Note the focus area and standard Note the type of Describe the artefact / document and indicate

indicate Describe how the artefacts / documents

descriptor/s the artefact / document artefact / the possible impact or result on teaching and/ or meet the standard descriptors you have
reflects document student learning identified.

Standard 3: Plan for and
Implement effective teaching and
learning.
Focus Areas:
3.1 Establish challenging
learning goals.
3.5 Use effective classroom
communication.
This document This document is evidence of my ability
is evidence of to plan for and implement effective
a writing rubric
teaching and learning. During an English
used during a
Grade 5 lesson lesson, students were required to write a
on recount recount. Recount writing is a style of
writing. It also
writing the students are very familiar with,
contains
feedback from writing them since Early Stage One,
my mentor however my goal was to elevate the
teacher on the
standard as they were in Stage Three.
lesson.
After explicit teaching, including modelled
examples, students were able to refer to
the writing checklist to monitor and self-
evaluate their own work. As evident from
the mentor teachers comments, this form
of formative assessment was successful
not only in giving the students the
opportunity to achieve, but as a
behaviour management tool used to
The use of this recount rubric as
part of a rich literacy lesson,
scaffolded learning for students by
providing them with explicit criteria
for success (APST 3.5). Having a
visual reminder to refer to extended
the expected standard of writing, by
encouraging students to self-edit
before handing in their work to be
marked (APST 3.1). The explicit
checklist provided not only a
reminder of what was expected to
be included within their piece of
writing, but gave elevated examples
to prompt students who may need
more assistance (APST 3.1).
maintain less distractions and the chance
of behaviour problems (Webb, 2014).