The Arts teacher checks and… | Year 2 Subjects · T1 W1–2 · Assessment

For each chosen form, record art form | first choice | change | actual making/performance/tool/share | learner's explanation | access/support | next move. 2 = intentional choice and explanation independently, 1 = after a model/prompt, 0 = not yet evidenced with access available. A silent or paper route is valued for thinking; do not turn it into an unobserved dance, music or media-technology performance claim. Never score neatness, volume, body shape, cultural conformity or public confidence.

Day / form	Exact check / acceptable evidence	If not yet, teach and recheck
1 Dance	A three-part close/change/open phrase with a deliberate direction, level or size change. Dance development/choreography evidence needs actual accessible movement; a token path is choreography planning only.	Model two contrasting safe path marks; child chooses a third and performs if they consent.
2 Drama	Sen and Lux have an imagined role/problem; changing an action changes the fictional scene. Puppets/AAC count when the learner makes dramatic choices.	Give one role and setting, then ask for a new action with a different fictional ticket.
3 Media Arts	Three frames show a coherent order and one audience/framing choice. `AC9AMA2D01/C01` only if the learner actually directed/used approved offline media technology, not paper alone.	Hide one frame, ask what the viewer loses; if technology is available, capture only new paper shapes.
4 Music	Six pulses, a different pattern from the model, and one identified change. Listening/playing evidence requires actual accessible sound/listening; silent marks demonstrate composition reasoning.	Use six tactile/visual boxes to hold pulse count, then try an optional gentle sound.
5 Visual Arts	Two drafts with a deliberate shift in line, size or position and a reason about viewer attention. No “prettiest” answer.	Compare two different arrangements of the same marks; child directs a third.
6 Dance	Phrase preserves start apart, curve toward and stop with space; one expressive change is named. `AC9ADA2P01` only for an actual accessible movement sequence shared informally.	Rehearse one path at a time with the child controlling pace and stop.
7 Drama	Same missing-ticket situation is shown from two roles by changing line/action; an actual puppet/gesture/AAC scene is shared privately for `AC9ADR2P01`. A written plan alone is preparation.	Ask “What does Lux know?” and model one changed line in a new scene.
8 Media Arts	Near detail and whole view of the same paper work, intentional order and stated audience. Media development/construction/share codes require an approved offline tool and actual informal share of media work; paper frames alone do not satisfy them.	Try one crop of a new paper shape on an approved tool, then compare the viewer's information.
9 Music	A four-pulse answer differs from the call, making eight pulses together; learner identifies one revision. `AC9AMU2P01` requires music sounded to a chosen audience, with listening/playing evidence marked separately.	Keep the call fixed and choose only the four answer marks; optional soft performance next.
10 Visual Arts	Original drawing guides a viewer toward the tray; child shows first/revised version and explains one line/shape/scale/spacing change to a chosen audience.	Give a fresh viewer question and let the child choose one mark to adjust.

Cross-form boundary: Two blocks per form do not amount to full achievement in any of the five subjects. The Year 1 pack uses some shared Years 1–2 band codes, but these Year 2 tasks use new objects, purposes and progression. All five form-specific P01 codes are observed only when the relevant art is actually shared, even privately; a general Day 10 visual work cannot supply the other four.

Fresh transfer: Offer a new imaginary purpose, such as “help a visitor see where a clean tool goes.” Let a child choose a form, create one new choice and explain its effect. Keep the form-specific evidence conditions above.