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Renee's class were engaging in practical assessment. Her learning intentions gave a clear indication on what they were learning and how to achieve success. Renee was able to breakdown the stimulus with the students' to reinforce safety considerations, as well as, ensure that common terminology was being understood and utilised by members of the class whilst engaging in the practical.

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Siobhan's learning intentions were stated clearly at the beginning of lesson. She also reiterated key knowledge from previous lessons, explaining how they were related to the current lesson.

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Andrew was clear with his definitions and broke down individual questions using key terminology found in VCAA exams. Students were able to reflect on where they need further help and Andrew then narrowed into there learning to where there were gaps in student comprehension.

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Throughout the lesson George referred to the SC and continued to remind students of the types of elements within the text that they were working to identify.

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Andrew approached the topic of momentum from a range of different angles, using digital media and student perspectives to explore how momentum is generated and transferred between bodies. The students were engaged, understood the progression of ideas, and very enthusiastically applied the knowledge to their own assessment work. I learned stuff, about momentum, and about myself.

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Student read the study design – AOS 3 and turning study design key skill dot points into questions-relates to LI

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Students are able to provide examples of success from various industries/pathways (VCAL- Work related skills)

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After James explicitly described the learning goals with the class he then expressed that they would give his students an opportunity towards the end of class to reflect on whether they had achieved the success criteria through the task and content delivered.

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Brandon used a reflection for the end of the lesson to ensure that students understood the difference in contrasting religions (LI). This kept students accountable for their learning and ensured that they were aware of the goal for the lesson.

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The LI were clear on SEQTA and students were invited to read these at the start of the lesson. One student was asked to clarify what this meant for the whole class. I liked that the content was linked to prior content to situate the LI within the whole unit.

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writing down the LI and SC on the white board helped as a point of reference

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writing down the LI and SC on the white board helped as a point of reference

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As well as displaying the Learning Intentions on SEQTA, Pete asked his students to write the lesson's learning intentions on mini-whiteboards. He also explicitly taught the different levels of understanding in the success criteria.

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Gerald clearly communicated his Learning Intentions to his class, and used detailed diagrams on the whiteboard to assist student comprehension of the new content.

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Victoria's class had clear guidelines for what they were learning in the lesson. She was able to deconstruct them with her class to ensure they were able to meet the success criteria.

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Had students read LI and success criteria at the start of class, built into class routine. Students were able to identify what they are learning and what success looked like. Encouraged agency in how they approached their learning.

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Learning Intention was explicitly discussed at the start of the lesson and was relevant to the content being covered in the class.

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In a practical class (baking), the learning intention was presented through practical modelling of what content is to be taught for the lesson. Discussion with the students showed that there was a consistent approach to learning each lesson, each was clear about what was required to do and what their end goal was.

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A student was asked to read out the LI and SC at the beginning of the lesson which enabled students to start the lesson on the same page.

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LI were presented not only on SEQTA, but also verbally stated and written throughout student notes documents with each new concept/formula/exercise

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The class spent several minutes unpacking the Learning Intention so that all of the key words were understood. This aided students in the rest of the lessons as they were able to make links between those words and the task.