This artefact appropriately demonstrates progression towards meeting AITSL standard 2.3. This is evident through the activities and assessment style.

The lesson was designed using information drawn from the curriculum which indicated students’ expected prior knowledge. This lesson plan built on the learning outcomes of lesson plan 3. The lesson sequence applies the GRR model, and in lesson 4 we are practicing the ‘you do it’ stage.

The activities, although explicitly linked to the curriculum and are used for the same assessment, allow for students’ diverse interests to direct their learning. This gives the students agency in their learning which supports engagement.

The story and image summative assessments’ success criteria is stored for term 1 and 3 parent-student-teacher conferences, and term 2 and 4 formal reporting purposes. All marking is collated in student folders and helps in reflecting, reporting, and planning for future learning. It should also be noted that in addition to routine reporting, the teacher gives well-timed feedback to the students throughout the lesson.

In reflection, this could be improved by editing the marking rubric so that it differentiates success criteria or level based on individual ability. For example, all students would need to meet the success criteria of using appropriate words to communicate traits of character, however the vocabulary used by students who are working at a lower literacy level may be less complex than gifted and talented students and the expected amount of writing would vary based on ability.