Artifact 08PYP sample unit · Task sheets
PYP task sheets example: Taking Care of Myself, PYP 1
The whole task sheets, 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
- 957 words, 4 min read
Contents9 sections
- One sheet per teaching week
- Work samples for the portfolio
- Sheet colour = week colour
How these sheets are used
Each sheet matches a work-sample moment in the Unit Planning Grid (Artifact 03) and becomes portfolio evidence against the unit's learning goals. Tasks are read aloud; learners respond by drawing, cutting, pasting and telling, and the teacher scribes spoken answers in the grey lines. The footer boxes follow the school's task-sheet format: ATL, student reflection, learner profile and teacher feedback are captured per task.
OVERVIEW
The five sheets at a glance
SHEET | TASK | EVIDENCE IT PRODUCES | ADMINISTERED |
|---|---|---|---|
1 · WEEK 1 | My Day drawing strip | Baseline routine drawing, compared against the Week 5 redraw to make growth visible | Wednesday, UOI block |
2 · WEEK 2 | Handwashing sequence | Sequencing accuracy + scribed cause-and-effect reasoning about soap and germs | Tuesday, after the basin practice |
3 · WEEK 3 | Everyday / Sometimes plates | Food classification + one CUPS-checked sentence, the unit's first writing sample | Tuesday, after the lunchbox sort |
4 · WEEK 4 | Bedtime routine + clock | Routine ordering + time to the hour on a real clock face | Tuesday, with the routine wheel |
5 · WEEK 5 | Wellness Promise card | The learner's own goal with reasoning and a 7-day star tracker, shared at the Student-Led Conference | Tuesday, goal-setting day |
Marking and filing
Completed sheets are dated and filed in the learner's portfolio the same week
The footer boxes are completed by the teacher at collection, not left for later
Tick the matching row in the planner's Evidence-of-Learning tracker (Artifact 02, Working Pages)
Sheets 1 and 5 are pulled again for the Week 6 conference and the Student-Led Conference
Differentiation, built in
Every task works at three levels: draw only · draw and tell (teacher scribes) · draw and write
Cut-and-paste tasks can be pre-cut for learners still developing scissor control
The reference link on each sheet leads to alternative versions of the same activity
Task Sheet 1 · Week 1
Learning outcome | Learners identify daily routines and habits in their own lives. | ||||
|---|---|---|---|---|---|
Essential agreement | We take our time, we do our own thinking, and we tell our own story. (sample; co-constructed with learners in class) | ||||
Success criteria | I can draw my day in order · I can name the habits that keep me healthy | ||||
Task: My Day, from waking to sleeping
Draw your day in the four boxes, in order. Put a ⭐ on every part of your day that keeps you healthy.
Tell your teacher: which part of your day keeps you healthy? (teacher scribes)
Reference: pinterest ↗ daily routine drawing activity
ATL developed / demonstrated
Self-Management: sequencing my own routine
Student reflectionscribed or drawn
Attributes of the learner profile
Reflective · Balanced
Teacher feedback
Task Sheet 2 · Week 2
Learning outcome | Learners sequence the handwashing routine and explain why it prevents illness. | ||||
|---|---|---|---|---|---|
Essential agreement | We take our time, we do our own thinking, and we tell our own story. (sample; co-constructed with learners in class) | ||||
Success criteria | I can put the handwashing steps in order · I can say why we use soap | ||||
Task: Handwashing, step by step
✂ Cut out the six step cards. Paste them in the correct order, 1 to 6.
💦 rinse with water
🧼 put on soap
🧻 dry your hands
💧 wet your hands
🖐✨ scrub between fingers
🤲 rub your palms
Tell your teacher: why does soap matter? What did the glitter germs show us? (teacher scribes)
Reference: pinterest ↗ handwashing sequencing cards
ATL developed / demonstrated
Thinking: sequencing · cause and effect
Student reflectionscribed or drawn
Attributes of the learner profile
Balanced · Caring
Teacher feedback
Task Sheet 3 · Week 3
Learning outcome | Learners classify foods into everyday and sometimes categories and justify their choices. | ||||
|---|---|---|---|---|---|
Essential agreement | We take our time, we do our own thinking, and we tell our own story. (sample; co-constructed with learners in class) | ||||
Success criteria | I can sort foods onto the right plate · I can write one sentence about my plate | ||||
Task: Everyday plate, sometimes plate
✂ Cut out the foods and paste each one on the correct plate.
🍚 rice | 🍌 banana | 🍟 chips | 🍲 dal | 🥛 milk | 🍫 chocolate | 🥒 cucumber | 🍦 ice cream |
🍚 Everyday foods
🍫 Sometimes foods
Write one sentence about your plate. Check it with CUPS!
Reference: pinterest ↗ everyday sometimes foods sort
ATL developed / demonstrated
Thinking: sorting by nutritional value
Student reflectionscribed or drawn
Attributes of the learner profile Balanced
Teacher feedback
Task Sheet 4 · Week 4
Learning outcome | Learners identify rest as a routine that supports well-being and read times connected to their day. | ||||
|---|---|---|---|---|---|
Essential agreement | We take our time, we do our own thinking, and we tell our own story. (sample; co-constructed with learners in class) | ||||
Success criteria | I can order my bedtime routine · I can show my bedtime on the clock | ||||
Task: My bedtime routine
Number the bedtime pictures 1 to 4 in your order. Then draw the clock hands to show your bedtime.
🍽 dinner | 🪥 brush teeth | 📖 story time | 😴 lights off |
Tell your teacher: why does your body need sleep? (teacher scribes)
my bedtime
Reference: pinterest ↗ bedtime routine chart for kids
ATL developed / demonstrated
Self-Management: organising my routine
Student reflectionscribed or drawn
Attributes of the learner profile
Balanced · Reflective
Teacher feedback
Task Sheet 5 · Week 5
Learning outcome | Learners set a personal wellness goal and take responsibility for keeping it. | ||||
|---|---|---|---|---|---|
Essential agreement | We take our time, we do our own thinking, and we tell our own story. (sample; co-constructed with learners in class) | ||||
Success criteria | I can make a promise that helps my body · I can say why it helps | ||||
Task: My Wellness Promise
Write your promise, draw yourself keeping it, and colour one star for every day you keep your promise this week.
I will…
…so that…
My helper is…
My promise week
Mon
Tue
Wed
Thu
Fri
Sat
Sun
Reference: pinterest ↗ goal setting handout kids
ATL developed / demonstrated
Self-Management: goal setting · independence
Student reflectionscribed or drawn
Attributes of the learner profile
Principled · Reflective
Teacher feedback
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 holds five task sheets, from My Day to My Wellness Promise, with notes for the teacher on how the sheets are used, filed and differentiated.
Download this task sheets as a PDF
The print-ready PDF of this task sheets: 6 pages, 455 KB.
A Koncepts teacher account is free. You only need one for the download.
About this task sheets
What is this document?
Real PYP task sheets for Taking Care of Myself, a PYP 1 unit: one sheet a week for the portfolio, 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 holds five task sheets, from My Day to My Wellness Promise, with notes for the teacher on how the sheets are used, filed and differentiated.
Is it free to read and download?
The whole task sheets, free to read on this page. The print-ready PDF is free with a teacher account.