# data[].attributes.body
Students are grouped in pairs and given the below criteria:

1. Draw a birds eye view map on an A3 piece of paper of your local community
2. Must include:
- Your house
- The school
- Local park
- Shopping centre
- Fire station
3. Label the above key places on your map
4. Write one sentence each about your favourite place in the local community.
- E.g. I love the cafe because.....
5. Write one sentence each about one other place you would like to add to your community
- E.g. I would love a water park because....
6. Present your map and ideas to the class

# data[].attributes.body
FIRST IDEA... Recount and Mapping of My Lunchtime
Students are given/told to write 3 places they went at lunchtime and 2 people or items they had with them. The students then need to write a short recount including these words. Students will then be given a black and white map and they need to colour in the areas they went.

Assess - sentence's, capital letters, inclusion of 3 places and 2 people/items,

(Assessment for learning)

SECOND IDEA... Our Local Community
- Small groups of children each given a service or place in the community - fire brigade, hospital, petrol station, doctors, grocery store, police station, school
- Students then create a large poster with a picture or the word of the place in the middle (mind map) and write as many things about the place... who works there, what is it for? who goes there? when is it open? etc.
- As a class all places are brought together and the teacher guides the students to make a large map of the town - this could possibly be done over a few lessons

- A further assessment could also be looking up maps on the interactive whiteboard of the individual places to detail them

- This will be assessing - knowledge of local and emergency services, proper nouns, capital letters, sentence structures, and use of description words of the local places

(Assessment for learning)

# data[].attributes.body
| For this activity, in groups of 3-4, you are asked to develop a rich assessment task (RAT).  Each group of 3 or 4 students is to select one of the two following scenarios and develop a RAT for that class and their learning. Please note that no goals have been included in these scenarios – they are for you to determine.  Additionally the ASSESSMENT task can be a LEARNING task (assessment FOR learning) in that it need not come at the end of the unit, but can be integrated through it as part of the learning for students. If you set this as a paired or group assessment task, you will need to consider how you will assess each student’s individual contribution and learning. You will need to decide: WHAT you are going to assess and HOW you will be assessing it, so, Explain/outline the nature of the task (key features). The goals you are hoping students will achieve from the completion of the task. What criteria/evidence/demonstrations of understanding you will use (and give to students) in you assessment of the tasks.

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• connect naturally with what has been taught.

• address a range of outcomes in the one task

• are time efficient and manageable

• allow all students to make a start

• engage the learner

• can be successfully undertaken using a range of methods or approaches

• provide a measure of choice or “openness”

• encourage students to disclose their own understanding of what they have learned

• allow students to show connections that they are able to make between the concepts they have learned

• are themselves worthwhile activities for students’ learning

• draw the attention of teachers and students to important aspects of the activity

• help teachers to decide what specific help students may require in the relevant content areas