Artifact 07PYP sample unit · Formative assessment
PYP formative assessment example: Taking Care of Myself, PYP 1
The whole formative assessment, free to read on this page. The print-ready PDF is free with a teacher account.
Prepared with a PYP school in Hyderabad.
- Role
- PYP homeroom teacher
- Programme
- PYP
- Year group
- PYP 1
- Published
- Length
- 796 words, 3 min read
Contents7 sections
- PYP 1 · Unit 1: Who We Are
- 5 tasks · across the week
- Rubric + learner reflection
Learning outcome | Learners will identify healthy practices, classify foods, connect choices to well-being, plan a healthy routine, and take responsibility for a personal wellness goal. |
|---|---|
Essential agreement | We try our best, we take our time, and we show what we know: this is a chance to shine, not a race. (sample text; in class this is co-constructed with learners) |
Success criteria | I can sort foods into everyday and sometimes and say why. I can build a balanced plate and tell what the foods do for my body. I can put a hygiene routine in order and explain why it keeps me well. I can plan a healthy day with food, play, washing and rest. I can make a wellness promise and give my reason. |
Administration: one task per day, Monday–Friday of Week 6, in small groups; Task 5 is a 1:1 conference. Tasks are read aloud; learners respond by sorting, sticking, drawing and telling: the teacher scribes spoken reasoning verbatim.
1. Everyday or Sometimes? · Monday · classifying foods
✂ Look at the 10 food pictures. Cut them out and paste each one on the correct plate.
🍚 rice
🍌 banana
🍟 chips
🍲 dal
🥛 milk
🍫 chocolate
🥒 cucumber
🥤 fizzy drink
🫓 roti
🍦 ice cream
🍚 Everyday foods
🍫 Sometimes foods
Tell your teacher: pick one food that was tricky. Why did you put it there? (teacher scribes)
2. My Balanced Plate · Tuesday · designing with food groups
Draw or paste your lunch on the plate: choose something from each food group. Then label your foods (your teacher can help with spelling).
🍎🍇🍌 fruits
🥕🥦🍅 vegetables
🍚🫓🌽 grains
🍲🥚🥜 protein foods
🥛🧀🥣 dairy
Tell your teacher: what does each food do for your body? (Go? Grow? Glow?)
Write one caption for your plate. Check it with CUPS!
3. Teach the Puppet to Wash Hands · Wednesday · sequencing & explaining hygiene
Oh no: the handwashing pictures are all mixed up! Write the numbers 1 to 6 in the boxes to put them in the correct order. Then teach the puppet the routine using your best instruction words: first, next, then, last.
A 💦 rinse with water
B 🧼 put on soap
C 🧻 dry your hands
D 💧 wet your hands
E 🖐✨ scrub between fingers
F 🤲 rub your palms
Teacher key: D → B → F → E → A → C
The big question: the puppet asks, “But WHY should I wash my hands?”: what do you tell it? (teacher scribes the learner’s explanation)
4. My Healthy Day · Thursday · planning a routine
Plan your ideal healthy day from sun-up ☀ to moon-rise 🌙 . Draw or paste your day in order: include eating, playing, washing and resting. On three moments, show the o’clock time on the little clocks.
☀
🌙 Draw the clock hands for three moments of your day:
12 9 3 6
wake-up time
12 9 3 6
lunch time
12 9 3 6
bed time
Teacher check: · meals included · play/movement included · hygiene included · rest included · clock times attempted
5. My Wellness Promise · Friday · 1:1 conference · responsibility & reasoning
Bring your Wellness Promise card and your habit tracker. Tell your teacher about your goal:
My promise is…
It helps my body
because…
My tracker shows…
When it is hard, I can…
Teacher scribes the learner’s words; the conference doubles as Student-Led Conference rehearsal.
LEARNER’S REFLECTION
Thinking about my learning
🌟 I am confident in…
🌱 I need more practice with…
TEACHER’S ASSESSMENT RUBRIC
Four criteria · four levels
CRITERIA | EXEMPLAR | INTERMEDIATE | DEVELOPER | BEGINNER |
|---|---|---|---|---|
Identifying healthy choices (Tasks 1, 2) | Classifies all foods accurately and independently, justifying even tricky cases | Classifies most foods correctly and gives simple reasons | Classifies familiar foods with some support | Beginning to classify foods with significant support |
Understanding food & body (Task 2) | Builds a fully balanced plate and explains what each food does for the body | Builds a mostly balanced plate and describes what some foods do | Builds a plate with some groups; connects food to body with prompting | Begins to choose foods; not yet connecting food to the body |
Healthy habits & hygiene (Tasks 3, 4) | Sequences routines accurately and explains clearly how they protect the body; plans a complete healthy day | Sequences routines correctly and gives a simple why; plans a day with most elements | Sequences with some support; names habits without full reasons | Beginning to sequence and name habits with support |
Responsibility & reasoning (Task 5) | Owns a meaningful goal, explains its why confidently, and describes progress and strategies | States a goal with a clear reason and talks about progress | States a goal; reason and progress emerge with support | Beginning to state a goal with significant support |
ATL DEVELOPED / DEMONSTRATED
Self-Management: routines, goal-setting · Thinking: classifying, cause and effect, reflection
Attributes of the learner profile developed / demonstrated
Balanced · Caring · Reflective: note observed moments:
STUDENT REFLECTION (scribed or drawn)
Credits: PYP 1 Team
Unit: Who We Are: Taking Care of Myself · Week 6 · 2026–27
How this was made
Prepared with Koncepts using the PYP Assessment Generator, which builds from the unit's transdisciplinary theme, central idea and lines of inquiry. It sets one short task for each day of the week, from classifying foods on Monday to a one-to-one conference on Friday, with a learner self-check and the teacher's rubric.
Download this formative assessment as a PDF
The print-ready PDF of this formative assessment: 4 pages, 531 KB.
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About this formative assessment
What is this document?
A real PYP formative assessment for Taking Care of Myself, a PYP 1 unit: five tasks and a reflection, by a practising IB teacher. Free to read.
How was it made?
Prepared with Koncepts using the PYP Assessment Generator, which builds from the unit's transdisciplinary theme, central idea and lines of inquiry. It sets one short task for each day of the week, from classifying foods on Monday to a one-to-one conference on Friday, with a learner self-check and the teacher's rubric.
Is it free to read and download?
The whole formative assessment, free to read on this page. The print-ready PDF is free with a teacher account.