Snow: Assessment Tasks

Assessment Tasks

See the range of assessment tasks below which are also embedded into the sequence of learning for this unit of work.

Teachers could also use evidence of student work from each of the 5 focus areas to bring together a portfolio of work to show how achievements have been met.

Formative Assessment 1  
Creative Tasks. 

Students can select one of three creative tasks including; a dramatic monologue, a letter or a journal entry.

Refer to Focus Area 2 – Families and Forgiveness, for more information on this task.

Formative Assessment 2 
Research Task – Unsung Heroes.

Research one hero/heroines of animal protection and present this to the class in a short speech.

Refer to Focus Area 3 – The Rebellious Hero, for more information on this task.

Formative Assessment 3 
Visual Literacy – Campaigning for Truth.  

Students design a campaign poster to both inform and encourage people to ask questions and seek the truth about the source and contents of their food.

Refer to Focus Area 4 –Truth Speaking, for more information on this task.

Formative Assessment 4 
Reflection – Assessing the ability to reflect. 

All 5 focus areas have a reflection component which could be used as a formative refection assessment.

Summative Assessment  
Essay Writing.

Students to compose an analytical essay on the theme of animal protection and how this is presented in the novel.

This could be modified to use as a formal school assessment task – with students completing the task at home, or under timed conditions in class, and marked by the teacher.

Refer to Focus Area 5: The Power of Language, for more information on this task as well as specific essay questions.

Voiceless would be delighted to receive any completed student work to feature on the Voiceless website. Please email any work or feedback to education@voiceless.org.au.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

AUSTRALIAN CURRICULUM ALIGNMENT

Learning Area: English
Year Level: Year 7
Achievement Standards: 

Receptive modes (listening, reading and viewing)

By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.

Productive modes (speaking, writing and creating)

Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.
Acknowledgments

This Australian Curriculum alignment statement is based on the Australian Curriculum, Assessment and Reporting Authority (ACARA) materials, which are licensed under CC BY 4.0. The material has been modified from the Australian Curriculum website (accessed June 2019).

All activities have been created by educators for educators and are linked to the Australian Curriculum (Version 8.4). We advise teachers to consult the ACARA website for the most up-to-date curriculum outcomes.

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