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Female student
Celebrations
Learning area:EnglishLevel: Years 1 and 2

Description

Nature of the assessment task

Students will listen to and read texts on the theme of celebrations and demonstrate their understanding of celebrations in their community by producing a poster or contributing pages for a factual picture book. The poster might also form part of a class experience poster book, and both it and the class picture book could be available for families to borrow and share. Teachers should choose one form to be the focus of the task.

The success criteria for the completed assessment task are:

  • content and understanding of relevant concepts
  • an ability to plan and organise the poster or the page of the factual text
  • control of language to communicate effectively, including spelling and handwriting skills.

State and Territory Curriculum Connections

Australian Capital Territory

Activities leading up to the assessment task involve the students in aspects of Essential Learning Achievements 8 and 10.

The actual assessment task focuses on the Early childhood band ELA8 (English): 8.EC.1, 8.EC.2, 8.EC.3, 8.EC.4, 8.EC.5 and 8.EC.7; and ELA10 (English): 10.EC.1, 1o.EC.2, 10.EC.5 and 10.EC.8.

New South Wales

Activities leading up to the assessment task involve the students in aspects of Talking and listening; and Writing.

The actual assessment task focuses on Early Stage and Stage 1 English: Writing WES1.9, 1.10, 1.11, 1.12 and WS1.9, 1.10, 1.11, 1.12.

Northern Territory

Activities leading up to the assessment task involve learners in elements of Listening and speaking; and Writing.

The actual assessment task focuses on Band 1 English: Writing 1.1, 1.2 and 1.3.

In addition, the task reflects aspects of the EsseNTial Learning outcome Constructive Learner 3: Cross-curricular Perspectives Literacy; Indigenous Perspectives; Studies of Asia; and the SOSE Social Systems and Structures strand.

Queensland

Activities leading up to the assessment task involve the students in aspects of Ways of working; Knowledge and understanding (Speaking and listening).

The actual task focuses on English Essential Learnings by the end of year 3: Ways of working; Knowledge and understanding (Writing and designing).

In addition, the task may reflect aspects of SOSE Essential Learnings by the end of year 3: Knowledge and understanding (Culture and identity).

South Australia

Activities leading up to the assessment task involve the students in aspects of Speaking and listening.

The actual assessment task focuses on Standard 1 English: Texts and contexts 1.4; Language 1.8; and Strategies 1.12.

Tasmania

Activities leading up to the assessment task involve the students in aspects of Speaking and listening.

The actual assessment task focuses on Standard 2 English: Writing and representing; and Standard 2 Society and Environment: Identity, relationships and culture.

Victoria

Activities leading up to the assessment task involve the students in aspects of English: Speaking and listening.

The actual assessment task focuses on the standards for Levels 1 and 2 English: Writing; Civics and Citizenship: Community engagement.

Use of the student rubric provides students with an opportunity to manage their own learning (Personal Learning: Managing personal learning).

Western Australia

Activities leading up to the assessment task involve the students in aspects of Listening and Speaking.

The actual assessment task focuses on Levels 1 and 2 English: Writing W1.1, W1.2, W1.3, W1.4, W2.1, W2.2, W2.3 and W2.4; and Levels 1 and 2 Society and environment: Culture C1.1, C2.1 and C2.2; Time, continuity and change TCC1.1, TCC1.3 and TCC2.1.