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Each lesson has been designed to focus on the cognitive verbs, ensuring that they have been taught explicitly

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Use exit tickets to ensure students understand the content and have met the success criteria.

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Students can successfully complete activities set by the teacher that challenge their newfound knowledge and be kept as evidence of learning.

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I will break up the SC into small chunks and cover the knowledge across different lessons. For example in Year 9 English I will get students to identify values in a new poem and write a theme for each poem we read.  I will also get students to identify key aspects of the SC in exemplars. 

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I will break up the SC into small chunks and cover the knowledge across different lessons. For example in Year 9 English I will get students to identify values in a new poem and write a theme for each poem we read.  I will also get students to identify key aspects of the SC in exemplars. 

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formative and summative assessment.

Through anecdotal evidence, worksheets, Q&A

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Students utilise the ISMG to determine if their Part A answers are worth 0-5 marks. Once determining their grade, they interpret the ISMG to identify where they can improve 

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Students utilise the ISMG to determine if their Part A answers are worth 0-5 marks. Once determining their grade, they interpret the ISMG to identify where they can improve 

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The success criteria being focused on each lesson is placed at the start of each lesson. It is also regularly referred to throughout the listen, both on a learning wall and occasionally on worksheets. I have also begun to split success criteria into smaller, more digestible lesson objectives that focus on specific, small sections of the success criteria.

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In music student's have analysed musical elements in a piece of music  e.g. theme from Bluey and identified what makes it stylistically children's music. 

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In music student's have analysed musical elements in a piece of music  e.g. theme from Bluey and identified what makes it stylistically children's music. 

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By their ability to carry out the cognition (e.g. identify, describe, explain) in relation to the curriculum for the given context. The complexities are used to determine their grade level by adding nuance to the curriculum. The C-grade level is the Achievement Standard (without changes) from the Australian Curriculum. We can use regular 'formative' assessment to determine students' cognitive skills and familiarity with different curriculum, context, and complexities.

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Evidence in exit slips, written samples. 

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Evidence in exit slips, written samples. 

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using the values of inquiry- depth, breadth and clarity in their work.

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Students are able to demonstrate components of the SC through work samples or through verbal discussions.

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Students are able to demonstrate components of the SC through work samples or through verbal discussions.

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Through checking students' understanding through letting them answer some revision questions and responding to my questions about the contents being taught. (e.g.) Hiragana letters and sentence structures.

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Cross referencing with the unit plan to ensure the lesson plan sets students up to meet the success criteria.

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Students will explain through writing and discussing their findings with the class the commonalities of musical elements in a range of children's music e.g. catchy melody, repetitive...

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Students will explain through writing and discussing their findings with the class the commonalities of musical elements in a range of children's music e.g. catchy melody, repetitive...

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Use the cognitions in the success criteria to give students a metacognitive process to approach assessment. Also use the SC as a checklist when students are checking their work.

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Formative assessment data helps assess if students have met the ISMG

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Formative assessment data helps assess if students have met the ISMG

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Students will be able to effectively demonstrate the elements of drama that have been covered within class (Role and Tension) through practical activity such as mini scenes. Teacher observation and verbal feedback.

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I utilise them every lesson by having students interact with the QCAA posters, create glossaries for key terms (e.g., curriculum, complexities). I colour-code and use the same, consistent vocabulary across all my activities.

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Observations of participation in class activities, worksheet + homework completion, exit tasks, formative quizzes, 5 question reflections, identifying examples of A-level responses and figuring out what is missing from others.

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Lessons have a focus and direct link to SC. Students will continue to analyse sources, looking into origin, purpose, context etc. This begins preparing them for their research task.

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Lessons have a focus and direct link to SC. Students will continue to analyse sources, looking into origin, purpose, context etc. This begins preparing them for their research task.

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Students are able to effectively apply the elements of art in an A4 poster and can tell verbally describe to me what each element is and how it works in a visual art context

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Ensure I incorporate success criteria that reflects that of the assessment the students are working towards. Focusing on specific sections that challenge students' ability to achieve the necessary cognitive verbs

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The cognitive verbs will be used to show students how to apply the specified context within in their practical work and describe how it works in a visual art context

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By student check in clarification. At the start of each lesson class discussion of "lesson recap".

Collaborative small group work where students will perform little scenes to put the theory into practice. By doing so shows students understanding of the 'elements' and identifies weaknesses.