Student name: Chloe Dunlop

EDUC4725 Assessment 3 Unit Planning

Assessment Criteria Fail Pass Credit Distinction (cohesive in every High Distinction (complex
way) connections between texts,
practice in the classroom,
learning intentions and
assessment or feedback)
AC: English standard is Little or no articulation of Few inconsistencies are evident in Clear evidence of how AC: English Consistent clear evidence of how Excellent evidence of how AC:
clearly identified and AC: English standard and explaining how AC: English standard and teaching and learning AC: English standard and teaching English standard and teaching and
teaching and learning teaching and learning standard and teaching and intentions relate to unit plan. and learning intentions relate to unit learning intentions relate to unit plan.
intentions are clearly intentions. learning intentions relate to unit plan.
articulated. plan.
Demonstrated ability to work Little or no evidence of Some inconsistencies are evident Sound evidence of ability to work Consistent, clear and well-articulated Demonstrates analysis of complex
towards a stated learning working towards a stated in working towards a stated towards a stated learning intention – evidence of ability to work towards a connections between the learning
intention – the what of learning intention learning intention – some evidence the what of learning - and evidence stated learning intention – the what intentions, four resources model and
learning - and evidence of a of a frameworks (i.e. 4 resources of a frameworks (i.e. 4 resources of learning - and evidence of a teaching English and literacy
frameworks (i.e. 4 resources model) that underpin teaching model) that underpin teaching frameworks (i.e. 4 resources model)
model) that underpin English and literacy English and literacy that underpin teaching English and
teaching AC: English and literacy
literacy
Demonstrated evidence of a Little or no evidence of a Few inconsistencies in Consistent evidence provided for Consistent, clear evidence provided Excellent, synthesised teaching and
teaching and learning cycle teaching and learning cycle demonstrated understanding of a how a teaching and learning cycle of thoughtful teaching and learning learning cycle evidenced for learning
as a scaffold for learning teaching and learning cycle supports scaffolding the learning for cycle as a scaffold for learning across the unit
across the unit – the how of students across the unit
teaching - This goes to the
logical progression of your
unit plan.
Unit plan reflects the Little or no evidence of Few inconsistencies are evident in Consistent understanding with a Consistent clear and well-articulated Demonstrates analysis of complex
diversity, year level understanding year level understanding year level degree of clarity understanding year understanding year level connections between personal
appropriateness of texts appropriateness and appropriateness and catering for level appropriateness and catering appropriateness and catering for experiences, year level
and activities as described catering for diversity of diversity of students student for diversity of students student diversity of students student groups appropriateness and catering for
in the learning intentions. students student groups as groups as literacy/English is taught groups as literacy/English is taught as literacy/English is taught diversity of students student groups
literacy/English is taught as literacy/English is taught
Evidence of planning for Little or no evidence of Few inconsistencies are evident in Consistent understanding with a Thoughtful evidence of Demonstrates complex connections
assessment of and planning for assessment and the planning for assessment and degree of clarity is demonstrated in demonstrating high levels of in the role of feedback or
feedback on students work feedback for students feedback for students evidence of planning assessment understanding in the planning and assessment for students as they
achievement and feedback for students aims for assessment and feedback undertake classroom activity and
achievement to support students’ achievement understand achievement
Grade: 90
Comments: Thank you for submitting your unit plan, Chloe. I recognise the thought, effort and time that has gone into this.
Your learning intentions are explicit and appropriate for the cohort.
The use of the AC standards and content descriptors are appropriate.
Activities are engaging and show continuity across the unit. Strong scaffolding is built into the unit, with revision of previous learning included.
Excellent use of guided questioning to develop discussion.
Four Resources model used and understood.
Explicit explanations of how to meet diverse needs within the classroom.
A variety of assessment strategies are included, with self and peer reflection.
All the best on your placement - I look forward to hearing about it in our final workshop!
This rubric is based on the topic aims and assessment criteria from the 2018 EDUC4725 Topic Information booklet, the Flinders University policies including criteria for the grading system,
Information on the Flinders University descriptions of grades can be found on the university website. Topic aims and assessment criteria are included in the ‘Topic Information’ booklet. Note:
Criteria are not evenly weighted.