Assessment The following assessment will provide a range and balance of evidence of learning across different assessment techniques and instruments. This evidence will be collected in a folio to make an overall on-balance judgment about achievement and progress at appropriate points, and to inform the reporting process. For advice and guidelines on assessment, making Unit 1 Unit 2 judgments and using feedback, see: > choose the Assessment Assessment Year level > select the Collection of work Valued features Guided research Valued features Assessment tab. The purpose of this assessment is to make The purpose of this assessment is to make Geographical knowledge and Geographical knowledge and judgments about responses to a judgments about ability to observe, children’s children’s understanding understanding series of focused tasks within one cohesive collect, record and represent geographical Interpreting and analysing Questioning and researching investigative context. Teachers and children data and findings to demonstrate collaborate on tasks, which are conducted in Communicating understanding of how people in different Interpreting and analysing class and in time. This differs places are connected to each other, why children’s own Communicating from a folio of assessment responses used to places are important to them and how factors make a judgment at the end of a term and such as location and distance influence the assessment. connections. The focus of the collection of work is Research in a P–2 context is guided. Guided identifying the features that define places and research involves children and teachers recognise that places can be described at collaborating to gather and record information. assessment different scales and that the world can be They follow an inquiry approach that aligns to divided into major geographical divisions. the Geographical Inquiry and Skills strand for Children also represent location and features the Year 2 level. Develop of places and interpret their geographical Research presentation formats may include: information to draw conclusions. responses to inquiry questions A collection of work may include: informal and guided discussions labelled outline maps of local places responses based on fieldwork, labelled diagrams or tables e.g. a local community site study short written explanations picture diaries journal entries multimodal presentations annotated visual records fieldwork observations using photographs records of evidence gathered on a field and drawings trip categorising drawings or photos oral, electronic or multimodal story books using photographs. presentations. Consistency of Identify opportunities to moderate samples of work at a school or cluster level to reach consensus and consistency. children’s teacher judgments feedback judgments use Make and
Develop assessment Assessment For advice and guidelines on assessment, making judgments and using feedback, see: > choose the Year level > select the Assessment tab. The following assessment will provide a range and balance of evidence of learning across different assessment techniques and instruments. This evidence will be collected in a folio to make an overall on-balance judgment about achievement and progress at appropriate points, and to inform the reporting process. Unit 1 Unit 2 Assessment Assessment Collection of work The purpose of this assessment is to make judgments about children’s responses to a series of focused tasks within one cohesive investigative context. Teachers and children collaborate on tasks, which are conducted in class and in children’s own time. This differs from a folio of assessment responses used to make a judgment at the end of a term and assessment. The focus of the collection of work is identifying the features that define places and recognise that places can be described at different scales and that the world can be divided into major geographical divisions. Children also represent location and features of places and interpret their geographical information to draw conclusions. A collection of work may include: labelled outline maps of local places labelled diagrams or tables short written explanations journal entries annotated visual records records of evidence gathered on a field trip oral, electronic or multimodal presentations. Valued features Guided research The purpose of this assessment is to make judgments about children’s ability to observe, collect, record and represent geographical data and findings to demonstrate understanding of how people in different places are connected to each other, why places are important to them and how factors such as location and distance influence the connections. Research in a P–2 context is guided. Guided research involves children and teachers collaborating to gather and record information. They follow an inquiry approach that aligns to the Geographical Inquiry and Skills strand for the Year 2 level. Research presentation formats may include: responses to inquiry questions informal and guided discussions responses based on fieldwork, e.g. a local community site study picture diaries multimodal presentations fieldwork observations using photographs and drawings categorising drawings or photos story books using photographs. Valued features Geographical knowledge and understanding Interpreting and analysing Communicating Geographical knowledge and understanding Questioning and researching Interpreting and analysing Communicating Make judgments and use feedback Consistency of teacher judgments Identify opportunities to moderate samples of children’s work at a school or cluster level to reach consensus and consistency.
ac_geog_yr2_plan.docx