the
ARTS tab. With each
activity being a different
column. Students will be
given a quantitative grade
1-4 for each task:
1: Emerging
2: Improving
3: Advancing
4: Excelling.
These numbers will be
determined by their ability
to meet the required
objective of the lesson.
At the end of each learning
area these grades will be
averaged, and notes will be
made on progress. (See
appendix 7 for an example
of this).
Throughout the duration of
each lesson thorough
observation and Running
Records will be kept for
additional notes of progress
(see appendix 7 for an
example of this).
The IEP students will be
reported in the same excel
spreadsheet however their
objectives and tasks will be
modified.

Task 3:Students will

write two sentences
explaining their
choices of setting,
context and materials.
O:Students will share
ideas with their
classmates about the
representational
choices they made in
their artwork
IEP: With assistance
from an EA or teacher,
students will write 1-2
sentences explaining
their choices regarding
context and setting.

Observe if IEP students are

respectfully listening to other
students when they are
talking.

Respectfully using equipment.

Observe students ability to

remain on task

By the end of year 2 students can

describe artworks they make and
view and where and why artworks
are made and presented.
Students make artworks in
different forms to express their
ideas, observations and
imagination, using different
techniques and processes.
In term 2 of year 1, students are
still developing these skills. Will
guidance, they can achieve these
objectives.

Art Oral presentation :

As part of Task 3 the
students will first
present their written
work to a partner to
practice, and then
present their
explanations to the
class one at a time.
Once each student has
stood up and
presented they will
conduct a selfreflection by
discussing in pairs how
well they think they
presented and what
they can focus to do
better on for next
time.
IEP: The hard of
Hearing student will
show their picture to
the class, with
assistance from an EA
tell the class what is
happening in it.

Students will be graded on a scale

of 1-4 on their ability to:
use the appropriate
terminology
maintaining eye contact during
their presentation.
Explain and identify the design
elements in their artwork
The artwork itself
Students explanation about
what they chose to make and
why.
Observe students ability to sit
and listen to each others
presentations respectfully.
Observing students ability to
transfer oral communication
into a picture.
Observe students ability to
work collaboratively in teacher
selected pairs.
Students ability to
demonstrate both language
skills and facial expressions to
engage and communicate with
others (Cross-Curricular with
Language and Interaction)
(ACELA1444).
Observe students ability to
self - edit and peer edit.

This assessment will be

graded using a rubric (see
appendices for example).
The marks from this Rubric
will be recorded in an excel
spreadsheet, with each row
documenting a different
child, and each tab being a
different content area, this
portfolio task will be in the
ARTS tab. With each
activity being a different
column. Students will be
given a quantitative grade
1-4 for each task:
1: Emerging
2: Improving
3: Advancing
4: Excelling.
These numbers will be
determined by their ability
to meet the required
objective of the lesson.
The IEP students will be
reported in the same excel
spreadsheet however their
objectives and tasks will be
modified. A separate Rubric
will be made for each
individual student to assess
their progress based on

Observation students ability to

sit and listen to other
presentations

their individual skills and

abilities.

The IEP students will focus on:

The creation of artwork

Oral communication skills
Students ability to
demonstrate language and
facial expressions to
communicate with others.
By the end of year 2 students can
make artworks in different forms
to express their ideas,
observations and imagination,
using different techniques and
processes.
History Brainstorm:
This task is for
students to
demonstrate their
prior knowledge and
outline any concept
misconceptions in the
form of a brainstorm.
This will be conducted
in small groups of 3-4.

IEP: With the

assistance of a
teacher/EA Students
will have images to
place under headings,
and can use pictures
or words to
demonstrate
understanding.

Observation of participation
within class discussion.

Observation of how students

work collaboratively in

groups.
Observation of collaborative
group work and their ability to
remain on task

Observe students ability to

brainstorm ideas.
Observation of students prior
knowledge through
participation in whole class
discussion.

Throughout the duration of

each lesson thorough
observation and Running
Records will be kept for
additional notes of progress
(see appendix 7 for an
example of this).
These notes will be later
used for reporting to
parents/carers.
The IEP students will be
reported in the same excel
spreadsheet however their
objectives and tasks will be
modified.

IEP students will be observed on

their ability to work
collaboratively in a group and
remain on task

This task demonstrates

the student's abilities
to
sort through pictures
and place them into
past and present.
Students will then
write their reasoning
behind answers, to
help guide students, a
literacy checklist will
be provided

The checklist will be used in

conjunction with the daily work
sample. This will be to observe if
the students have effectively used
the strategy, to self check their
work before submitting it.

IEP: With the

assistance of a
teacher/EA Students

Students will be assessed on their

ability to accurately describe the
difference between past, present

As this is a new skill, a grade will

not be given for this task, but
rather used as a guide to establish
the students understanding of
how to use the checklist.

The checklist will be kept as

a work sample and added to
the students on going
history portfolio. The
portfolios can be used as
evidence to support
individual student grades,
as well as show
parents/carers how their
child is progressing.
Anecdotal notes and
running records will be
taken for written piece and
contributed to excel
spreadsheet.

will have images to

place under headings,
and can use pictures
or words to
demonstrate
understanding

and future. This will be outlined in

their written reasoning. This will
be determined by their ability to
contribute to class discussions.

Observation of collaborative
group work and their ability to
remain on task.

The IEP students will be

reported in the same excel
spreadsheet however their
objectives and tasks will be
modified.

Observation of language use,

correct terminology for past
and present.
Observation of students ability
to explain reasoning.
Language and literacy skills
demonstrated in written
piece.
Observe students ability to
self-edit
IEP students will be observed on
their ability to identify the
difference between past and
future (Old and new).
History Portfolio:
Students will draw
themselves as a baby,
now and what they
want to do in the
future. This task will
link to their art activity
the following day.
IEP students will
conduct the same
activity, with more
assistance from the
teacher and EA

Students will be assessed on their

ability to distinguish between
themselves as a baby (past), now
(present) and future.

Observation of students prior

knowledge through
participation in whole class
discussion.

Observation of language use,

correct terminology for past
and present.

Observe students ability to

create their own imaginative
story
Students ability to make
predictions
IEP Students will be assessed on
their ability to distinguish
between themselves as a baby
(past), now (present) and future.

For all portfolio entries, work

samples will be collected
and assessed. Students
grades will be recorded in
an excel spreadsheet, with
each row documenting a
different child, and each tab
being a different content
area, this portfolio task will
be in the HASS tab. With
each column documenting
a different activity and skill
set. Students will be given
quantitative grades from 1-4
for each task:
1: Emerging
2: Improving
3: Advancing
4: Excelling.
These numbers will be
determined by their ability
to meet the required
objective of the History
lesson.
At the end of each learning
area these grades will be
averaged, and notes will be

made on progress. (See

appendix 7 for an example
of this).

Mathematics Work
Samples:
Task Daily Question:
Are you likely to drive
in a car today? Will
happen/ wont happen/
might happen. Have
students individually
tally answers in small
groups and create a
graph. Students will
then complete self
reflection
IEP students will Tally
or count categories of
data. Continue with
chance.
Then conduct a selfreflection.

Reading the student answers and

assessing their thought process
to ensure they understand the
concept of data, tallying and how
to develop a graph based on this
data.
Observe students ability to
record data.
Observe students ability to
analyse and share data.
Observe students ability to use
a tally system.
Observation contribution to
whole class discussion.
Observation of students ability
to self-reflect. WILT method
(What I Learnt Today)
reflection.

Mathematics
Task:
Create a classroom
graph with data from
morning question (AFL
team preference).
Have students collect
data from each other
regarding food,
colours, sports. Then
graph them using
colours and images.
IEP Students will use

IEP students will focus on:

Observe students ability to use
a tally system.
Observe students ability to
record data

The IEP students will be

reported in the same excel
spreadsheet however their
objectives and tasks will be
modified.
Students grades will be
recorded in an excel
spreadsheet, with each row
documenting a different
child, and each tab being a
different content area, this
portfolio task will be in the
MATHS tab. With each
column documenting a
different activity and skill
set. Students will be given
quantitative grades from 1-4
for each task:
1: Emerging
2: Improving
3: Advancing
4: Excelling.
These numbers will be
determined by their ability
to meet the required
objective of the History
lesson.
At the end of each learning
area these grades will be
averaged, and notes will be
made on progress. (See
appendix 7 for an example
of this).
The IEP students will be
reported in the same excel
spreadsheet however their
objectives and tasks will be
modified.
Throughout the duration of

Observation contribution to
whole class discussion.
Observe students ability to
work collaboratively in pairs.
Observe students ability to
record data.
Observe students ability to
analyse and share data.
Observe students ability to use
a tally system.
Observation of students prior
knowledge through

each lesson thorough

observation and Running
Records will be kept for
additional notes of progress
that can later be used as a
guide when reporting (see
appendix 7 for an example
of this).

images to place data

in categories, Then
tally.

participation within class

activities and discussion.

IEP students will focus on:

Observe students ability to use
a tally system.
Observe students ability to
record data.

The IEP students will be

reported in the same excel
spreadsheet however their
objectives and tasks will be
modified.