Learning Area

Tasks
PDHPE –
Observation
(Formative)

English –
Observation
(Formative)

Evaluative Criteria
Indicators –
Student:
 presents an opinion with
confidence (BOSTES,
2016).
 applies decision making
processes when solving
problems (BOSTES,
2016).
 uses strategies to resolve
conflict, eg. Negotiation
(BOSTES, 2016).
I will be observing each group
to ensure they are able to
confidently present ideas to
their group, able to negotiate
with their group members
about their choices and solve
problems using their decision
making process.
Indicators –
Student:
 understands that patterns
of language interaction
vary across social
contexts and types of texts
and that they help to
signal social roles and
relationships (BOSTES,
2016).
 understands that
strategies for interaction
become more complex
and demanding as levels
of formality and social
distance increase
(BOSTES, 2016).
I will be observing the
students throughout the
stages of The Amazing Race

Record Keeping
Anecdotal Notes –
Throughout the unit, I will
record my observations using
an anecdotal notes table where
it specifies the learning
intention at the beginning. This
enables me to see whether the
students are able/unable to
meet the specified indicators.
This information will be
documented in a word
document format on an iPad.

Anecdotal Notes –
Throughout the unit, I will
record my observations using
an anecdotal notes table where
it specifies the learning
intention at the beginning. This
enables me to see whether the
students are able/unable to
meet the specified indicators.
This information will be
documented in a word
document format on an iPad.

Mathematics –
Exit Slips
(Formative)
Summative
Assessment
(Summative)

to ensure they are able to
read and comprehend the
questions put before them. I
will be observing the students
to ensure they use their
strategies to communicate
with each other and
effectively interact and share
their ideas.
Indicators –
Student:
 applies appropriate mental
and written strategies to
solve multiplication word
problems (BOSTES,
2016).
 applies appropriate mental
and written strategies to
solve division word
problems (BOSTES,
2016).
Exit Slips –
I will be analysing and
evaluating the exit slips at the
end of each lesson to
determine how the students
are able to apply appropriate
strategies taught to solve
word problems.
Summative Assessment –
I will review the summative
assessment to ensure the
students were able to use the
strategies taught at the
beginning of each lesson to
solve division and
multiplication word problems
individually.

Record Sheet –
After each lesson, the students
will receive an exit slip where
they will be asked to use the
strategies taught at the
beginning of the lesson into
mathematical word problems.
Once complete, using an iPad I
will record the results on a table
(word document). I will record
the question and the response
of the students which will then
be used as the basis for future
lessons and the summative
assessment.
Rubrics –
Rubrics will be used at the end
of the unit to give an overall
indication of how the student
has developed. The rubrics will
be completed electronically and
printed out to provide feedback
for students. I will use the
information that I have obtained
through the anecdotal notes
(observations) and record sheet
(exit slips) to produce an overall
indication of where the child is
situated at the end of the unit.