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© The State of Queensland (Department of Education) and its licensors 2009. All rights reserved.

Rich Tasks — Education Queensland

This Rich Task with resources was developed by Education Queensland for the New Basics project

2000–2004.

A Rich Task is a culminating performance, demonstration or product that is purposeful and models a

life role. It presents substantive, real problems to solve and engages learners in forms of pragmatic

social action that have real value in the world. The problems require identification, analysis and

resolution, and require students to analyse, theorise and engage intellectually with the world.

In Rich Tasks, a grading master is used to make judgments. A grading master is a task-specific visual

display incorporating descriptors to plot student performance in relation to each of the desirable

features on a vertical axis (pole), before making an on-balance judgment to arrive at a final grade.

A celebratory, festive or artistic event or performance

Years 4–7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT

Task Description

Students work within teams, in different capacities, in planning, organising, creating and performing in a celebratory, festive or artistic event or performance that takes place at or outside the school.

Teacher guidelines

2

Desirable Features

enthusiastic, collaborative, multifaceted and sustained contribution to the

creation, production, organisation and performance of an event.

organisational and entrepreneurial skills (e.g. public relations and marketing).

display of flair and originality.

Year 7 English, Mathematics, The Arts — Dance, Drama; SOSE, Technology, Science, ICT: A celebratory, festive or artistic event or performance

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This Rich Task was developed for use across Years 4–7. It has been aligned to the Essential

Learnings by the end of Year 7. Schools are advised to refer to the Essential Learnings by the End

of Year 5, when implementing this Rich Task in Years 4–5.

This assessment gathers evidence of learning for the following Essential Learnings:

English Essential Learnings by the end of Year 7

Ways of working

Students are able to:

identify and

demonstrate the

relationship between

audience, subject

matter, purpose and

text type

interpret and identify

that readers/

viewers/listeners are

positioned by aspects of

texts

identify main ideas and

the sequence of events,

make inferences and

draw conclusions based

on ideas and

information within and

across texts

recognise and select

vocabulary and interpret

the effect of literal and

figurative language

Knowledge and understanding

Speaking and Listening

Speaking and listening involve using oral, aural and gestural

elements to interpret and construct texts that achieve

purposes across wider community contexts.

The purpose of speaking and listening includes advancing

opinions, discussing, persuading others to a point of view,

influencing transactions, and establishing and maintaining

relationships.

Speakers use their assumptions about the characteristics of

listeners to engage their interest and attention.

Spoken texts have different structures from written texts but

can also be written and recorded.

Statements, questions and commands can use language that

positions and represents ideas and information.

Words and phrasing, syntax, cohesion, repetition,

pronunciation, pause, pace, pitch and volume establish mood,

signal relationships, create effect and are monitored by

listeners.

Nonverbal elements, including facial expressions, gestures

and body language, establish mood, signal relationships,

create effect and are monitored by listeners.

Active listeners identify ideas and issues from others’

viewpoints and clarify meanings to justify opinions and

reasoning.

Teacher guidelines

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construct literary texts

by planning and

developing subject

matter, using dialogue,

description and

evaluative language

construct non-literary

texts to express

meanings and

messages, to identify

causes and effects, and

to state positions

supported by evidence

make judgments and

justify opinions using

information and ideas

from texts, and identify

how aspects of texts

contribute to enjoyment

and appreciation.

Speaking and Listening (cont.)

In presentations, speakers make meaning clear by organising

subject matter, identifying their role and selecting relevant

resources.

Speakers and listeners use a number of strategies to make

meaning, including identifying purpose, activating prior

knowledge, responding, questioning, identifying main ideas,

monitoring, summarising and reflecting.

Reading and viewing

Reading and viewing involve using a range of strategies to

interpret, evaluate and appreciate written, visual and

multimodal texts across wider community contexts.

Purposes for reading and viewing are identified and are

supported by an evaluation of texts based on an overview that

includes skimming and scanning titles, visuals, headings and

subheadings, font size, tables of contents, indexes and

glossaries.

Readers and viewers draw on their prior knowledge,

knowledge of language elements and point of view when

engaging with a text.

Words, groups of words, visual resources and images can

persuade an audience to agree with a point of view by

portraying people, characters, places, events and things in

different ways.

Reading fluency is supported through monitoring meaning

and applying self-correction, in combination with a developing

vocabulary and prior knowledge of subject matter.

Comprehension involves drawing on knowledge of the subject

matter and contextual cues to interpret, infer from and

evaluate texts in community contexts.

Words and their meanings are decoded using the cueing

systems together (grapho-phonic, semantic and syntactic),

and by using knowledge of base words, prefixes and suffixes.

Readers and viewers use a number of active comprehension

strategies to interpret texts, including activating prior

knowledge, predicting, questioning, identifying main ideas,

inferring, monitoring, summarising and reflecting.


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Writing and Designing

Writing and designing involve using language elements to

construct literary and non-literary texts for audiences across

wider community contexts.

The purpose of writing and designing includes evoking

emotion, persuading and informing.

Writers and designers establish roles, make assumptions

about their audience and position them through language

choices.

Words and phrases, symbols, images and audio affect

meaning and position an audience.

Text users make choices about grammar and punctuation, to

establish meaning.

Knowledge of word origins and sound and visual patterns,

including base words, prefixes and suffixes, syntax and

semantics, is used by writers and designers when spelling.

Writers and designers refer to authoritative sources and use a

number of active writing strategies, including planning,

drafting, revising, editing, proofreading, publishing and

reflecting.

Language Elements

Interpreting and constructing texts involve selecting and

controlling choices about grammar, punctuation, vocabulary,

audio and visual elements, in print-based, electronic and

face-to-face modes (speaking and listening, reading and

viewing, writing and designing) across wider community

contexts.

Paragraphs sequence information and arguments, and

include topic sentences that emphasise a point or argument.

Dependent clauses require independent clauses to make

meaning in a sentence.

Pronoun–noun agreement, subject–verb agreement and

maintaining tense support cohesion across a paragraph.

Cohesive devices and other text connectives within and

between sentences signal relationships between ideas,

including cause-and-effect and comparison and contrast.

Noun groups and verb groups are used to provide specific

descriptions of subject matter, express degrees of certainty

and uncertainty, and develop characterisation, setting and

plot.

Teacher guidelines

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Language Elements (cont.)

High-frequency words are replaced by more complex forms of

vocabulary and give more specific descriptions.

Evaluative language, including adjectives, can appeal to

certain groups, express opinions, and represent people,

characters, places, events and things in different ways.

Figurative language, including similes, metaphors and

personification, develops imagery and humour.

Vocabulary is chosen to establish relationships, persuade

others, describe ideas and demonstrate knowledge.

Auditory, spoken, visual and nonverbal elements add

meaning, interest, immediacy and authority to multimedia

texts.

Literary and non literary texts

Evaluating literary and non-literary texts involves

understanding the purpose, audience, subject matter and

text structure.

Texts present subject matter from a particular perspective.

Literary texts entertain, evoke emotion, create suspense and

convey messages and information.

Characters with feelings and personalities beyond those of

traditional characters are explored in texts by selecting

vocabulary and using descriptions, imagery, actions and

dialogue.

Descriptions, actions and dialogue, using written and visual

elements, develop characters and plot.

Poetic forms and poetic devices express thoughts and ideas

in a variety of ways.

Main ideas, issues and events are selected and organised to

sustain a point of view and to project a level of authority that

matches a purpose and an intended audience.

Assessable elements

The English Assessable elements of the task are identified and integrated in the grading master

for this task. Used in conjunction with the English — Assessable elements and descriptors, the

grading master supports teachers in making judgments about the standard a student has

achieved.

Source: Queensland Studies Authority 2007, English Essential Learnings by the end of Year 7, QSA, Brisbane.


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Mathematics Essential Learnings by the end of Year 7

Ways of working


analyse situations to

identify mathematical

concepts and the

relationships between

key features and

conditions necessary to

generate solutions

plan activities and

investigations to explore

concepts through

selected pathways, and

plan strategies to solve

mathematical questions,

problems and issues

select and use suitable

mental and written

computations,

estimations,

representations and

technologies to

generate solutions and

to check for

reasonableness

develop arguments to

justify predictions,

inferences, decisions

and generalisations

from solutions

evaluate thinking and

reasoning, to determine

whether mathematical

ideas, strategies and

procedures have been

applied effectively


Number

Numbers, key percentages, common and decimal fractions

and a range of strategies are used to generate and solve

problems.

Problems can be interpreted and solved by selecting from the

four operations and mental, written and technology-assisted

strategies.

Financial decisions and transactions are influenced by a

range of factors, including value for money, discounts, method

of payment, and available income or savings.

Budgets and financial records are used to monitor income,

savings and spending.

Teacher guidelines

8

communicate thinking

and justify reasoning

and generalisations,

using mathematical

language,

representations and

technologies

reflect on learning,

apply new

understandings and

identify future

applications.

Assessable elements

The Mathematics Assessable elements of the task are identified and integrated in the grading

master for this task. Used in conjunction with the Mathematics — Assessable elements and

descriptors, the grading master supports teachers in making judgments about the standard a

student has achieved.

Source: Queensland Studies Authority 2007, Mathematics Essential Learnings by the end of Year 7, QSA, Brisbane.


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The Arts Essential Learnings by the end of Year 7

Ways of working


select and develop

ideas for arts works,

considering intended

audiences and intended

purposes, and make

decisions about arts

elements and

languages

modify and polish arts

works, using interpretive

and technical skills

present arts works to

informal and formal

audiences for intended

purposes, using arts

techniques, skills and

processes

identify, apply and

justify safe practices

reflect on learning,

apply new

understandings and

identify future

applications.


Dance

Dance involves using the human body to express ideas,

considering intended audiences and intended purposes, by

modifying dance elements in movement sequences.

Combinations of locomotor and non-locomotor movements

are used to create actions for movement sequences.

Directional focus is used to draw attention in space in

movement sequences.

Combinations of simple and compound time signatures are

used to modify timing of movements in sequences.

Suspending and vibrating movement qualities are used to

modify energy.

Structuring devices, including transitions, motifs and

improvisation forms, are used to organise movement

sequences.

Drama

Drama involves modifying dramatic elements and

conventions to express ideas, considering intended

audiences and intended purposes, through dramatic action

based on real or imagined events.

Roles and characters can be presented from different

perspectives and in different situations, using variations in

voice, movement and focus.

Purpose and context are considered when modifying mood,

time frames, language, place and space, and are used to

express ideas.

Dramatic action is interpreted, prepared and shaped through

scenarios and scripts.

Assessable elements

The Arts Assessable elements of the task are identified and integrated in the grading master for

this task. Used in conjunction with The Arts — Assessable elements and descriptors, the grading

master supports teachers in making judgments about the standard a student has achieved.

Source: Queensland Studies Authority 2007, The Arts Essential Learnings by the end of Year 7, QSA, Brisbane.

Teacher guidelines

10

SOSE Essential Learnings by the end of Year 7

Ways of working


identify issues and use

common and own focus

questions

collect and analyse

information and

evidence from primary

and secondary sources

draw conclusions and

make decisions based

on information and

evidence by identifying

patterns and

connections

respond to investigation

findings and

conclusions by planning

and implementing

actions

apply strategies to

contribute effectively to

representative groups

and to participate in

civic activities.


Place and Space

Environments are defined by physical characteristics and

processes, and are connected to human activities and

decisions about resource management.

Sustainability requires a balance between using, conserving

and protecting environments, and involves decisions about

how resources are used and managed.

Assessable elements

The SOSE Assessable elements of the task are identified and integrated in the grading master

for this task. Used in conjunction with the SOSE — Assessable elements and descriptors, the


achieved.

Source: Queensland Studies Authority 2007, SOSE Essential Learnings by the end of Year 7, QSA, Brisbane.


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Technology Essential Learnings by the end of Year 7

Ways of working


investigate and analyse

the purpose, context,

specifications and

constraints for design

ideas

generate and evaluate

design ideas and

determine suitability

based on purpose,

specifications and

constraints

communicate the details

of designs showing

relative proportion,

using labelled drawings,

models and/or plans

select resources,

techniques and tools to

make products that

meet specifications

plan and manage

production procedures

and modify as

necessary

reflect on and identify

the impacts of products

and processes on

people, their

communities and

environments.


Technology as a human endeavour

Technology influences and impacts on people, their

communities and environments.

Decisions made about the design, development and use of

products can impact positively or negatively on people, their

communities and environments.

Assessable elements

The Technology Assessable elements of the task are identified and integrated in the grading

master for this task. Used in conjunction with the Technology — Assessable elements and

descriptors, the grading master supports teachers in making judgments about the standard a

student has achieved.

Source: Queensland Studies Authority 2007, Technology Essential Learnings by the end of Year 7, QSA, Brisbane.

Science Essential Learnings by the end of Year 7

Teacher guidelines

12

Ways of working


identify problems and

issues, and formulate

testable scientific

questions

collect and analyse first-

and second-hand data,

information and

evidence

select and use scientific

tools and technologies

suited to the

investigation.


Science as a human endeavour

Science impacts on people, their environment and their communities.

Scientific knowledge has been accumulated and refined over

time, and can be used to change the way people live.

Assessable elements

The Science Assessable elements of the task are identified and integrated in the grading master

for this task. Used in conjunction with the Science — Assessable elements and descriptors, the


achieved.

Source: Queensland Studies Authority 2007, Science Essential Learnings by the end of Year 7, QSA, Brisbane.


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ICT Essential Learnings by the end of Year 7

Inquiring with ICTs

Students explore and use ICTs in the processes of inquiry across key learning areas.

They:

identify the inquiry focus, data and information requirements and possible digital information

sources

plan, conduct and manage structured searches and advanced searches for data and

information in response to questions

organise and analyse, experiment with and test data and information from a variety of

sources

evaluate data and information gathered for usefulness, credibility, relevance, accuracy and

completeness.

Creating with ICTs

Students experiment with and use ICTs to create a range of responses to suit the purpose

and audience. They use ICTs to develop understanding, demonstrate creativity, thinking,

learning, collaboration and communication across key learning areas. They:

develop plans and proposals, considering common ICT design features

express and creatively represent ideas, information and thinking

creatively and effectively document and present their planning, thinking and learning, using a

combination of media.

Communicating with ICTs

Students experiment with, select and use ICTs across key learning areas to collaborate

and enhance communication with individuals, groups or wider audiences in local and

global contexts for an identified purpose and audience. They:

collaborate, develop, organise and present new ideas

consider how ICTs can be used to enhance interpersonal relationships and empathise with

people in different social and cultural contexts

apply suitable or agreed communication conventions and protocols.

Ethics, issues and ICTs

Students understand the role and impact of ICTs in society. They develop and apply

ethical, safe and responsible practices when working with ICTs in online and stand-alone

environments. They:

apply codes of practice for safe, secure and responsible use of ICTs

apply values and codes of practice of the ICT environment that respect individual rights and

cultural differences when accessing and delivering information online

Teacher guidelines

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Ethics, issues and ICTs (cont.)

apply protocols to acknowledge the owner(s)/creators(s) of digital information sources and

develop an awareness of legislation relating to digital theft and plagiarism

apply a range of preventative strategies to address issues relating to health and safety when

using ICTs

develop and apply strategies for securing and protecting digital information, including

personal information

reflect on, analyse and evaluate the use of ICTs, assess their impact in the workplace and

society, and consider future needs.

Operating ICTs

Students use a range of advanced ICT functions and applications across key learning

areas to inquire, create, collaborate and communicate, and to manage information and

data. They:

develop operational skills and begin to use the extended functionality of a range of ICT

devices

describe various ICT devices and processes using ICT-specific terminology

apply operational conventions when using ICTs

develop strategies for learning new ICT operations and consider different ways to perform

tasks

reflect on, analyse and evaluate their operational skills to meet the requirements of system

resources, processes and conventions.


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A suggested sequence for learning experiences in the task is presented in the diagram below. A

more detailed description of the diagram can be accessed online:

<http://education.qld.gov.au/corporate/newbasics/pdfs/yr6rt4.pdf>.

Teacher guidelines

16

Teacher resources

This list provides a starting point for resources to support the task. Resources have been grouped

under the following headings:

Professional associations and useful contacts

<http://education.qld.gov.au/corporate/newbasics/html/richtasks/year6/resourcesrt4.html#professional>

Websites

<http://education.qld.gov.au/corporate/newbasics/html/richtasks/year6/resourcesrt4.html#websites>

Related resources

<http://education.qld.gov.au/corporate/newbasics/html/richtasks/year6/resourcesrt4.html#related>


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Preparing

Consider these points before implementing the assessment.

Timelines for this task will vary according to how it is implemented. Where the task is being

implemented in the juncture year, Year 6, there is an expectation that students will have

engaged with the conceptual load of the task in the previous two years. For this reason, a

juncture year implementation will be much shorter than an implementation that takes place at

some point within the Years 4 to 5. In this case, students master the conceptual load as the

task is implemented. Timelines for this type of implementation can stretch into many weeks.

Implementation

Consider these points when implementing the assessment.

Performances take various possible forms (e.g. music hall, concert, play, dance, circus act,

gymnastics display, magic). An event might even incorporate several of these.

When student cohorts are smaller, the event may well be shorter. Quality, not quantity, is the

goal.

An organisational group might take on roles such as overall management, venue management,

promotion, finance.

A performing group might take on roles, depending on the performance, such as

acting/directing, music/sound, stage management, lighting, costuming, choreography, animal

management.

A breakdown of roles and responsibilities regarding event management could be found by

researching on the Internet.

This might be a good opportunity to encourage environmentally friendly practices.

Task intensity: medium

Each student must work as a member of two groups — one with an organisational role and one

that contributes directly to the performance.

No organisational group is to include most of the members of any performance group and vice

versa.

Each group is to diarise the contribution of each student in it, with the students to sign off on

the agreement.

A precondition for the performance is that the students are to have created what is to be

performed. (This might involve rearrangement or resequencing of existing works.)

Teacher guidelines

18

Making judgments about this assessment

Teachers can make judgments about students' performance in the task using the grading master

below, in conjunction with the Assessable elements and descriptors for each KLA. Teachers can

ensure the consistency of their judgments by participating in moderation processes.

A more detailed description of the grading master for this task can be accessed online.

<http://education.qld.gov.au/corporate/newbasics/pdfs/yr6rt4grade.pdf>

For further information, refer to the resource Using a Guide to making judgments,

available in the Resources section of the Assessment Bank website.


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Evaluate the information gathered from the assessment to inform teaching and learning strategies.

Involve students in the feedback process. Give students opportunities to ask follow-up questions

and share their learning observations or experiences.

Focus feedback on the student’s personal progress. Emphasise continuous progress relative to

their previous achievement and to the learning expectations — avoid comparing a student with

their classmates.

For further information, refer to the resource Using feedback, available in the

Resources section of the Assessment Bank website.

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