Evidence of Planning and Assessing for Effective Learning and Effective Communication

 Evidence of Planning and Assessing for Effective Learning and Effective Communication

This lesson demonstrates my ability to integrate Key Learning Areas (English & PDHPE), reflecting my understanding of the ability to program effective lessons in the context of the crowded curriculum. This lesson also reflects my ability to plan opportunities for; assessment for learning and assessment of learning. In this lesson, assessment for learning involves students developing indepth understanding of a change through interacting with the 'Thinking Hats Framework.' Assessment of learning takes place over two lessons, students are required to use their knowledge from the unit to create a poster which assists individuals their age in dealing with a key change. Students are assessed on a number of PDHPE and English outcomes, and also have the opportunity to interact with technology through the use of Kidspiration software.





  • GDS3.9: Explains and demonstrates strategies for dealing with life changes (NSW BOS, 2006, p. 19).
  • PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems (NSW BOS, 2006, p. 18).
  • V3: Enjoys a sense of belonging (NSW BOS, 2006, p. 20).


  • TS3.2: Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively (NSW BOS, 2007, p. 17).
  • WS3.9: Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features (NSW BOS, 2007, p. 19).
  • WS3.12: Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways (NSW BOS, 2007, p. 19).



  • Assessment for Learning: Thinking Hats Framework: In groups students individually record their knowledge regarding a specific change using the thinking hats. This task will also scaffold the unit assessment.
  • Assessment of Learning: Collection of individual student posters completed on Kidspiration software. This assessment will be completed over two lessons.  Rubric and  A-E Marking Criteria Attached.

Part & Timing

Subject Matter

Teaching & Learning Strategies



5 minutes



- Identifying physical, social and emotional changes.








  • Teacher asks students to look under their chairs. Each student has an assigned number and must sit with people who have the same number.
  • Teacher asks a representative from each group to draw a change scenario from a hat.
  • Teacher elects a student to tally the number of students who have experienced each change (this information will be used in mathematics later).

* Place cards under students’ chairs during break.

Body 1

20 minutes




- Identifying physical, social and emotional changes.

- Devising methods of coping with change.

  • In selected groups students discuss their specific change with regards to the Thinking Hats framework;

 - White Hat: facts regarding the change.

- Black Hat: issues/problems associated with the change.

- Yellow Hat: advantages/benefits of the change.

- Red Hat: feelings about the change.

- Green Hat: strategies for dealing with the change

- Blue Hat: reflecting on how they have thought about the change.

  • Teacher wanders between groups and scaffolds discussion, providing ideas, raising questions and extending student thinking.
  • Remaining in groups students record their ideas under each heading.

- Thinking Hats worksheet

Body 2

30 minutes


- Methods of coping with change.

  • Students utilise information from framework to individually create a poster on the Kidspiration program, which assists students their age deal with a particular change. The poster must (See assessment criteria):

- Identify the change.

- Provide some information regarding the change.

- Provide and describe a strategy to deal with/manage the change.

- Engage the responder; use graphics, different fonts, emotive language etc.

·          These posters (with permission) will be photocopied to create a booklet, which will be given to students at the end of the unit. Also, a booklet for the school library and other year 6 classes.

* Book Laptops

- Laptops (with Kidspiration software)

- Completed Thinking Hats worksheet


5 minutes


Construction of texts.

  • Teacher leads students through brief discussion regarding poster design: Who have the posters been created for? How have the posters been designed to appeal/engage this audience?


Assistance: Peer tutoring in groups and scaffolding of ideas for assessment task.

Extension: Students write a reflection on their poster (to be handed in with assessment). Specifically elements of design and their relationship with the topic.



Were the PDHPE outcomes of the lesson achieved?

Were the English outcomes of the lesson achieved?

Was the assessment relevant to the learning of the unit/lesson?

Did students engage with the lesson?

Did students engage with the assessment task?

Was the lesson duration appropriate?

Behaviour management issues?

Extension activities appropriate?

Modification of lesson appropriate?

Personal feelings regarding the lesson?


  Jessica Coughlan 2009