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Purpose

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1 The central idea is unworkable and needs to be discarded. This central idea should not be in any transdisciplinary theme.

Is the central idea clearly The central idea is clearly stated? stated. Have appropriate connections This central idea belongs in the been made between the identified transdisciplinary central idea and the theme. transdisciplinary theme? Do the teacher questions and provocations reflect the purpose? Are the teacher questions clear, open-ended and precise? The teacher questions and provocations reflect the purpose. The teacher questions are clear, open-ended and precise.

The central idea requires small The central idea needs to be changes to make it clear. reworked. The wording of this central idea This central idea belongs in a needs to be changed in order for different transdisciplinary it to belong in the identified theme. transdisciplinary theme.

Most of the teacher questions Some of the teacher questions The teacher questions and and provocations reflect the and provocations reflect the provocations do not reflect the purpose. purpose. purpose. The teacher questions are Some of the teacher questions The teacher questions are mostly clear, open-ended and are clear, open-ended and closed and ambiguous. precise but should be slightly precise. The others need to be reworded. reviewed. Are the lines of inquiry The lines of inquiry appear to The lines of inquiry appear to Some lines of inquiry appear to The lines of inquiry are not appropriate to the be appropriate to the be appropriate to the be appropriate to the appropriate to the development development level and development level and interests development level and interests development level and interests level and do not reflect the interests of the students? of the students of the students but could be of the students. The others need interests of the students improved. to be reviewed. Is there a direct link between There a direct link between the There a direct link between the There a direct link between the There is no link between the the concept-based questions concept-based questions and concept-based questions and concept-based questions and concept-based questions and and the activities? the activities most of the activities some of the activities the activities Does the inquiry provide The inquiry provides The inquiry provides The inquiry provides The inquiry does not provide opportunities for: opportunities for: opportunities for most of the opportunities for some of the opportunities for: – exploring significant – exploring significant following: following: – exploring significant knowledge knowledge – exploring significant – exploring significant knowledge understanding key concepts understanding key concepts and knowledge knowledge understanding key concepts and and related concepts related concepts understanding key concepts and understanding key concepts and related concepts – acquiring and applying – acquiring and applying related concepts related concepts – acquiring and applying relevant skills relevant skills – acquiring and applying – acquiring and applying relevant skills – developing responsible – developing responsible relevant skills relevant skills – developing responsible attitudes attitudes – developing responsible – developing responsible attitudes – reflection and taking action? – reflection and taking action? attitudes attitudes – reflection and taking action? – reflection and taking action? – reflection and taking action?

Do the lines of inquiry and The lines of inquiry and learning experiences promote learning experiences all international-mindedness? promote internationalmindedness. 4 Learning Experiences Do the learning experiences reflect a variety of appropriate teaching and learning strategies? Does the availability and range of resources support inquiry for all students? Were the students actively engaged, and challenged?

The lines of inquiry and learning experiences mostly promote internationalmindedness. 3

The lines of inquiry and learning experiences somewhat promote internationalmindedness. 2

The lines of inquiry and learning experiences do not promote internationalmindedness. 1

Is there room for studentinitiated inquiry?

Assessment

The learning experiences reflect The learning experiences reflect The learning experiences reflect The learning experiences do not a variety of appropriate appropriate teaching and appropriate teaching and reflect a variety of appropriate teaching and learning strategies. learning strategies, that are learning strategies but are not teaching and learning strategies. somewhat varied. varied enough to cater for individual differences among the students. There is an appropriate range of There are some resources but There are a few resources but There are no suitable resources resources for this inquiry, we need to add a few more. we need to purchase more. to support this inquiry. including IT, DVDs, books, posters. According to the teachers’ According to the teachers’ According to the teachers’ According to the teachers’ reflections, the students were reflections, the students were reflections, the students were reflections, the students were actively engaged, and actively engaged, and sometimes actively engaged, not actively engaged, and challenged challenged throughout most of and challenged challenged the unit There was opportunity and There was opportunity for There was opportunity for There was no opportunity and evidence of high-quality student-initiated inquiry. Some student initiated inquiry but the no evidence of student-initiated student-initiated inquiry inquiry was initiated by students did not generate their inquiry students but was not of a high own inquiry standard 4 3 2 1

Does the summative The summative assessment is assessment link to the central clearly linked to the central idea? idea.

The summative assessment The summative assessment The summative assessment needs to be altered slightly to needs to be altered significantly does not link to the central idea. establish a clear link to the to establish a clear link to the central idea. central idea. Do the assessment strategies There is opportunity for student There is opportunity for student There is opportunity for teacher There are no assessment and tools allow for individual and peer assessment as well as and peer assessment as well as assessment. strategies identified. differences? teacher assessment. teacher assessment. The There are a variety of assessment tools are not varied. assessment tools and strategies identified.

Are the criteria for success in The criteria for success in this this inquiry clearly identified inquiry is clearly identified for for both students and both students and teachers. teachers? Does the assessment allow the The assessment allows the teacher to give feedback to teacher to give detailed the students and parents? feedback to the students and parents.

The criteria for success in this The criteria for success in this The criteria for success in this inquiry is identified for both inquiry is clearly identified for inquiry is not identified for students and teachers, but needs teachers, but not students. either students and teachers. some clarification. The assessment allows the The assessment allows the The assessment does not allow teacher to give feedback to the teacher to give some feedback the teacher to give feedback to students and parents. to the students and parents. the students and parents.

Reflection
Are examples of student work One or two examples are described in the planner? described and attached. They clearly demonstrate students’ understanding of the central idea. Reflections of all teachers have been included. Is there reflection on the assessment tasks? There is detailed reflection on how the assessment task can be improved next time. There is reflection on how to strengthen the central idea. Teachers have provided examples of classroom discussions, comments or student work that demonstrate connections made between the central idea and the transdisciplinary theme. Clear connections have been made between the learning experiences and concepts, skills, attitudes and the learner profile. One or two examples are There are examples of student described and attached. They work but they do not appear to clearly demonstrate students’ demonstrate an understanding understanding of the central of the central idea. idea. Reflections of one or two but not all teachers have been included. There is some reflection on There is a statement that how the assessment tasks can assessment tasks and central be improved but this is not idea need to be changed but detailed enough to provide there is no explanation of how clarity for other teachers. or why. Teachers have provided Some examples are given but examples of classroom no clear connection is discussions, comments or demonstrated. student work that demonstrate only superficial connections made between the central idea and the transdisciplinary theme. Clear connections have been Some learning experiences are made between the learning listed. experiences and some of the following: concepts, skills, attitudes and the learner profile. There are no examples of student work.

There is no reflection on assessment tasks or on ways to strengthen the central idea. No examples are given.

Is there evidence provided that students made connections between the central idea and the transdisciplinary theme? Have particularly engaging, relevant, challenging and significant learning experiences been noted?

No learning experiences are listed.

Are student initiated inquiries A range of student initiated appropriately recorded? inquiries and student questions are recorded. Those that influenced the nature of the inquiry are highlighted. How has action been recorded?

A range of student initiated inquiries and student questions are recorded but there is no evidence that these have influenced the nature of the inquiry. Action that is genuinely student Student initiated action is initiated is recorded here. The recorded with a simple recording shows how the comment. student has reflected, chosen and acted.

A random selection of a few student questions are listed.

No student initiated inquiries are recorded.

It is not clear whether the action Action is recorded but it is not that is recorded is student student initiated. initiated or teacher driven.