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© The State of Queensland (Department of Education) and its licensors 2009. All rights reserved.
Rich Tasks — Education Queensland
This Rich Task with resources was developed by Education Queensland for the New Basics project
2000–2004.
A Rich Task is a culminating performance, demonstration or product that is purposeful and models a
life role. It presents substantive, real problems to solve and engages learners in forms of pragmatic
social action that have real value in the world. The problems require identification, analysis and
resolution, and require students to analyse, theorise and engage intellectually with the world.
In Rich Tasks, a grading master is used to make judgments. A grading master is a task-specific visual
display incorporating descriptors to plot student performance in relation to each of the desirable
features on a vertical axis (pole), before making an on-balance judgment to arrive at a final grade.
A celebratory, festive or artistic event or performance
Years 4–7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT
Task Description
Students work within teams, in different capacities, in planning, organising, creating and performing in a celebratory, festive or artistic event or performance that takes place at or outside the school.
Teacher guidelines
2
Desirable Features
enthusiastic, collaborative, multifaceted and sustained contribution to the
creation, production, organisation and performance of an event.
organisational and entrepreneurial skills (e.g. public relations and marketing).
display of flair and originality.
Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance
3
This Rich Task was developed for use across Years 4–7. It has been aligned to the Essential
Learnings by the end of Year 7. Schools are advised to refer to the Essential Learnings by the End
of Year 5, when implementing this Rich Task in Years 4–5.
This assessment gathers evidence of learning for the following Essential Learnings:
English Essential Learnings by the end of Year 7
Ways of working
Students are able to:
identify and
demonstrate the
relationship between
audience, subject
matter, purpose and
text type
interpret and identify
that readers/
viewers/listeners are
positioned by aspects of
texts
identify main ideas and
the sequence of events,
make inferences and
draw conclusions based
on ideas and
information within and
across texts
recognise and select
vocabulary and interpret
the effect of literal and
figurative language
Knowledge and understanding
Speaking and Listening
Speaking and listening involve using oral, aural and gestural
elements to interpret and construct texts that achieve
purposes across wider community contexts.
The purpose of speaking and listening includes advancing
opinions, discussing, persuading others to a point of view,
influencing transactions, and establishing and maintaining
relationships.
Speakers use their assumptions about the characteristics of
listeners to engage their interest and attention.
Spoken texts have different structures from written texts but
can also be written and recorded.
Statements, questions and commands can use language that
positions and represents ideas and information.
Words and phrasing, syntax, cohesion, repetition,
pronunciation, pause, pace, pitch and volume establish mood,
signal relationships, create effect and are monitored by
listeners.
Nonverbal elements, including facial expressions, gestures
and body language, establish mood, signal relationships,
create effect and are monitored by listeners.
Active listeners identify ideas and issues from others’
viewpoints and clarify meanings to justify opinions and
reasoning.
Teacher guidelines
4
construct literary texts
by planning and
developing subject
matter, using dialogue,
description and
evaluative language
construct non-literary
texts to express
meanings and
messages, to identify
causes and effects, and
to state positions
supported by evidence
make judgments and
justify opinions using
information and ideas
from texts, and identify
how aspects of texts
contribute to enjoyment
and appreciation.
Speaking and Listening (cont.)
In presentations, speakers make meaning clear by organising
subject matter, identifying their role and selecting relevant
resources.
Speakers and listeners use a number of strategies to make
meaning, including identifying purpose, activating prior
knowledge, responding, questioning, identifying main ideas,
monitoring, summarising and reflecting.
Reading and viewing
Reading and viewing involve using a range of strategies to
interpret, evaluate and appreciate written, visual and
multimodal texts across wider community contexts.
Purposes for reading and viewing are identified and are
supported by an evaluation of texts based on an overview that
includes skimming and scanning titles, visuals, headings and
subheadings, font size, tables of contents, indexes and
glossaries.
Readers and viewers draw on their prior knowledge,
knowledge of language elements and point of view when
engaging with a text.
Words, groups of words, visual resources and images can
persuade an audience to agree with a point of view by
portraying people, characters, places, events and things in
different ways.
Reading fluency is supported through monitoring meaning
and applying self-correction, in combination with a developing
vocabulary and prior knowledge of subject matter.
Comprehension involves drawing on knowledge of the subject
matter and contextual cues to interpret, infer from and
evaluate texts in community contexts.
Words and their meanings are decoded using the cueing
systems together (grapho-phonic, semantic and syntactic),
and by using knowledge of base words, prefixes and suffixes.
Readers and viewers use a number of active comprehension
strategies to interpret texts, including activating prior
knowledge, predicting, questioning, identifying main ideas,
inferring, monitoring, summarising and reflecting.
Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance
5
Writing and Designing
Writing and designing involve using language elements to
construct literary and non-literary texts for audiences across
wider community contexts.
The purpose of writing and designing includes evoking
emotion, persuading and informing.
Writers and designers establish roles, make assumptions
about their audience and position them through language
choices.
Words and phrases, symbols, images and audio affect
meaning and position an audience.
Text users make choices about grammar and punctuation, to
establish meaning.
Knowledge of word origins and sound and visual patterns,
including base words, prefixes and suffixes, syntax and
semantics, is used by writers and designers when spelling.
Writers and designers refer to authoritative sources and use a
number of active writing strategies, including planning,
drafting, revising, editing, proofreading, publishing and
reflecting.
Language Elements
Interpreting and constructing texts involve selecting and
controlling choices about grammar, punctuation, vocabulary,
audio and visual elements, in print-based, electronic and
face-to-face modes (speaking and listening, reading and
viewing, writing and designing) across wider community
contexts.
Paragraphs sequence information and arguments, and
include topic sentences that emphasise a point or argument.
Dependent clauses require independent clauses to make
meaning in a sentence.
Pronoun–noun agreement, subject–verb agreement and
maintaining tense support cohesion across a paragraph.
Cohesive devices and other text connectives within and
between sentences signal relationships between ideas,
including cause-and-effect and comparison and contrast.
Noun groups and verb groups are used to provide specific
descriptions of subject matter, express degrees of certainty
and uncertainty, and develop characterisation, setting and
plot.
Teacher guidelines
6
Language Elements (cont.)
High-frequency words are replaced by more complex forms of
vocabulary and give more specific descriptions.
Evaluative language, including adjectives, can appeal to
certain groups, express opinions, and represent people,
characters, places, events and things in different ways.
Figurative language, including similes, metaphors and
personification, develops imagery and humour.
Vocabulary is chosen to establish relationships, persuade
others, describe ideas and demonstrate knowledge.
Auditory, spoken, visual and nonverbal elements add
meaning, interest, immediacy and authority to multimedia
texts.
Literary and non literary texts
Evaluating literary and non-literary texts involves
understanding the purpose, audience, subject matter and
text structure.
Texts present subject matter from a particular perspective.
Literary texts entertain, evoke emotion, create suspense and
convey messages and information.
Characters with feelings and personalities beyond those of
traditional characters are explored in texts by selecting
vocabulary and using descriptions, imagery, actions and
dialogue.
Descriptions, actions and dialogue, using written and visual
elements, develop characters and plot.
Poetic forms and poetic devices express thoughts and ideas
in a variety of ways.
Main ideas, issues and events are selected and organised to
sustain a point of view and to project a level of authority that
matches a purpose and an intended audience.
Assessable elements
The English Assessable elements of the task are identified and integrated in the grading master
for this task. Used in conjunction with the English — Assessable elements and descriptors, the
grading master supports teachers in making judgments about the standard a student has
achieved.
Source: Queensland Studies Authority 2007, English Essential Learnings by the end of Year 7, QSA, Brisbane.
Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance
7
Mathematics Essential Learnings by the end of Year 7
Ways of working
Students are able to:
analyse situations to
identify mathematical
concepts and the
relationships between
key features and
conditions necessary to
generate solutions
plan activities and
investigations to explore
concepts through
selected pathways, and
plan strategies to solve
mathematical questions,
problems and issues
select and use suitable
mental and written
computations,
estimations,
representations and
technologies to
generate solutions and
to check for
reasonableness
develop arguments to
justify predictions,
inferences, decisions
and generalisations
from solutions
evaluate thinking and
reasoning, to determine
whether mathematical
ideas, strategies and
procedures have been
applied effectively
Knowledge and understanding
Number
Numbers, key percentages, common and decimal fractions
and a range of strategies are used to generate and solve
problems.
Problems can be interpreted and solved by selecting from the
four operations and mental, written and technology-assisted
strategies.
Financial decisions and transactions are influenced by a
range of factors, including value for money, discounts, method
of payment, and available income or savings.
Budgets and financial records are used to monitor income,
savings and spending.
Teacher guidelines
8
communicate thinking
and justify reasoning
and generalisations,
using mathematical
language,
representations and
technologies
reflect on learning,
apply new
understandings and
identify future
applications.
Assessable elements
The Mathematics Assessable elements of the task are identified and integrated in the grading
master for this task. Used in conjunction with the Mathematics — Assessable elements and
descriptors, the grading master supports teachers in making judgments about the standard a
student has achieved.
Source: Queensland Studies Authority 2007, Mathematics Essential Learnings by the end of Year 7, QSA, Brisbane.
Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance
9
The Arts Essential Learnings by the end of Year 7
Ways of working
Students are able to:
select and develop
ideas for arts works,
considering intended
audiences and intended
purposes, and make
decisions about arts
elements and
languages
modify and polish arts
works, using interpretive
and technical skills
present arts works to
informal and formal
audiences for intended
purposes, using arts
techniques, skills and
processes
identify, apply and
justify safe practices
reflect on learning,
apply new
understandings and
identify future
applications.
Knowledge and understanding
Dance
Dance involves using the human body to express ideas,
considering intended audiences and intended purposes, by
modifying dance elements in movement sequences.
Combinations of locomotor and non-locomotor movements
are used to create actions for movement sequences.
Directional focus is used to draw attention in space in
movement sequences.
Combinations of simple and compound time signatures are
used to modify timing of movements in sequences.
Suspending and vibrating movement qualities are used to
modify energy.
Structuring devices, including transitions, motifs and
improvisation forms, are used to organise movement
sequences.
Drama
Drama involves modifying dramatic elements and
conventions to express ideas, considering intended
audiences and intended purposes, through dramatic action
based on real or imagined events.
Roles and characters can be presented from different
perspectives and in different situations, using variations in
voice, movement and focus.
Purpose and context are considered when modifying mood,
time frames, language, place and space, and are used to
express ideas.
Dramatic action is interpreted, prepared and shaped through
scenarios and scripts.
Assessable elements
The Arts Assessable elements of the task are identified and integrated in the grading master for
this task. Used in conjunction with The Arts — Assessable elements and descriptors, the grading
master supports teachers in making judgments about the standard a student has achieved.
Source: Queensland Studies Authority 2007, The Arts Essential Learnings by the end of Year 7, QSA, Brisbane.
Teacher guidelines
10
SOSE Essential Learnings by the end of Year 7
Ways of working
Students are able to:
identify issues and use
common and own focus
questions
collect and analyse
information and
evidence from primary
and secondary sources
draw conclusions and
make decisions based
on information and
evidence by identifying
patterns and
connections
respond to investigation
findings and
conclusions by planning
and implementing
actions
apply strategies to
contribute effectively to
representative groups
and to participate in
civic activities.
Knowledge and understanding
Place and Space
Environments are defined by physical characteristics and
processes, and are connected to human activities and
decisions about resource management.
Sustainability requires a balance between using, conserving
and protecting environments, and involves decisions about
how resources are used and managed.
Assessable elements
The SOSE Assessable elements of the task are identified and integrated in the grading master
for this task. Used in conjunction with the SOSE — Assessable elements and descriptors, the
grading master supports teachers in making judgments about the standard a student has
achieved.
Source: Queensland Studies Authority 2007, SOSE Essential Learnings by the end of Year 7, QSA, Brisbane.
Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance
11
Technology Essential Learnings by the end of Year 7
Ways of working
Students are able to:
investigate and analyse
the purpose, context,
specifications and
constraints for design
ideas
generate and evaluate
design ideas and
determine suitability
based on purpose,
specifications and
constraints
communicate the details
of designs showing
relative proportion,
using labelled drawings,
models and/or plans
select resources,
techniques and tools to
make products that
meet specifications
plan and manage
production procedures
and modify as
necessary
reflect on and identify
the impacts of products
and processes on
people, their
communities and
environments.
Knowledge and understanding
Technology as a human endeavour
Technology influences and impacts on people, their
communities and environments.
Decisions made about the design, development and use of
products can impact positively or negatively on people, their
communities and environments.
Assessable elements
The Technology Assessable elements of the task are identified and integrated in the grading
master for this task. Used in conjunction with the Technology — Assessable elements and
descriptors, the grading master supports teachers in making judgments about the standard a
student has achieved.
Source: Queensland Studies Authority 2007, Technology Essential Learnings by the end of Year 7, QSA, Brisbane.
Science Essential Learnings by the end of Year 7
Teacher guidelines
12
Ways of working
Students are able to:
identify problems and
issues, and formulate
testable scientific
questions
collect and analyse first-
and second-hand data,
information and
evidence
select and use scientific
tools and technologies
suited to the
investigation.
Knowledge and understanding
Science as a human endeavour
Science impacts on people, their environment and their communities.
Scientific knowledge has been accumulated and refined over
time, and can be used to change the way people live.
Assessable elements
The Science Assessable elements of the task are identified and integrated in the grading master
for this task. Used in conjunction with the Science — Assessable elements and descriptors, the
grading master supports teachers in making judgments about the standard a student has
achieved.
Source: Queensland Studies Authority 2007, Science Essential Learnings by the end of Year 7, QSA, Brisbane.
Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance
13
ICT Essential Learnings by the end of Year 7
Inquiring with ICTs
Students explore and use ICTs in the processes of inquiry across key learning areas.
They:
identify the inquiry focus, data and information requirements and possible digital information
sources
plan, conduct and manage structured searches and advanced searches for data and
information in response to questions
organise and analyse, experiment with and test data and information from a variety of
sources
evaluate data and information gathered for usefulness, credibility, relevance, accuracy and
completeness.
Creating with ICTs
Students experiment with and use ICTs to create a range of responses to suit the purpose
and audience. They use ICTs to develop understanding, demonstrate creativity, thinking,
learning, collaboration and communication across key learning areas. They:
develop plans and proposals, considering common ICT design features
express and creatively represent ideas, information and thinking
creatively and effectively document and present their planning, thinking and learning, using a
combination of media.
Communicating with ICTs
Students experiment with, select and use ICTs across key learning areas to collaborate
and enhance communication with individuals, groups or wider audiences in local and
global contexts for an identified purpose and audience. They:
collaborate, develop, organise and present new ideas
consider how ICTs can be used to enhance interpersonal relationships and empathise with
people in different social and cultural contexts
apply suitable or agreed communication conventions and protocols.
Ethics, issues and ICTs
Students understand the role and impact of ICTs in society. They develop and apply
ethical, safe and responsible practices when working with ICTs in online and stand-alone
environments. They:
apply codes of practice for safe, secure and responsible use of ICTs
apply values and codes of practice of the ICT environment that respect individual rights and
cultural differences when accessing and delivering information online
Teacher guidelines
14
Ethics, issues and ICTs (cont.)
apply protocols to acknowledge the owner(s)/creators(s) of digital information sources and
develop an awareness of legislation relating to digital theft and plagiarism
apply a range of preventative strategies to address issues relating to health and safety when
using ICTs
develop and apply strategies for securing and protecting digital information, including
personal information
reflect on, analyse and evaluate the use of ICTs, assess their impact in the workplace and
society, and consider future needs.
Operating ICTs
Students use a range of advanced ICT functions and applications across key learning
areas to inquire, create, collaborate and communicate, and to manage information and
data. They:
develop operational skills and begin to use the extended functionality of a range of ICT
devices
describe various ICT devices and processes using ICT-specific terminology
apply operational conventions when using ICTs
develop strategies for learning new ICT operations and consider different ways to perform
tasks
reflect on, analyse and evaluate their operational skills to meet the requirements of system
resources, processes and conventions.
Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance
15
A suggested sequence for learning experiences in the task is presented in the diagram below. A
more detailed description of the diagram can be accessed online:
<http://education.qld.gov.au/corporate/newbasics/pdfs/yr6rt4.pdf>.
Teacher guidelines
16
Teacher resources
This list provides a starting point for resources to support the task. Resources have been grouped
under the following headings:
Professional associations and useful contacts
<http://education.qld.gov.au/corporate/newbasics/html/richtasks/year6/resourcesrt4.html#professional>
Websites
<http://education.qld.gov.au/corporate/newbasics/html/richtasks/year6/resourcesrt4.html#websites>
Related resources
<http://education.qld.gov.au/corporate/newbasics/html/richtasks/year6/resourcesrt4.html#related>
Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance
17
Preparing
Consider these points before implementing the assessment.
Timelines for this task will vary according to how it is implemented. Where the task is being
implemented in the juncture year, Year 6, there is an expectation that students will have
engaged with the conceptual load of the task in the previous two years. For this reason, a
juncture year implementation will be much shorter than an implementation that takes place at
some point within the Years 4 to 5. In this case, students master the conceptual load as the
task is implemented. Timelines for this type of implementation can stretch into many weeks.
Implementation
Consider these points when implementing the assessment.
Performances take various possible forms (e.g. music hall, concert, play, dance, circus act,
gymnastics display, magic). An event might even incorporate several of these.
When student cohorts are smaller, the event may well be shorter. Quality, not quantity, is the
goal.
An organisational group might take on roles such as overall management, venue management,
promotion, finance.
A performing group might take on roles, depending on the performance, such as
acting/directing, music/sound, stage management, lighting, costuming, choreography, animal
management.
A breakdown of roles and responsibilities regarding event management could be found by
researching on the Internet.
This might be a good opportunity to encourage environmentally friendly practices.
Task intensity: medium
Each student must work as a member of two groups — one with an organisational role and one
that contributes directly to the performance.
No organisational group is to include most of the members of any performance group and vice
versa.
Each group is to diarise the contribution of each student in it, with the students to sign off on
the agreement.
A precondition for the performance is that the students are to have created what is to be
performed. (This might involve rearrangement or resequencing of existing works.)
Teacher guidelines
18
Making judgments about this assessment
Teachers can make judgments about students' performance in the task using the grading master
below, in conjunction with the Assessable elements and descriptors for each KLA. Teachers can
ensure the consistency of their judgments by participating in moderation processes.
A more detailed description of the grading master for this task can be accessed online.
<http://education.qld.gov.au/corporate/newbasics/pdfs/yr6rt4grade.pdf>
For further information, refer to the resource Using a Guide to making judgments,
available in the Resources section of the Assessment Bank website.
Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance
19
Evaluate the information gathered from the assessment to inform teaching and learning strategies.
Involve students in the feedback process. Give students opportunities to ask follow-up questions
and share their learning observations or experiences.
Focus feedback on the student’s personal progress. Emphasise continuous progress relative to
their previous achievement and to the learning expectations — avoid comparing a student with
their classmates.
For further information, refer to the resource Using feedback, available in the
Resources section of the Assessment Bank website.