- Deconstructs planning school departmental topics and units through appropriate to a range templates and examples programming learning of students ‘scaffolded’ and considers the introduction, middle and - Plans with increasing Planning and - conclusion of a lesson as understanding of how to programming integral to sequential bring about student demonstrates the ability learning development and to adapt lesson academic growth in a outcomes to enrich subject students’ understanding about a concept - Revisits concepts when required to consolidate a topic for the whole class or for individual students 2.3.1 Use curriculum, - Is introduced to - Observes how the - Demonstrates an - Designs assessments - Uses criteria for assessment and different examples of supervising teacher uses understanding of the which show clear links responsive, ongoing reporting knowledge to assessment different types of central concept of the to the teaching and assessment. design learning assessment to record lesson in planning learning program and sequences and lesson -Analyses common and monitor student reporting cycle examples of student development - Planning incorporates assessment then learns beginning use of - Develops assessment how it is used to track - Understands that summative and activities, criteria and student progress continuum-based formative assessment marking rubrics that assessment is designed tasks illustrate how - Observes how criteria to facilitate consistency assessment relates to is used to track student in a teacher’s evaluation - Uses pre-assessment curriculum and learning progress. of students in a class tasks to assess where outcomes students are in their - Observes how criteria cycle of learning and - Creates innovative can be used as ongoing, then plans accordingly assessment tasks where responsive assessment. the student is encouraged to demonstrate deepening knowledge
- Deconstructs planning templates and examples and considers the introduction, middle and conclusion of a lesson as integral to sequential learning school departmental programming topics and units through ‘scaffolded’ learning - Plans with increasing understanding of how to bring about student development and academic growth in a subject appropriate to a range of students - Planning and programming demonstrates the ability to adapt lesson outcomes to enrich students’ understanding about a concept - Revisits concepts when required to consolidate a topic for the whole class or for individual students 2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson - Is introduced to different examples of assessment -Analyses common examples of student assessment then learns how it is used to track student progress - Observes how criteria is used to track student progress. - Observes how criteria can be used as ongoing, responsive assessment. - Observes how the supervising teacher uses different types of assessment to record and monitor student development - Understands that continuum-based assessment is designed to facilitate consistency in a teacher’s evaluation of students in a class - Demonstrates an understanding of the central concept of the lesson in planning - Planning incorporates beginning use of summative and formative assessment tasks - Uses pre-assessment tasks to assess where students are in their cycle of learning and then plans accordingly - Designs assessments which show clear links to the teaching and learning program and reporting cycle - Develops assessment activities, criteria and marking rubrics that illustrate how assessment relates to curriculum and learning outcomes - Creates innovative assessment tasks where the student is encouraged to demonstrate deepening knowledge - Uses criteria for responsive, ongoing assessment.