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Rooming

Dates for assessments for calendar & Wise

Go thru new class lists - check students NCCD

VCE Creative Practice Course

MYP Course

Task Specific Clarification - put on Task sheet or Rubrics going forward - each Criteria

Markbooks in folder Markbooks

VCE grade boundaries - see me if unsure

Standardisation folder here

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Term 2

Year 7 - Oh I see - Criteria C & D - (In class) - Week 9 Term 2    - no feedback  (feedback should have been given in Term 1)

Year 8 - Environments - Criteria C & D - (In class) - Week 9 Term 2 – no feedback (feedback should have been given in Term 1)

Year 9 – week 5 - VA - Criteria A B (in class thru the term) - give feedback on these

week 9- VA - Criteria C D (in class thru the term)

Year 10 – week 4 - VA Criteria A B (in class)    - give feedback on these

week 9  - VA - Criteria C D (in class thru the term)

Year 11 -  IB/CP – Week 3/4/5 – make sure it is on WISE and feedback is given

Year 12 – IB/CP/VCD – Feedback Week 3/4/5 – make sure it is on WISE and feedback is given

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For SS Academic Catchup/Detention - click here

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Detailed Overview of Strands and Activities

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Detailed Overview of Strands and Activities

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ATL's detailed overview of strands and activites

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Designing ATL skill learning experiences 

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Designing ATL skill learning experiences 

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Designing ATL skill learning experiences template

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Blank Template - all ATL's - link to activities 

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Blank Template - all ATL's - link to activities 

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Blank - MYP arts objectives meet ATL skills

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Internal standardization (p.83)

Where more than one teacher is teaching the same subject group, the process of internal standardization must take place before final achievement levels are awarded. The process involves teachers meeting to come to a common understanding on the criteria and achievement levels and how they are applied. In so doing, teachers increase the reliability of their judgments.

Standardization throughout the school year promotes consistency and builds common understandings about student achievement with respect to MYP objectives

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Task Specific Clarifications (p.88)

Importantly, teachers and students should develop specifications and establish clear expectations at the beginning of each summative assessment process.

When clarifying expectations for MYP assessments, teachers must ensure that they do not alter the standard expected in the published criteria* or introduce objectives beyond those developed in your unit.

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Tell us your story of your interest in the Arts:
When, why, how the arts have had an impact on you ?
What inspired you to teach art ?
How you stay motivated as an art teacher ?
(no more than 2 mins).

* Record or post your video onto the Flipgrid (click the link in the box above). The Join Code is: f0ec148a - if you need it.

* Watch the film of other group and comment on how it may be similar and different from your own experiences or what you like

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Subject-specific guidance” in the MYP arts guide (p.28-34). This section provides some examples of the type of content, skills and processes that might be addressed for each objective.  The information in each guidance section is not prescriptive and is not intended to limit teachers in the development of their arts courses. It is designed to give a sense of the possibilities for each subject.

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Watch the video to listen to Justine Swainson, the curriculum manager explain the changes to the MYP arts course.
As you watch the video, note down the key changes to the Arts curriculum. Consider the following questions:

•What change has occurred in recognition that schools are not always able to staff all arts subjects with specialist teachers?

•Why are the MYP1/novice, MYP3/intermediate and MYP5/competent stages being introduced?

•What has drama changed its name to? What has media changed its name to?

•How many areas that are at the heart of arts education do the objectives now focus on?

•How has the characteristics to the assessment criteria been changed to help teachers think holistically when debating two mark bands?

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Examples Visual Organizers - Creative Thinking

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Examples Visual Organizers - Creative Thinking

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SKR Continuous Reporting - Y7 Its Elementary Feedback

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How do the changes in the arts guide connect to your school’s current arts practices?
* How will the changes to the arts guide extend your school’s current arts practices?
* How will the changes to the arts guide challenge your school’s current arts policies?

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Suggested by IBO MYP
Year 7/8 - manual Process Journal
Year 9/10 - move to digital (curated pages) - handed in

Explore guidance on p.16-17 of the MYP arts guide regarding the arts process journal

the significance of the arts process journal

the reason why it’s a requirement

how teachers can encourage students to use the arts process journal to support their ongoing inquiry in the arts classroom

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Creative Thinking & Connections to Research

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Creative Thinking & Connections to Research

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ATLS - Links to research for Creative Thinking

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If you have forgotten your password, click here.

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Making literacy easy in Visual Arts
Visual Arts students need to be able to describe, analyse and critique their own and others’ artworks
analyse visual arts techniques, materials, processes and technologies
use visual arts language, theories and practices to develop and apply aesthetic judgement
a…

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Approaches to Learning Task sheet for Students

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Task specific Clarifications on WISE and /a task sheet and/  or in the rubric....can add in Extension /Stretch/Choice tasks for students who finish early
eg  Choose 2 from the Choice board to complete
Flipgrid video reflection
Powerpoint

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Poster - Student Behaviour Management Policy - 2022

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Visual Art Faculty behaviour & safety agreement

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Academic Detention Procedure updated Jan 2021

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C:\Users\maherm\OneDrive - Wesley College\Documents - Visual Arts Faculty GW\2023 Standardisation