PE:

Always have LISC. each lesson has a learning intention, based on syllabus.

Changing to easy understanding.

LISC is displayed on Projector screen.

'Today we are learning about....' 'Over the next few lessons we will learn'

There is skills based learning intention. 'Today we will be practicing analysing skills/ debate skills'

General SC also provided. Formative AT is attached.

Exit slip at the end of the lesson. Homework booklets for students. Student self assess understanding of a scale in their booklets.

Inclusive education:

Outcomes are modified, choose 3 outcomes and break down into simply dot points which then written into booklets. THE LISC is clearly listed in the booklets.

At the beginning of lesson, students are introduced the LI, tick and check at the end of lesson if LI is achieved.

In class formative assessments are used to assess student's achievement.

Little steps at a time

Math-- conversion of time, provide explicit examples.

English- many components-reading, writing....

Choose whatever outcomes is achievable.

HSIE:

Year coordinators in charge developing LISC.

LISC is displayed on screen for several lessons.

The big LISC is broken down for individual lessons.

Need to work on Success criteria.

SC: connect contents to SC. Tick the box. Check understanding from students. Ask questions.

Trying to write explicit SCs to match the skills.

Give achievable goals.

Maths and HSIE - working towards

• outcome, content, what we are doing, where we are going

• evaluation in place of success criteria – attached to homework booklet

• reformulating the language

History

• whilst reprogramming with year coordinators

• working on skill of writing them

• One PP with the learning intentions to be used by staff

TAS

• Technology challenges but have work arounds

Science

• Current use of learning intentions more like success criteria. Moving toward changing this

• Not yet implementing new structure, moving toward designing learning intentions within programs

PE: LI in lessons on one note

Science: Current LI structured as SC, written on board to copy

Maths & Careers: Not referring to LI's every lesson, carries over

HSIE - Year co ord using syllabus outcome and content to guide language. PPt to share them in faculty.

TAS - Written on board

PDHPE - using from syllabus but language complex so consistent but different

Consistency across the faculty

Use as an introduction activity - ask students what SC should look like.

Less complicated - 1 content and 1 skill base.

Homework booklet with LC to evaluate after lesson.

This will result in lessons with improved student feedback, improved engagement and confidence, students understand LI and will know what success will look like to them.

Maths:

• Learning intensions on the board at the start of each lesson and explicitly refer to it at the start of the lesson.

• Uses warm up questions to support students through the tasks and then allow students to practice their expertise.

CAPA:

• Lessons start with learning expectations on the board and discussed with the class. Put in context as to why we are learning the skills and aiming for the intentions.

• Relates the learning to real work skills, personally why are they relevant to the student.

English/HSIE:

• Personalise the learning intentions. Using the words I and you.

• Use of exit slips for personal reflection

PE:

• focus on lesson by lesson. Why it is and what it looks like. Adds in a sort of check list as to what needs to be completed and achieved.

HSIE - working towards building LISC based on concepts rather than every lesson.

Mathematics - working on finding ways to assess student understanding in lessons

Maths: Measure comprehension

Science: Observation of answers and follow up questions

Careers: Ability to make resume and other skills

Summary activity to gauge understanding