Assessment is based on the use of the clay work techniques used, and whether the finished product is representational of an Australian animal.  

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Formative Assessment 

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Did the student make a sculpture representative of an Australian animal -  including all representative parts?  

Did the students use at least three different techniques to sculpt their piece?  

How did they reflect upon the piece they made during and after sculpting?   

Discussion of how the student feels about their animal in our bush scene forming part of the whole.  

Ask the student questions about their animal and why they did/did not include certain things, and what parts represent.  Tell me about your piece?

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One (hypothetical) learner (my son in this case) who is on the Autism spectrum, did not want to make an animal but was happy to engage with the task if he could make a coil pot.  He then reflected that he would like it to be a cup and added a handle.  

So, I don't see why the assessment criteria should not adjusted accordingly.  For this learner, I would be looking at a clay sculpture where the learner engaged appropriately with the task to completion, and demonstrated different clay work techniques.  This is another way to provide appropriate inclusion.

 

Summative Assessment 

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This is somewhat difficult with one learning activity, however, it is suggested that perhaps after the visit from the master potter in lesson three, and the further development of clay work skills, then  summative assessment would then be appropriate.  

What was their achievement standard?

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