Practising and applying

Teachers should design learning experiences to build on students’ knowledge, understanding and skills. The learning experiences should help students to demonstrate what they know and can do in relation to the syllabus outcomes and content.

Teachers should consider whether the teaching, learning and monitoring approaches are appropriate to the syllabus outcomes being addressed.

To plan for effective learning teachers should consider:

• Do the classroom activities clearly relate to the syllabus outcomes and content? 
• Are students provided with opportunities to demonstrate what they know, understand and can do at different points of the learning cycle? 
• Can a variety of approaches be used so that students have the opportunity to show what they know and can do in different ways? 
• Can a single activity provide information about more than one syllabus outcome? For example, an activity may show a student's knowledge, understanding and skills. 

The syllabus outcomes are used as key reference points for decisions about students' progress and achievement. 

Syllabus outcomes: 

• indicate the knowledge, understanding and skills expected to be acquired by most students by the end of a stage as a result of effective teaching and learning 
• sequence the development of knowledge, understanding and skills across the stages.  

Syllabus outcomes are used by teachers to: 

• plan and develop learning and assessment opportunities 
• monitor student progress 
• assess and measure student achievement against intended learning at each stage 
• report student progress and achievement during, and at the end of, a stage. 

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Sharing the purpose of the learning provides a focus for, and clarity of, the knowledge, understanding and skills students are expected to develop as a result of teaching and learning. Students should be informed about what they need to do to demonstrate their learning.  

Students should know: 

• what they are going to learn 
• how their learning will be monitored 
• the meaning of the language used to explain the learning, including subject-specific vocabulary. 

Teachers may consider: 

• how the learning intentions can focus students’ attention on learning, including what they are expected to learn, as well as what they will do 
• when the purpose of the learning should be shared in the lesson and in what format 
• how subject-specific vocabulary and language is used and understood by students 
• how to specify the content students are expected to learn and the context where this takes place 
• how students receive feedback and reflect on their progress, in relation to the learning  
• what further teaching, learning and monitoring opportunities will help students improve their learning.

The following examples can support students in understanding the learning intentions. They can also help students to demonstrate their knowledge, understanding and skills: 

• activity-specific templates 
• models 
• worked examples  
• procedures. 

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Methods of gathering evidence may include informal: 

• teacher observation 
• questioning 
• peer evaluation and self-evaluation 
• structured assessment activities. 

Progress, in relation to the learning, can be used by students and teachers to: 

• determine how well students have demonstrated achievement of outcomes 
• plan the next steps in learning. 

Teachers can adjust future learning experiences to meet the needs of their students where appropriate. Students may engage with: 

• similar learning experiences in relation to selected outcomes 
• similar learning experiences in a new context 
• different outcomes. 

Some points to consider when planning teaching, learning and monitoring opportunities: 

• Will the activity provide useful information about what students have learned? 
• Is it easy to administer and relatively simple to prepare and use? 
• Is it easy to analyse evidence and provide meaningful feedback? 
• What steps can be built in to provide a level of achievement and challenge appropriate for all students?
• How will information be collected and recorded? 
• How will results be communicated to students and others? 
• How can students, parents and other teachers be helped to make the best use of the results? 

Evidence of learning assists teachers in making professional judgments about student progress and achievement in relation to syllabus outcomes. The criteria should be based on the outcomes and content to assess and monitor student learning. A range of evidence should be used to determine the level of achievement of outcomes and to plan the next steps in the learning process. 

Evidence of learning gathered by teachers may include: 

• observations 
• anecdotal records 
• analysis of work samples against criteria 
• conferences/discussions with students 
• student reflections. 

Evidence of student achievement may include: 

• research projects 
• practical tasks and demonstrations 
• response tasks, including tests 
• performances and presentations 
• resubmissions following feedback 
• peer and self-assessment. 

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Feedback provides students with the necessary information and direction to clarify: 

• how their knowledge, understanding and skills are developing in relation to the syllabus outcomes and content being addressed 
• how to improve their learning. 

When planning units, teachers should consider how a range of formal and informal feedback strategies will:

• focus on what is expected in the activity 
• provide students with constructive and meaningful information 
• provide opportunities for peer and self-assessment, and student reflection on their learning. 

Appropriate feedback during, and at the end of, teaching, learning and assessment activities may guide and clarify student learning and understanding. 

Teachers should consider: 

• the most effective form of feedback for students based on the criteria provided 
• how feedback contributes to and improves future learning. 

Feedback may take a variety of forms, including digital and other modes. It may be formal or informal, and include: 

• oral feedback from the teacher, student and their peers and/or through group work activities, forums and conferences 
• self-assessment by students based on selected or agreed criteria 
• written feedback based on selected or agreed criteria provision of exemplar responses to assist students in further analysing their work. 

Students can plan with their teachers the next steps in their learning. They may reflect on: 

• what they learned 
• what strategies they used to learn 
• how well they learned 
• how they can improve their learning.