Faculty of Education

Assessment Cover Sheet

Unit Co-ord./Lecturer Sharon Fraser

OFFICE USE ONLY

Assessment received:

Tutor:(if applicable)
Student ID 082092
Student Name Kiara Davis
Unit Code

ESH350

Unit Name Planning and Assessing in Primary and Early Childhood Science
Assessment
Assessment Task 1: Authentic Assessment for Learning in Science
Title/Number
Word Count 2,188
I declare that all material in this assessment is my own work except where there is clear acknowledgement or reference to the
work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on the
University website at www.utas.edu.au/plagiarism *

Signed

Kiara Davis

Date: 02/04/2015

*By submitting this assessment and cover sheet electronically, in whatever form, you are deemed to have made the declaration
set out above.

Assessors feedback:
Please see rubric

Assessment: DN
Assessors Signature (optional) :

Dated: 4/5/15

ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

AT1

Prior to the investigation exploration I will define the different types of assessment
often utilised in the science classroom including their uses and purposes. I will also outline
the context and underpinning concepts of the investigation I have chosen to develop and will
summarise any anticipated potential misconceptions or difficulties I anticipate that the
students may have with the scientific concepts involved.
Assessment Strategies in Science
There are several types of assessment used by teachers across all subject areas of the
curriculum. For the purpose of this rationale the focus will be on assessment practices in the
science classroom and how these aid teachers to plan and design effective teaching/learning
strategies for that cohort of students, provide ongoing support and assess outcomes
effectively. According to The Australian Curriculum and Assessment Reporting Authority
([ACARA], 2014) the assessment of the Australian Curriculum: Science should take place on
three different levels: (1) ongoing formative assessment, (2) summative assessment, (3)
national testing with periodic sample testing applied to specified learning areas. This paper
will examine only the first two.
Formative assessment, also called Assessment For Learning (AFL), is important for
teachers and students alike. The Department of Education, Employment and Workplace
Relations in the Early Years Learning Framework ([EYLF, 2009) defines AFL as: the
process of gathering and analysing information as evidence about what children know, can do
and understand (p. 17). While there are well-known approaches relating to the general
implementation of AFL in the classroom including questioning, dialogue, self-assessment,
peer-assessment, student driven learning and teacher feedback there are certain types of AFL
that can be actively applied in the science classroom. These include:

Encouraging analytical thinking

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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Through questioning and discussion prompt scientific thought and activity

Uncover and address scientific misconceptions

Support, scaffold and help develop the students knowledge of scientific language
(Hodgson, 2010)
Although all of these methods of AFL are relevant in a science classroom context the

use of thorough diagnostic and productive questioning is particularly important. Diagnostic

questions help to reveal instructionally actionable aspects of students understanding and
helps teachers recognise what their students think and where possible misconceptions may be
seated (Antoniou & James, 2014). Productive questioning is explained by Hodgson (2010) as
those questions which stimulate and advance students scientific thinking and can be raised
by either teacher or student.
The other type of assessment mentioned is that of summative assessment otherwise
termed as Assessment of Learning (AOL). AOL can be used in a formative fashion such as
using students summative results from previous weeks or years to inform teachers and aid
their planning, AOL will be discussed here with the pre-cursor that it is summarising the
students learning. AOL is described by Churchill et al (2011) as a more formal type of
assessment which culminates in the formative assessment. AOL is often associated with end
of unit tests and judges the students achievements and attainment of objectives and
standards. Although AOL has been given a negative stigma particularly in light of the
NAPLAN testing it can be approached in different ways. According to Raban (2011) AOL is
also about gathering evidence over a period of time, reflecting on that evidence and
identifying what it tells you about that childs level of achievement. Sometimes a culminating
task may not be required to fill out a rubric for each childs achievements in science as the
teacher can use pieces of work from throughout the unit.

Commented [SF1]: A very succinct and comprehensive

summary Kiara
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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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Science Concept and Potential Issues

The science concept that underpins the unit of work I have chosen to develop is
physical change, melting and freezing. My understanding of this concept, I believe, is broad
enough to create an accurate and interesting inquiry unit for a grade three class context. I
would describe the process of melting as a solid form of matter changing to a liquid,
especially when heat is applied. Freezing is a similar concept but reversed. The particles in
solids move and these movements change with the application of heat or cold. As a solid
melts the particles motion increases, in liquid form the particles that were in the solid remain
the same however have more room to move freely as opposed to their solid form where they
were tightly packed together (Jones, 2000).
This element of physical change from solid to liquid and back often carries
misconceptions and difficulties with young students. One of the main misconceptions with
regard to this concept is that melting and freezing are only attributed to water (Skamp, 2012).
Many students attribute the physical change of melting to dissolving, disappearing or even
disintegrating (Pine, Messer & John, 2001). Others may have difficulty understanding that
the mass of a solid, a chocolate block for example, remains the same when it is melted or that
the weight of a cup of water weighs the same after it is frozen (Skamp, 2012). These ideas are
ones that I have considered when planning my unit, although the list is not exhaustive as
students may have other misconceptions that need to be rectified.
Investigation Context
The investigation I have chosen to create for a grade three classroom is entitled
Melting. The investigation is the second lesson within a planned unit of six consecutive
lessons on the chemical sciences concepts of melting and freezing. These lessons will help to
engage students with the scientific concept of physical change involving solids and liquids.

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Commented [SF2]: These are some useful ACs you might want
to go further than Skamp as well though

ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

AT1

The unit also seeks to uncover and abolish and potential misconceptions surrounding the
concept.
Prior learning before the investigation has been established in the first lesson which
sits at the Engage level of the 5 Es (Australian Academy of Science [AAS], 2008). During
the first lesson the teacher has held a class discussion on the concept of melting and freezing,
the class has completed an extensive written brainstorm on two pieces of butchers paper
about their current ideas regarding the concepts. This discussion has been scaffolded by open
questions from the teacher if necessary in order to uncover any potential misconceptions.
Vocabulary has been introduced in this lesson and the class has made a word wall for their
new vocabulary. The class has decided on their own definitions of the words (teacher acts as
scribe and manages behaviour, does not give much, if any input) which will be examined
over the course of the unit and revisited and changed at the completion of the unit. Words that
have been included are: Melt(ing), Freeze(ing), Liquid, Solid and Mass.
Whole unit learning outcomes taken from the Australian Curriculum: Science (2014):
-

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A change of state between solid and liquid can be caused by adding or removing heat
(ACSSU046)

Safely use appropriate materials, tools or equipment to make and record observations,
using formal measurements and digital technologies as appropriate (ACSIS055)

Represent and communicate ideas and findings in a variety of ways such as diagrams,
physical representations and simple reports (ACSIS060)

Measure, order and compare objects using familiar metric units of

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mass (ACMMG061)

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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Investigation with Key Assessment Strategies and Purpose

Year Level and Context

Key Learning Area

Year three

Science

Two high achievers who will need extending

Stage of 5 Es:

and one student who is behind in writing

Explore

skills.
Learning outcomes

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At the completion of this lesson students can:

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Describe accurately using relevant scientific vocabulary (liquid, solid) the concept
of melting (science understanding).

Can use diagrams to represent predictions and results (science inquiry skills).

Can use digital scales to record measurements in grams (mathematical

understanding).

Learning Activity

Assessment and purpose

Introduction: 15 mins

Read the book Melting and Freezing by Lisa

Greathouse (Figure 1).

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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Figure 1: Cover and Contents pages of

Melting and Freezing.
This stage of the investigation is diagnostic
After reading the book ask the students

assessment. It carries over from the

targeted open questions about the introduced

previous lesson, immerses the students in

vocabulary to clarify any misunderstandings

the material, builds on their conceptual

such as:

knowledge and helps the teacher

What is a solid in the book?

understand their readiness to undertake the

What melts in the book? Why?

investigation. This stage also seeks to

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encourage the engagement of the scientific

Have a sheet of words prepared to help lower

habits of mind outlined by Settlage and

students understand and attribute the new

Southerland (2012) being curiosity and

vocabulary correctly throughout the unit.

openness to new ideas.

The diagnostic questions post reading
serve to assess the students current

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understanding of the content in the

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upcoming investigation and to ascertain

whether or not it is sufficient to continue or
more scaffolding is required (Hodgson,
2010). Other questions that may be asked
are attention focussing questions with an
element of cognitive linking (Tytler,
Haslam & Peterson, 2012) where the
students are required to think about why
materials in the book melted.

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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Possible extensions for the higher students

might be to ask action questions such as
what would happen if I moved my ice
cream out of the freezer and into the
fridge?

Main Activity/Investigation: 50 mins

Explain to the students that, in teacher

During the main activity formative

assigned small groups, they are going to

assessment is being undertaken. The

conduct a scientific experiment with ice

students have the chance to experience the

cubes but first they are going to make some

concept of melting, observe, measure and

predictions about what they think might

attempt to answer questions through hands

happen. Model the experiment on the board

on experiences (AAS, 2008). The teacher

for them first.

scaffolds the student driven learning and

Draw a zip lock bag with 4 cubes of

prompts scientific thought and literacy

ice in it

throughout entirety of the investigation

Draw some digital scales

(Skamp, 2012). The students

Draw a magnifying glass

understandings must be continually

Ask the children what they think the scales

monitored, the discussion should be

might do/tell them explain their purpose if

conceptual and the teacher should be

they arent sure (to see how heavy the

encouraging participation and the

contents of the bag is) model a measurement

formulation and evaluation of ideas

and how to write it correctly.

(Tytler, Darby and Peterson, 2012).

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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Children are to write and/or draw their

Groups have been strategically allocated to

predictions on the first half of the Ice

help students to reach their potential and

Experiment worksheet (Appendix A).

co-operate willingly.

Conduct the experiment teacher floats

The teacher has a simple checklist

scaffolds each stage and asks questions of the

(Appendix B) to ascertain the second

students throughout.

learning outcome and quickly checks that

Each small group must weigh their

each student within each group can

ice and write the correct weight on

accurately measure something in grams.

their worksheet

Either at the beginning of the experiment

Each group leaves the ice alone for 2

or the second time they measure. The

minutes watching and using their

teacher also collects evidence on the

magnifying glasses. They record their

checklist of understanding through

observations.

observations and jotting notes especially

Each group member takes it in turns

with regards to students who may need

to hold the ice carefully in the bag.

further instruction or who have some

They record their observations.

misconceptions.

Each group uses the scales to weigh

the liquid (the ice should have mostly

The worksheet acts to specifically address

melted by this stage) and write the

the need for multimodal forms of

results on their worksheet.

formative assessment (Skamp, 2012) The

worksheet gives each student the

After clean up the students are to reflect on

opportunity to present their understandings

their findings and explain what they have

in written or diagram from. This type of

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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learnt by answering the questions on their

differentiation is important in classes with

worksheets (Appendix A).

high achievers (who may choose to do

both the written and drawn component of
the task) and students who need support
(who may only be able to draw their
understanding). Teachers can read the
questions aloud to the students as they
reach that part of the task to help students
who may have trouble comprehending,
however this cohort of students are all at
the required reading level for a grade three.

The conclusion provides a summative

Conclusion: 15 mins

assessment element. As they move beyond

Class sharing time and discussion of what

writing and are involved in talk and class

they have learnt.

discussion students can develop their

scientific understanding further (Hodgson,

Teachers collect work samples (Appendix A)

2010). Students who prefer to verbalise

their understandings have the chance to do
so and teachers can solicit questions to
others that may not have been prominent
during the investigation phase. Again the
checklist (Appendix B) and extra note
column may be used.

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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The worksheet asks students to write or

draw something new they have learned
about melting. This part of the
investigation clearly shows evidence of
learning for each student. The worksheet
also asks students to define and/or draw
with labels the concept of melting. This
gives the teacher concrete evidence of the
students understanding and allows them to
use the summative tool of this lesson as a
new formative tool which helps them plan
for future lessons.

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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References

Commented [SF6]: a couple of errors here Kiara Ive corrected

a few; continue with reference to the APA 6th

ACARA. (2014). The Australian Curriculum: Science. Retrieved from http://www.australia

ncurriculum.edu.au/science/curriculum/f-10?layout=1
Commented [SF7]: line space not required

Antoniou, P., & James, M. (2014). Exploring formative assessment in primary school
classrooms: Developing a framework of actions and strategies. Educational
Assessment, Evaluation & Accountability, 26(2), 153. doi:10.1007/s11092-013-91884

Australian Academy of Science. (2008). An elaboration of the Primary Connections

5Es teaching and learning model. Retrieved from https://www.primary
connections.org.au/about/teaching

Department of Education, Employment and Workplace Relations. (2009). Belonging, Being

and Becoming the Early Years Learning Framework for Australia. Canberra, ACT:
Author.

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Vick, M.
(2011). Teaching: Making a difference. Sydney, Australia: John Wiley & Sons.

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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Hapkiewicz, A. (1992). Finding a List of Science Misconceptions. MSTA Newsletter, 38(92),

11-14.

Hodgson, C. (2010). Assessment for learning in primary science: practices and benefits
(NFER Review). Slough: NFER. Retrieved from http://www.nfer.ac.uk/nfe
r/publications/AAS02/AAS02.pdf

Pine, K., Messer, D., & St. John, K. (2001). Children's Misconceptions in Primary Science: A
Survey of Teachers' Views. Research In Science And Technological Education, 19(1),
79-96. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/02635140120
046240

Settlage, J., & Southerland, A. (2012) Chapter 1. Forming commitments to science teaching (
in) Southerland, A., & Settlage, J (Eds.): Teaching science to every child : using
culture as a starting point, Routledge, New York. Retrieved from https://elibraryutas-edu-au.ezproxy.utas.edu.au/utas/file/ccc5761c-0564-4e36-87a7a26bd868ade3/1/Forming%20commitments%20to%20science%20teaching.pdf

Skamp, K. (Ed.). (2012). Teaching primary science constructively (4th ed.). South
Melbourne, VIC: Cengage.

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
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Tytler, R., Darby, L., & Peterson, S. (2012) Chapter 3. Movement and force (in) Skamp, K.
(Ed.) Teaching primary science constructively (4th ed.). South Melbourne, VIC:
Cengage.

Tytler, R., Haslam, F., & Peterson, S. (2012) Chapter 7. Living things and environments (in)
Skamp, K. (Ed.) Teaching primary science constructively (4th ed.). South Melbourne,
VIC: Cengage.

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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Appendix A

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Our Ice Experiment worksheet (should be printed front and back)

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My Predictions
1. What will happen to the ice if we leave it alone in the
bag:________________________________________________

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____________________________________________________
____________________________________________________
____________________________________________________

2. What will happen to the ice if we hold the bag in our

hands:______________________________________________

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____________________________________________________
____________________________________________________
____________________________________________________

3. Will the ice weigh more/less or the same when it is melted? _____________________
Why?___________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Our Results and what I have learnt

How heavy is the ice? _____________________

When an ice cube is melted into water it is called a:_____________________

When water is frozen into ice it is called a:____________________________

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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1. What happened to the ice when we left it

alone?:_____________________________________________

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___________________________________________________
____________________________________________________
____________________________________________________

2. What happened to the ice when we held it in our

hands?:_____________________________________________

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____________________________________________________
____________________________________________________
____________________________________________________
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How heavy is the melted ice (water)? ____________________

Were my predictions correct? __________________________

What is melting?: ________________________________________________________

_______________________________________________________________________
Draw and label something melting from a solid to a liquid:

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Look at our brainstorm from last lesson write or draw (or both) something new you have
learnt about melting.________________________________________________
_________________________________________________________________

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

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Commented [SF8]: this is a useful checklist Kiara

Appendix B
Example of formative assessment checklist would be handwritten notes jotted. Advises the
teacher of the abilities of the students and help them inform their future planning.
Student name

Anne
Billy

Uses the scales

Records results

Other notes/

correctly

accurately

Observations

Needed assistance

Attributes melting to
only water

John

Did not know how to

Verbally explains

record result

melting/correct
vocab

Student names
cont.
Student names
cont.
Student names
cont.

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ESH350 Assessment Task 1

Authentic Assessment for Learning in Science
Name:
Davis
Grade: DN
ESH 350 PlanningKiara
and Assessing
in Primary and Early Childhood Science
AT1
Kiara Davis
Criteria

HD (80-100%)
DN (70-79%)
CR (60-69%)
PP (50-59%)
1. Demonstrate Explanation of science Explanation of science Explanation of science Explanation of science
an
concept specific to the concept specific to the concept specific to the concept specific to the
understanding scenario is:
scenario is:
scenario is:
scenario:
of science
accurate;
accurate;
accurate;
is essentially
through an
accurate;
concise;
concise;
mostly explained in
explanation of
own words.
covers a range
comprehensively
explained in own
the science
explained in own
words.
of the key ideas
concept which
words.
is sometimes
is the subject
explained in own
of the
words.
investigation
Comprehensively
justifying
explanations
through
consistent
reference to wide ranging
literature.
2. Demonstrate A
comprehensive
an
explanation of students
understanding prior learning relevant to
of science
the investigation and fully
through an
supported by appropriate
explanation of evidence from ESH350
the students
and beyond.
prior learning
and/or
A judicious selection of
alternative
likely
alternative
conceptions of conceptions described and
the science
fully
supported
by
which is the
appropriate evidence from
subject of the
ESH350 and beyond.
investigation

NN (0-49%)
Explanation
of
science
concept
specific
to
the
scenario is inaccurate
or inadequate.

Justifying
explanations Explanations supported Explanations sometimes
through
consistent through reference to the supported
through Explanations
reference to the literature. literature.
reference
to
the justified.
literature.

not

A substantial explanation
of students prior learning
relevant
to
the
investigation
and
supported by appropriate
evidence from ESH350
and beyond.

An adequate explanation
of students prior learning
with reference to some
evidence.

A partial explanation of
students prior learning
with an attempt to
provide evidence.

No identification or
description
of
students
prior
learning.

A
range
of
likely
alternative
conceptions
described and supported
by appropriate evidence.

Some likely alternative

conceptions
described
with reference to some
evidence.

Some likely alternative

conceptions
identified
with an attempt to further
describe them or to
provide evidence.

No identification or
description of likely
alternative
conceptions.

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

3. Apply Science
PCK to plan a
science
investigation

4. Apply Science
PCK to embed
and justify
assessment
strategies
appropriate to
the learners.

A comprehensive range of
student diversity and needs
identified and thoroughly
described such that careful
consideration
of
all
relevant needs is evident in
planning.

AT1

A substantial range of
student diversity and
needs
identified
and
described
such
that
consideration of most
needs is evident in
planning.

An adequate range of
student diversity and
needs
identified
and
described
such
that
planning
includes
consideration of some
specific needs.

Basic student needs and

diversity identified such
that planning includes
reference
to
some
general needs.

All
decisions
clearly
Most decisions justified in Some decisions justified
justified in terms of
terms of some educational in terms of educational
educational theory from All decisions justified in theory.
theory.
within and beyond that terms of
educational
presented in ESH350.
theory presented within
ESH350.
Acknowledgement of the
Accurately and thoroughly
Some
appropriate Australian
curriculum
referenced
to
the
referencing
of
the and
EYLF
(if
Australian curriculum and
Australian curriculum and appropriate).
EYLF (if appropriate).
Mostly
appropriate EYLF (if appropriate).
referencing the Australian
curriculum and EYLF (if
appropriate)
Demonstrated
a Demonstrated
a Demonstrated an adequate Demonstrated a partial
comprehensive
substantial understanding understanding by:
understanding of:
understanding by:
by:
selection of some of the
the key issues for
judicious selection of the
key issues for
assessment and their
relationship to science
learning;
explicitly and thoroughly
relating how assessment
assists decision making
and planning for science
learning; and

considered selection of
the key issues for
assessment and their
relationship to science
learning;
explicitly relating how
assessment assists
decision making and
planning for science
learning; and

key issues for

assessment and their
relationship to science
learning;
relating how
assessment may assist
decision making and
planning for science
learning; and

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assessment and its

relationship to science
learning;
relating how
assessment may assist
decision making
and/or planning for
science learning; and

Student needs and

diversity
not
adequately identified.
Consideration
of
needs not evident in
planning

Planning decisions are

evident
but
not
adequately justified in
terms of educational
theory.
Little or no reference
to
curriculum
documents.

No
or
limited
understandings
evident in regards the

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the key issues for

assessment and its
relationship to
science learning;
and
how assessment
assists decision
making and
planning for science
learning; and

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

including and justifying

an effective summative
assessment tool (e.g.
rubric).

Succinctly and thoroughly

explained the meaning,
purpose and timing of the
three
elements
of
assessment accurately.

5. Communicate
through the
use of
appropriate
writing
conventions
including APA
referencing,
punctuation,
grammar,
spelling,
sentence
structure and
word choice

AT1

including and justifying

a summative
assessment tool (e.g.
rubric).

Explained
well
the
meaning, purpose and
timing of the three
elements of assessment
accurately.

Comprehensively
justifying
explanations
through
consistent Justifying
explanations
reference to the literature through
consistent
from ESH350 and beyond. reference to the literature
from ESH350.
Argument
is
highly Argument is coherent and
coherent, logical and logical.
convincing.
No errors in APA
No errors in APA referencing, punctuation,
referencing, punctuation, grammar and/or spelling.
grammar or spelling.
Uses formal academic
Uses concise, formal language with minimal use
academic language.
of informal or emotive
language.

including a summative
assessment tool (e.g.
rubric).

Explained the meaning,

purpose and timing of the
three
elements
of
assessment
mostly
accurately.

including an
assessment tool (e.g.
rubric).

inclusion of an
assessment tool
(e.g. rubric).

Little
explanation
evident about the
Partially explained the meaning, purpose and
basic meaning, purpose timing of assessment.
and
timing
of
assessment.
Explanations
not
adequately justified.

Explanations supported Explanations sometimes

through
through reference to the supported
reference to the literature
literature from ESH350.
from ESH350.
Argument
is
mostly Argument is sound but
coherent and logical.
may have small lapses in
coherence and logic.
Minimal errors in APA
referencing, punctuation, Some errors in APA
grammar and/or spelling. referencing, punctuation,
grammar and/or spelling.
Uses formal academic
language with minimal use Occasional
use
of
of informal or emotive informal or emotive
language.
language.

Comments:

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Argument
lacks
coherence and logic.
Poor standard of APA
referencing,
punctuation, grammar
and/or spelling.
Informal or emotive
language largely used.

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ESH 350 Planning and Assessing in Primary and Early Childhood Science
Kiara Davis

AT1

Thanks for the opportunity of reading your work Kiara. What I provide below are some suggestions about how to improve your work, and perhaps incorporate
into your thinking for AT2; please read these comments along with those scattered throughout your assignment.
You have provided me very strong evidence that you understand assessment for and of learning, and have discussed these concepts well both generically and with
reference to issues specific to science. Good work.

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You have explained the science underpinning the unit to a basic degree I would encourage you to explore this area further to really hone your understanding of
the concepts involved here, particularly the relationship between temperature and hot and cold and change of state.
You have provided me with a list of relevant ACs that your students may have, and referenced them, but have not gone that one step further to suggest why they
should think in the way that they do. Remember that although we shouldnt be relying on research about ACs to be comprehensive or complete, it is useful to
know what is currently known so that we might recognise these understandings in our own classes or indeed establish particular activities that will challenge them.
The activities you have decided upon provide useful opportunities for students to engage in relevant learning and for you to be able to assess their understanding.
Your plan indicates a good understanding of what you will be looking for and able to determine about each students abilities and understandings as the unit is
unfolding. You have also considered the needs of your learners, but the level at which you have discussed diversity is very low this would benefit from some
thought before you submit AT2.
A couple of errors in your writing Kiara and generally it flows well; this is a strong assignment.
Sharon

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