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The student created a recognisable self-portrait with some body features and was able to explain their drawing. Their work demonstrates developing drawing skills and an emerging understanding that pictures can communicate meaning.

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The student drew a detailed and recognisable self-portrait, including a range of body features and additional details. They attempted to write their name using recognisable letters and confidently explained different parts of their drawing. Their work demonstrates strong representational drawing skills and an understanding that both drawings and writing can communicate meaning.

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The student remains at an early stage of representation and mark-making. Their self-portrait does not yet include recognisable body features, and writing attempts consist mainly of lines and shapes rather than recognisable letters. Further support is required to develop drawing detail and early writing skills.

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Student drew most of the bodily features, clearly distinguishable. Used well formed circles and curved amd straight lines. Students also annoyed parts of the picture as seen.

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Draws all bodily features. Clearly distinguishable. Described each part of the drawings including saying that "These are the earrings and this is the clothes for school."

Attempted to.wrote some letters of her name and said what these letters are.

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Student drew some bodily features using circles and straight lines. Mostly spoke in Arabic to describe drawing.

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The student explored mark making by drawinf various lines.

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Explored mark making. Drew basic shapes without much recognisable features and used gestures and single words to describe work.

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Student explored mark making when writing name through lines. He drew simple shapes with recognisable features, providing brief 2 or 3 word explanation and naming specific parts of the drawing.

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The student clearly wrote his full name with clear recognisable letters. He drew with exceptional detail. He described his drawing, providing detailed feedback..

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Student can clearly write their name with recognisable letters and drew with recognisable features and provides detailed explanation of what they created.

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Student can write her name independently with majority of the letters formed correctly.

Student drew all the body parts in the correct order. Coloring the hair and skin in the correct tones.

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Student wrote his names with most letters correctly formed.

Student drew all body features including eyebrows and fingers.

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Student attempts to draw different line formations and is developing his Pencil grip.

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Student attempted to draw some features of the body.

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Student drew all bodily features including teeth and tongue. Attempted to write name and verbally communicated what she drew.

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Student attempts to draw a picture of himself with different line formations and uses 2 or 3 words to describe drawing.

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This student had a tripod grasp and was able to draw in detail, add color to add to their drawing and was able to verbally comment on what they made.

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This student showed improvement in their pencil grasp sense the beginning of the year. They used 1 word comments to reflect on what they made.

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This student drew in detail with a static tripod pencil grasp. They were able to verbally explain their mark making using 1-2 sentences.

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This student was able to mark make as they used the color yellow to express this his liking for a banana. They verbally stated the word banana as their favorite fruit.

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This student drew their favorite fruit and stated verbally what their favorite fruit is.

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This student drew and reflected verbally and about their favorite fruit. They were able to write and make the letter sounds of the letters in the word banana.

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These students showed some interest in their journal entries. Their circles and line making indicates the beginning staging of writing.

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These students showed interest in their mark making. They both showed improvement in the pencil grasp and details in their drawings. They were also able to verbally explain what they had made.

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These students showed strong pencil grasps and letter formations and this was used to assess them as high level for mid year.

# data[].attributes.headline
كتابة يوميات: كتابة يومياته في العكلة الصيفية. مستوى الطالب ممتاز.

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كتابة يوميات: كتابة يومياته في العكلة الصيفية. مستوى الطالب ممتاز.

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اكتفيت ببعض الملاحظات؛ لأنها يوميات.
يذكر يومياته من بداية اليوم إلى نهايته. لا يميز بين همزة الوصل والقطع، لا يميز بين عدد من الأحرف. تصويب بعض الأخطاء.

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كتابة يوميات، يكتب يومياته في العطلة الصيفية.

# data[].attributes.subject
كتابة يوميات، يكتب يومياته في العطلة الصيفية.

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مستوى الطالب متوسط، اكتفيت ببعض الملاحظات؛ لانها يوميات.
يميز بين الالف واللام، ولا يضع علامات الترقيم. يبدا بجملة مفتاحية.

# data[].attributes.headline
كتابة يوميات التعبير عن يومياتها في العطلة الصيفية .مستوى الطالب متوسط، واكتفيت ببعض الملاحظات ؛ لأنها يوميات. كان لديه العديد من الأخطاء الإملائية. عبر عن مشاعرة، لم يستخدم علامات الترقيم، يكتب بلهجة عامية. 

# data[].attributes.subject
كتابة يوميات التعبير عن يومياتها في العطلة الصيفية .مستوى الطالب متوسط، واكتفيت ببعض الملاحظات ؛ لأنها يوميات. كان لديه العديد من الأخطاء الإملائية. عبر عن مشاعرة، لم يستخدم علامات الترقيم، يكتب بلهجة عامية. 