The Planning Process Used For The Backward Design

Task 1 Links to learning outcome 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2 and 6.3.

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

The learning outcomes below are to be covered to enable you to achieve the unit.

The interim assessments are included six times throughout a single module. Each unit has a mid and final assessment that requires a number of competences such as: vocabulary and content knowledge, on-demand short answers, essays, text-based answers, multiple choice, etc. The performance tasks are given at the end of each module as a culminating project that allow students to demonstrate their knowledge through writing, reading, research, scaffold activities, discussions, and finally presented among their

The initial and diagnostic assessments are closely linked; all information gathered from these assessments are put together to help the learner and the teacher build a clear picture of the individual. This information will then be used to agree goals and actions, personalise learning, develop an ILP, tailor session plans to meet the individual learners needs and use teaching methods to cater for all learning styles.

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

Task 1 links to learning outcomes 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1 and 6.3.

Formative assessment- this stage is where the learner is still in training and requires feedback on how they are progressing.

Learning Outcome-outline what a pupil will be able to do, know and understand having completed the topic. Lists the resources which will be needed in the teaching and learning of a particular topic. Introducing the topic (in some plans only) outlines an approach to introducing

Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 3.1, 3.2, 3.3 and 3.4.

The observation conducted and post observation discussion with my experienced colleague helped me to identify key teaching and learning activities that I could implement in my lesson plan. Also the points of reflection that were mutually figured out served as a guide for me to prepare for Unit 2.

Integrating other learning areas in our unit of work and exercising more resources that teachers can use in the classroom base upon our science unit is also a crucial element that our group was missing that needed to be included in our presentation. The classroom environment should include lots of books, visual materials, ICT devices and activities to facilitate learning and keep the student’s interests by promoting questioning and discussion to stimulate their science thinking processes and skills in a creative and encouraging environment. (Pitcher, 2014)

1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals,

Task 1 requires you to submit a written piece of work covering all learning outcomes (LO1s, LO2s & LO3s) with a reflective account embedded in the context of work.