Sky: 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 Writing – Bio Poems.

Students compose a poem which explores the theme of identity.

Refer to Focus Area 2: Identity, for more information on this task.

Formative Assessment 2  
Extended Response – Analytical Writing.  

Students compose a PEEL paragraph on the character of Sky.

Refer to Focus Area 3: Relationships, for more information on this task.

Formative Assessment 3  
Visual Literacy – Designing a Front Cover.

 Students to design a new front cover for the novel and write a 250-word rationale which explains the stylistic choices made.

Refer to Focus Area 3: Relationships, for more information on this task.

Formative Assessment 4  
Blog It – Writing About a Key Issue/Topic from the Novel.

Students compose a blog about an issue/topic raised in the novel, with a focus on editing and peer assessment.

Refer to Focus Area 4: Animal Protection, for more information on this task.

Summative Assessment  
Oral Presentation – Perspective. 

Students research, plan, write, and deliver a 3-minute oral presentation on one public protest or instance of social justice activism – historical or recent, linking this to the key concept: Perspective.

This could be modified to use as a formal school assessment task – with students completing the research part of the task at home, given time in class to write their speech, and then performed by the students in class and marked by the teacher.

If a more literary approach is required to meet state curriculum requirements, teachers could opt to change the focus of the oral presentation to a theme/key concern within the text, or alternatively use Jane Goodall’s quote, which opens the novel, as a stimulus.

Refer to Focus Area 5: Making a Difference, for more information on this task.

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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