Form B: EPR100 Planning and teaching assessment Rubric

Pre-service Teacher

Unit EPR100

Date of Completion

: 18/03/13

S206946

Jamie Cordy
School

Student number

: Loxton North Primary

School

State /Territory

Mentor teacher

South Australia

Professional Learning Leader (Where applicable)

Janice Sawade

PREPARE, TEACH AND RETEACH A LESSON PLAN

Highly comprehensive

Detailed evidence

Satisfactory evidence

LESSON

PREPARATION

REFLECTION

on first LESSON

Lesson plan is carefully thought

through, is engaging and uses a
wide variety of appropriate
resources and strategies to assist
learning. Activities are wellstructured, sequential, within a
realistic time frame with
appropriate assessment
embedded

Lesson plan reflects a detailed

discussion with mentor prior to
delivery. Activities are sequential
and interesting and relevant to
age and ability level. Timings are
realistic. Assessment of learning
links with curriculum outcome.

Lesson plan reflects a discussion

of details with mentor prior to
delivery. Lesson template
completed in detail, including:
description of pupil prior
knowledge related to curriculum
outcome, learning sequence,
timings, and assessment included

Some detail provided in lesson

plan template. Curriculum
outcome identified, with links to
assessment.

Pre-service teacher identifies

specific areas of the lesson
resulting in learner achievement
and areas in need of pedagogical
improvement.

Lesson reflection includes

sections on what can be done
better or different, less or more
and reflection describes areas for
success and improvement in
detail. Lesson adaptions are
justified.

Reflection considers the extent of

learners achievement against
curriculum outcomes. Discussion
of lesson delivery identifies areas
of teaching success and areas in
need of improvement with focus
on how lesson could be changed
for a better result for students

Discussion of students learning

loosely based on assessment
evidence. Reflection requires
greater clarity, depth and/or
breadth in some areas of the
lesson plan. Few links to
appropriate pedagogy are
apparent.

Janice Sawade

EPR100

Emerging evidence

Reflection is detailed, drawing on

wide academic reading and
relevant classroom experience.

More evidence required

More detail required on lesson

plan template. Curriculum
outcomes and assessment are
vague and/or unrelated.
Student cohort described
insufficiently in terms of learning
goal.

The description of the learning

experience is vague. More
detailed information is needed to
determine student achievement of
curriculum outcomes.

Janice Sawade

Planning and teaching assessment Rubric

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REFLECTION

on second attempt

Lesson adaptation results in

higher student engagement,
improved learning outcomes and
encompasses a discussion linking
learning pedagogy and improved
learning outcomes, justified by
academic readings and specific
anecdotes.

Assessment of learning includes

specific anecdotes and a
description of the areas of
pedagogy that were adapted to
get the better results.
Assessment of students learning
includes detailed discussion of
teaching adaptions attributed to
improving student outcomes.

Janice Sawade

Second attempt of the same or

subsequent lesson leads to
obvious improvements in student
achievement of curriculum
outcomes. Assessment of
learning includes learning
experience anecdotes and
particular areas of pedagogy that
were adapted to get the better
results

Lesson adaptations improve

student achievement, but could be
described more specifically.
Assessment of student learning
links better with intended learning
outcomes.

Assessment of student learning

still vague or unrelated to
curriculum outcomes. More
specific detail on developing
learning opportunities through
lesson adaptions is required.

Mentor Teacher Comment

Jamie prepared a three lesson technology unit. The introductory lesson was well planned and thought out and was highly effective in
engaging the children. They understood the task and were eager to proceed. Jamie evaluated the first lesson and planned the second in
an equally detailed manner, incorporating review of the task, restating expectations and then starting the activity.
Jamie used a variety of teaching methodology and considered the learning needs of the students. The task expectations were
differentiated to cater for the multi year level class. He engaged in discussion and reflection at the end of each lesson.
The unit was very successful from introduction to completion and included an assessment component.

Mentor teacher name and signature

Date 18-3-13

Janice Sawade
______________________

Pre-service teacher name and signature

Janice Sawade

Date 18-3-13

PLL name and signature (where appropriate)

EPR100

Date

Planning and teaching assessment Rubric

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