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SCORING GUIDE

Planning: Learning objectives are vague and minimally relevant to the lesson. There is a lack of flow in
1 the way the stages of the lesson are planned with little attempt to contextualise subject matter.
Minimally Limited/inappropriate teaching strategies, activities and resources identified to support learning with
no evidence of planned assessment. No integration of remedial instruction activities in the main
Effective lesson and no evidence of differentiation.
(significant Facilitating Learning: Mostly teacher-centred with vague instructions, limited number of remedial
improvement instruction strategies and activities from the Toolkit. Little evidence of differentiated instruction to
required) cater for different needs and abilities. Teacher does not address gaps in learning or offer support for
progression of learning.
Classroom Management: Classroom environment minimally promotes student learning, engagement
and/or respectful interaction. No evidence of celebrating success and/or effort. Students lack
opportunities to partake in peer assisted learning. Students needs and preferred ways of learning are
not taken into consideration.
Assessment: Lessons reflect few opportunities for assessment of and for learning. Feedback given is
at the whole-class level and mostly to provide correct answers. Self and peer assessment is minimal
and not developmental.

2 Planning: Learning objectives indicate some clarity and specificity of what teacher intends to
achieve. Lesson stages are timed well, and attempts are made to relate subject matter to students'
Moderately prior knowledge. Some attempts to vary teaching strategies, activities, and resources. There are
Effective planned assessments with some integration of remedial instruction activities into the main lesson
Facilitating Learning: Teacher manages activities with some student participation. There is evidence
(some improvement of some remedial instruction strategies and activities from the Toolkit to cater for different needs
required) and abilities. Teacher supports gaps in learning or offers support for progression of learning only
when requested. Minimal evidence of challenge or independent learning is demonstrated. Evidence
of a limited attempt at differentiation.
Classroom Management: Classroom environment somewhat promotes student learning,
engagement and/or respectful interaction. Minimal evidence of celebrating success and/or effort.
Students provided with some opportunities to partake in peer assisted learning. Students needs and
preferred ways of learning are somewhat taken into consideration.
Assessment: Some attempts at formative assessment of tasks at individual and group level but a
tendency to lean towards summative assessment as default. Feedback is general and does not
provide steps for progress in learning. Few opportunities at peer and self- assessment, which do not
develop learning.

3 Planning: Learning objectives are specific, measurable, realistic and time specific. Lesson is
well-paced and transitions appropriately with clear links between subject matter and students' prior
Effective knowledge. A wide range of teaching strategies, activities, resources, and assessments to support
(Proficient) learning are evident. Remedial instruction activities are well integrated into the main lesson.
Facilitating Learning: Teacher manages activities with good student participation, well integrated
remedial instruction strategies and activities from the Toolkit that cater for different needs and
abilities. Teacher actively supports gaps in learning or offers support for progression of learning.
Students are challenged and independent learning is demonstrated. There is clear evidence of
differentiation.
Classroom Management: Classroom environment promotes student learning, engagement and/or
respectful interaction. Sufficient evidence of celebrating success and/or effort. Students provided
with sufficient opportunities to partake in peer assisted learning. Students needs and preferred ways
of learning are mostly taken into consideration.
Assessment: Regular assessment and feedback is differentiated, tracked, and informs teacher on
target setting for student development. Feedback is timely and provides some guidance for next
steps to progress learning. Peer and self-assessment opportunities are supported to evaluate
individual and group tasks.

4 Planning: Learning objectives make clear provisions for activating students' schemata and
personalisation of learning. The lesson is cohesive in terms of the strategies, resources, and activities
Highly and meets the full range of learning needs. Continuous assessment is embedded throughout the
Effective lesson plan. Remedial instruction activities are seamlessly integrated into the main lesson.
Facilitating Learning: Teacher manages activities with good student participation, well integrated
(Exemplary) remedial instruction strategies and activities from the Toolkit, that cater for different needs and
abilities. Teacher actively supports gaps in learning and offers support for progression of learning.
Students are challenged and independent learning is demonstrated with strong evidence of
differentiation. Evidence of inquiry based, personalised and collaborative learning activities provides
opportunities for students to excel. Learning is relevant and motivating, leading to deep
understanding.
Classroom Management: Learning space encourages autonomy, self-regulation and high standards
of achievement and behaviour. Classroom community demonstrate respect, genuine rapport and
empathy in their interaction. Established classroom learning culture encourages a safe space for risk
taking and high expectations for positive behaviour. Success and effort are validated and celebrated.
Students are provided with multiple opportunities to partake in peer assisted learning. Students
needs and preferred ways of learning are prioritised.
Assessment: Ongoing assessment is differentiated and informs students on specific and actionable
targets based on their performance and needs. Feedback provides guidance, reflection and
recognition of progress encouraging innovation and creativity for self-direction. Peer and
self-assessment opportunities develop and enhance student's attributes.

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Notes

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In collaboration with: