Evidence of learning
The teacher uses students’ work samples (drawings, photographs of sortings, pictures and designs using a collection of shapes), anecdotal notes, checklists of indicators and checklists of target language to determine whether students have made progress as a result of the learning experiences.
Criteria for assessment
Students are assessed on their ability to:
- describe three-dimensional objects using everyday language, eg ‘The ball is round’, ‘The block of wood is box-shaped’.
- sort two-dimensional shapes and three-dimensional objects into groups according to the attribute used and describe each group using everyday language
- identify shapes presented in different orientations and in a variety of contexts
- manipulate a two-dimensional shape and describe its features using everyday language
- turn two-dimensional shapes to fit into a given space
- make shapes using a variety of materials
- predict and/or determine the movement of an object, eg ‘This will roll because it is round’.
- solve problems using strategies that include using shapes and/or objects and trial and error.