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Grade 9 Math Assessment:  I am teaching….The assessment consists of preparing a presentation in any format that you would like to present a small section of a topic to your classmates. (Assessed on criterion C: Communicating)You should select your partner (2 people) and a small section of CH7 or CH10 to present. 

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Grade 9 Math Assessment:  I am teaching….The assessment consists of preparing a presentation in any format that you would like to present a small section of a topic to your classmates. (Assessed on criterion C: Communicating)You should select your partner (2 people) and a small section of CH7 or CH10 to present. 

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Pre-reading to engage in the textAs students read, they mark the text according what resonates with them.  One example could be that they mark the text with:    +=things they agree with ?=questions they have, -=things they disagree with !=things that represent new learning.

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Pre-reading to engage in the textAs students read, they mark the text according what resonates with them.  One example could be that they mark the text with:    +=things they agree with ?=questions they have, -=things they disagree with !=things that represent new learning.

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Factory Simulation

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Assessment where students design and make a sustainable dish based on our studies of Food Security and sustainable diet in the future. Students can show their learning by making the dish and use their tactile skills. This is another way of demonstrating what they have learnt.

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Formative and summative assessments, peer tutoring, presentations, real life math, group work

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Playing music
Student choice of sport or activity
Student at the center of their learning e.g. creating own fitness programme.
Students choosing own groups
Ability match

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Differentiated material for students with different needs. Content presented in various ways (teacher instruction, podcasts, educational videos and resources, pull- out individual instruction)

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Explain it: verbally, visibly such as posters or PPT or you tube/TED
Demonstrate it, as in student experts, teacher or videos.
Peer teaching
Student sharing areas of expertise
External instructors
Inhouse experts
Differentiated equipment
Story telling, performance analogies

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Film it and review/analyse own performance
Peer  feedback /assessment /performance analysing
Presentations, performances, competitions, quizzes, written reports,
Student referees or coaches

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For their Shakespeare unit, the students were given the opportunity to study whichever text they wanted. They could read the text, watch theatre and movie adaptations, watch documentaries , listen to podcasts and have individual discussions with their teachers about the plays.

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Teacher demonstrations of possible outcomes.
Outside of the classroom- on field trips for example- art workshops, theatre visits.
Visiting artists.
Putting learning into new environments.

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We give multiple ways for doing Criteria A & D assessments (verbal, written etc.)

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Mind mapping information and ideas.
Communicating information in a variety of ways. For example presenting information from research as a poster, video, podcast, digital presentation, website, oral presentation, storybook.

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Hands on learning mixed with theory. Multiple ways of learning...

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Offer students choice between activities. Let the students prepare the lessons and they present it as 'experts' to one another - expert presentations.

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Socratic seminars, Presentations, Creative writing, Creative performances, Essays

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Scaffolded planning table to help with paragraph structure in extended writing.

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Introducing content repeatedly in various ways- for example embedding key terminology weaving it into skill building activities.

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Students have the possibility to choose what they are going to work on. Innovative, modern and engaging material for activities that students usually find boring (poetry)

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Present the microscopic world using videos, posters of macro models and coloured code name tags.

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Having boxes of different levels available in the class, students can choose which they start at and will work their way through. (Self differentiating).

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Jigsaw content

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Choice in demonstrating their understanding of character development, including writing, sketching.

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Student leading tasks- student leadership.

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Choice in reading text with books, online text and audiobooks.

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Personal autonomy in learning when choosing between assignments - e.g. visual images, poetry extract & prose.

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Competition based learning where the students are trying to build something that is better than the others.

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Giving opportunities to respond to question prompts through either writing or using voice recording capabilities in Google Docs (Kaizen extension).

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Multiple prototypes of a product without the pressure of time and results in the competition. This takes the pressure off the students to explore and experiement before doing the competition again later.