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
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. 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.

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

Not Happening: Did not show awareness or participate in scaffolded experiences. Starting out: 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. Starting out: 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. Starting out: Need consistent support to reflect on how personal actions may have impacted on the learning experiences of others. Getting Going: 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. Getting Going: 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. Getting Going: Need some support to reflect on how personal actions may have impacted on the learning experiences of others. Got it: Independently able to develop awareness of how the soundsymbol relationship can be used to record familiar sounds in order to develop sound words. Got it: 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. Got it: Was independently able to reflect on how personal actions may have impacted on the learning experiences of others. Moving on; Independently seeking opportunities to explore, develop and use sound and reading words during reading and writing experiences. 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. Moving on; Reflected on interactions with others and acted as a model for collaborative and cooperative practices for peers.

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

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.

Name: Summative Assessment: Through the arts, people may construct their understanding of the natural world.
Modified task: Language needs; learning requirements; due to absence
CAUSATION: Art may cause us to think about the natural world in new ways. Creating Interdependence CONNECTION: The connections between arts and expressing our understanding about the natural environment. Creating Interdependence RESPONSIBILITY: The responsibility that artists have when sharing ideas with others. Creating Interdependence

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

Building and constructing understanding conceptually: 1.Tessa needed encouragement to share ideas in the larger group, but once she was working in a smaller 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 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 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

Learning Outcomes
Develop the ability to co-operate and communicate with others Engage with, and enjoy a variety of visual art experiences Realize that their artwork has meaning 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. Suggest the responsibilities an artist may have to help us to think about the natural environment in new ways

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 Viewing: Looking at resources to help inform or Formulating Questions: Thinking about what you known in new ways to demonstrate prompt discussion. want to know and with help developing questions so understandings. others know what you want to find out. Problem posing. Evaluation: Reflecting on what has Writing: Finding ways to record ideas and Organizing data: Sorting, organizing, representing happened to explore what learning took information in drawing and writing (sound and expressing information a given way using place. words). modeled frameworks Dialectical thought Thinking about, Non-verbal communication: Using gestures, Interpreting data :Explaining possibilities or answers, expressing two or more different points of actions, signs or symbols to express or record using connections, patterns or relationships that have view at the same time. ideas. been explored. Accepting responsibility Understanding Fine Motor Skills: Demonstrating good control Phase 1 Exploring ideas about the natural world and a message what is required and completing an and manipulation of tools using fine motor to share engagement; thinking and acting thoughtfully muscles of others. 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. Respecting others: Listening and speaking carefully to others. Acting in ways that are kind and thoughtful Organisation Planning and carrying out learning engagements effectivel Codes of behaviour: Stop, think and then DO! Making good choices about your actions and interactions with self and others.

Phase 3 Phase 4

Exploring the responsibilities of the artist. 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
CAUSATION: Art may cause us to think about the natural world in new ways. Creating Interdependence CONNECTION: The connections between arts and expressing our understanding about the natural environment. Creating Interdependence RESPONSIBILITY: The responsibility that artists have when sharing ideas with others. Creating Interdependence

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

Not observed Not observed Not observed Not observed Developing Established Extended

Realizes that shapes, symbols, colours can influence the way information can be organised or understood by self or others. Explains how the work she/he has created demonstrates or develops their understanding of the natural world. Can use numbers, patterns or shapes to express an idea or share information about the natural world with others. Is able to plan and organise materials, objects, actions to create an artwork demonstrates understanding about the natural environment. Can nominate and explain the message/information she/he is trying to share about the natural world. 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.
Skills witnessed in use during the inquiry engagement: Application of knowledge: Using what is known in new ways to demonstrate understandings. 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. Group decision-making: Listening to others and working towards a solution with a group. Respecting others: Listening and speaking carefully to others. Acting in ways that are kind and thoughtful Viewing Looking at resources to help inform or prompt discussion. Writing: Finding ways to record ideas and information in drawing and writing (sound words). Non-verbal communication: Using gestures, actions, signs or symbols to express or record ideas. Fine Motor Skills: Demonstrating good control and manipulation of tools using fine motor muscles Organisation Planning and carrying out learning engagements effectively Codes of behaviour: Stop, think and then DO! Making good choices about your actions and interactions with self and others.

Developing

Established

Extended

Developing

Established

Extended

Developing

Established

Extended

Not observed Not observed

Developing

Established

Extended

Developing

Established

Extended

Attributes witnessed Appreciation Commitment Curiosity Communicators Risk-takers Principled

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. Organizing data: Sorting, organizing, representing and expressing information a given way using modeled frameworks Interpreting data : Explaining possibilities or answers, using connections, patterns or relationships that have been explored.

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
CAUSATION: Art may cause us to think about the natural world in new ways. Creating Interdependence CONNECTION: The connections between arts and expressing our understanding about the natural environment. Creating Interdependence RESPONSIBILITY: The responsibility that artists have when sharing ideas with others. Creating Interdependence

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

Not observed Developing Established Extended

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

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

Not observed

Developing

Established

Extended

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 observed

Developing

Established

Extended

Attributes witnessed Appreciation Commitment Curiosity Communicators Risk-takers Principled

Skills witnessed in use during the inquiry engagement: Application of knowledge: Using what is known in new ways to demonstrate understandings. 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. Group decision-making: Listening to others and working towards a solution with a group. Respecting others: Listening and speaking carefully to others. Acting in ways that are kind and thoughtful Viewing Looking at resources to help inform or prompt discussion. Writing: Finding ways to record ideas and information in drawing and writing (sound words). Non-verbal communication: Using gestures, actions, signs or symbols to express or record ideas. Fine Motor Skills: Demonstrating good control and manipulation of tools using fine motor muscles Organisation Planning and carrying out learning engagements effectively Codes of behaviour: Stop, think and then DO! Making good choices about your actions and interactions with self and others. 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. Organizing data: Sorting, organizing, representing and expressing information a given way using modeled frameworks Interpreting data : Explaining possibilities or answers, using connections, patterns or relationships that have been explored.

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

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

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 Creates the mask: Referring to plan and character descriptions. o Uses tools confidently and competently. o Reflects on the process and discusses how drama and masks can be used to express ideas.

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.

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. 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.

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.

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 FORM: What can learning look like?
Not Happening: Did not participate or share ideas

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

Getting Going: Could model or show some ideas about the tools, learning community and spaces with limited talk, but demonstrated understanding. Getting Going: Was able to model or identify the roles and responsibilities of the students' and the teachers in the learning engagement with some support. Getting Going: 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. Got it: Independently able to name the tools, learning community and spaces related to the learning engagement. Got it: Was able to independently identify the roles and responsibilities of the students' and the teachers in the learning engagement. Got it: 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. 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 engagements. Moving On: 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.

RESPONSIBILITY: What choices do I have in different learning roles? What choices do I have in different learning environments? REFLECTION: How do I know when I have made good learning choices?

Not Happening: Did not participate or share ideas

Starting out: Was able to share some ideas about the tools, learning community and spaces with teacher support or in limited English because of EAL needs. Starting out: Needed consistent support to identify the roles and responsibilities of the students' and the teachers in the learning engagement. Starting out: Needed consistent support to reflect on ideas about self as a learner and learning choices.

Not Happening: Did not participate or share ideas

Attributes witnessed or identified by students during the engagements: Knowledgeable Communicator Open-Minded Inquirers

Skills witnessed in use during viewing or presenting of information Accepting responsibility Collecting data Recording data Application of knowledge Acquisition of knowledge Speaking

Comments: