ASSESSMENT TASK 3 RUBRIC PERSONALISED PLANNING AND DIFFERENTIATION OVERALL GRADE: Criteria High Distinction Distinctions Credit Pass Fail (NN) Sources/literature Exceptional quality, extremely meticulous, accurate and insightful use in significant ways. High level research and consistent selection of relevant and recent literature, including exceptional investigation and critique of the connections to unit readings, relevant legislative/framework documents, very high quality evaluation of sources/literature and generalisation to practical experience. Explicitly, accurately and insightfully used in significant ways. Carefully researched, relevant and recent selection, including resources from the LEO site, relevant legislative/ framework documents and very thoughtful evaluation of sources and generalisation to practical experience. Explicit factual use in significant ways. Appropriate relevant and recent selection, good use of relevant legislative /framework documents, evaluation of sources and generalisation to practical experience and Explicitly used. Satisfactory selection of sources/literature, adequate reference to relevant legislative/framework documents, evaluation of sources and generalisation to practical experience. Fails to use source explicitly, poor, no and/or limited selection, evaluation, generalisation to practical experience and/or use of relevant legislative/ framework documents, Characteristics, strengths and challenges Consistently very high level, insightful and comprehensive knowledgeable & understanding of the characteristics, strengths and challenges of the student within an inclusive educational setting. Excellent, highly informed understanding of the characteristics, strengths and challenges of the student within an inclusive educational setting. Informed approach with good knowledge and understanding of the characteristics, strengths and challenges of the student within an inclusive educational setting. Satisfactory knowledge and understanding of the characteristics, strengths and challenges of the student within an inclusive educational setting. Limited, poor, disorganized, difficult to locate or no clear knowledge and understanding of the characteristics, strengths and challenges of the student within an inclusive educational setting. Social and emotional development, communication and selected academic need of the individual in positive/ strengths based language with focus for development Documentation demonstrates consistent high quality, insightful and comprehensive information on the student’s social and emotional, communication and selected academic need development in extremely well considered, impressive use of positive/ strengths based language. Documentation demonstrates high level, comprehensive information on the student’s social and emotional, communication and selected academic need development in well considered positive/ strengths based language. Documentation and discussion demonstrate good evidence of comprehensive information on the student’s social and emotional, communication and selected academic need development with good positive/ strengths based language. Documentation and discussion demonstrate satisfactory information on the student’s a, social and emotional development, communication and selected academic need with satisfactory positive/ strengths based language. Documentation and discussion demonstrate little, poorly considered or no information on the student’s social and emotional, communication and selected academic need development with little, poorly considered or no positive/ strengths based language. Documents two specific goals for each key focus area Outstanding, high quality consideration of specific goals and level of specificity relating to needs through carefully planned task analysis to meet the needs of the student. Excellent, high level consideration of specific goals and task analysis to scaffold learning to meet the needs of the student. Good consideration of specific goals and task analysis to scaffold learning to meet the needs of the student. Satisfactory consideration of goals and task analysis to scaffold learning to meet the needs of the student. Limited, poor or no clear consideration of goals and task analysis to scaffold learning to meet the needs of the student. Specific Strategies that cater for the student’s additional needs (including IT and relevant AT) Outstanding, impressively planned and highly relevant strategies to cater for the student’s needs. Outstanding and insightful documentation Comprehensive, very well planned highly relevant strategies to cater for the student’s needs. Excellent documentation. Well-considered, relevant strategies to cater for the student’s needs. Good documentation. Satisfactory and generally relevant strategies to cater for the student’s needs. Satisfactory documentation. Limited, poor, disorganized, difficult to locate or no clearly relevant strategies to cater for the student’s needs. Strategies demonstrate practical knowledge of principles of student wellbeing and personalised planning within an inclusive classroom Outstanding, impressively detailed knowledge of student wellbeing and teaching for resilience. High quality, insightful and creative differentiation of instruction and curriculum to meet the needs of the student in the inclusive classroom. Comprehensive detailed knowledge of student wellbeing and teaching for resilience. High quality differentiation of instruction and curriculum to meet the needs of the student in the inclusive classroom. Good knowledge of student wellbeing and teaching for resilience. Well-considered, relevant differentiation of instruction and curriculum to meet the needs of the student in the inclusive classroom. Satisfactory factual knowledge of student wellbeing and teaching for resilience. Generally relevant differentiation of instruction and curriculum to meet the needs of the student in the inclusive classroom. Limited, poor or no clear knowledge of student wellbeing and teaching for resilience. Limited, poor or no relevant differentiation of instruction and curriculum to meet the needs of the student in the inclusive classroom. Evaluation of goals/ outcomes and strategies to cater for the needs of the student Extremely thoughtful, perceptive and relevant ideas to evaluate the effectiveness of strategies to reach goals/outcomes. Outstanding recommendations for possible future directions, highly relevant, realistic and connected approach. Clear, thoughtful and insightful ideas to evaluate the effectiveness of strategies to reach goals/outcomes. Well considered recommendations for possible future directions, relevant, realistic and connected approach. Effective consideration of ideas to evaluate the effectiveness of strategies to reach goals/outcomes. Good recommendations for possible future directions. A relevant, realistic and connected approach. Satisfactory consideration of ideas to evaluate the effectiveness of strategies to reach goals/outcomes. Satisfactory recommendations for possible future directions. Generally relevant, realistic and connected approach. No, poor or very limited consideration of ideas to evaluate the effectiveness of strategies to reach goals/outcomes. Poor, limited or no future recommendations. Generally irrelevant, unrealistic and/or poorly connected approach. COMMUNICATION VERY GOOD NEEDS IMPROVEMENT Professionally presented appropriate and accurateuseofAPAreferencingstylethroughouttextand accuratereferencelist. 1 2 3 4 5 Demonstrates accurate use of grammar, punctuation and spelling. Very clear, accurately proofed. 1 2 3 4 5 Well structured, coherent and logical writing. Inclusive language used throughout. Organised, complete & accessible. Word limit adhered to carefully. 1 2 3 4 5