Staff copy. For each child, record the form, actual action, chosen visual/sound/movement/drama element, feedback, access route and next change. I/P/R/N mean independent/after specific prompt/repair/not yet observed. A plan can be worthwhile, but do not score performed, played, media-technology-used or shared unless it happened. No public performance or filming of children is required. New Day 15/20 visual tasks are distinct from the first fortnight's tool label.
| Day/form | Evidence to look for | Next move |
|---|---|---|
| 11 Dance | Three-part expressive sequence with discernible turn/pause if moved; optional informal share observed. | If a paper path is the only sample, offer a safe seated/partner-directed enactment later; do not mark performance. |
| 12 Drama | Two plausible fictional interpretations, role/gesture/voice/puppet choice, precise repair; share only if observed. | If the scene only states the answer, ask how each character felt/thought in the fictional situation without requiring personal disclosure. |
| 13 Media Arts | Two meaningfully different frames/captions; actual offline tool use and responsible capture if observed. | If paper-only, record storyboard planning and offer approved tool trial later; no technology claim. |
| 14 Music | Four pulses including audible rest, changed rest and listener comparison if actually sounded. | If only notation, invite low-volume partner playback or AAC-directed sound later; keep sensory choice. |
| 15 Visual Arts | Three original, distinct shape/line symbols with labels; user-test response and one revision if done. | If symbols differ only by colour, test grayscale/tactile recognition and vary shape/line. |
| 16 Dance | Straight/curved pathway or level change made in an actual expressive phrase; intended difference named. | If physical route not safe, retain plan and seek approved accessible route later; do not force movement. |
| 17 Drama | Fictional problem and response shown through role, dialogue/gesture/puppet; count of 10 conserved. | If maths is right but no dramatic action, invite one character reaction and one reply. |
| 18 Media Arts | Two labelled technology-made frames show 1 ten = 10 ones without a false growth impression; informal viewer share if observed. | If frame hides pieces, revise crop/label. Paper-only sequence remains plan evidence. |
| 19 Music | Actual four-pulse call/response with one repeat and one contrast, listener can identify it; quiet volume. | If sequence drifts, use tactile pulse markers and replay slowly; no volume pressure. |
| 20 Visual Arts | Imaginary sign uses original symbol/arrow/text hierarchy; viewer interprets and learner revises if needed. | If viewer misreads, ask which mark was noticed first and change layout/size, then test again. |
Band/coverage limit: These are selected partial links to official Years 1 and 2 Arts descriptions. Exploration, creation and informal presentation are separate actions. We do not claim cultural-engagement codes or First Nations examples because no authorised source is supplied. Paper, silence or unshared work must be recorded honestly rather than upgraded to an observed performance.