Design lessons for a diverse student cohort, including Aboriginal and Torres Strait Islanders, that demonstrates your knowledge of relevant content.

Performance Areas	High Distinction (7)	Distinction (6)	Credit (5)	Pass (4)	Fail (
Content and	Presents five (5)	Presents five (5) very	Presents five (5) good	Presents five (5)	The work presented
development	excellent individual	good individual	individual learning	satisfactory learning	does not provide five
	learning experiences	learning experiences	experiences related to	experiences related to	(5) learning experience
	related to the chosen	related to the chosen	the chosen theme and	the chosen theme and	or the content is so
	theme and learning	theme and learning	learning areas that	learning areas that	poorly that five (5)
	areas that enhances	areas that enhances	enhances learners	enhances learners	learning experiences
	learners outcomes in a	learners outcomes in a	outcomes in a	outcomes.	cannot be identified
	developmentally	developmentally	developmentally		and there is no
	appropriate way.	appropriate way.	appropriate way.		originality and focus.
					No individual learning experiences are present in the plan.
					Learning experiences are not connected to the theme, learning areas or are developmentally appropriate for the chosen age group.
Organisation	The learning	The learning	The learning	The learning	The learning
	experiences are	experiences are	experiences are	experiences are	experiences are
	logically organised and	logically organised and	logically organised and	organised and	disorganised the
	well-structured to a	well-structured to a	well-structured to a	structured but further	structure is poorly
	very high level, displaying all relevant	high level, displaying all relevant details for a	moderate level, displaying all relevant	work is required to increase the quality	presented. No evidence of critical
	details for a lesson	lesson plan. Critical	details for a lesson	lesson plan. Critical	thinking and numerous
	plan. Critical thinking	thinking skills are	plan. Critical thinking skills are present but	thinking skills need improvement. There	error presented

	skills are evident. There are no errors	evident. There are one to two errors.	improvements needed. There are errors presented.	are many errors presented.	throughout the whole plan.
Learning Outcomes	The EYLF outcomes	The EYLF outcomes	The EYLF outcomes	The EYLF outcomes	There are no EYLF
	and 8WOL are	and 8WOL are very	and 8WOL are quite	and 8WOL are relevant	outcomes and/or
	extremely relevant to the specific activity.	relevant to the specific activity.	relevant to the specific activity.	to the specific activity.	8WOL in the plan.
					There is either the EYLF or 8WOL in the plan.
					The other is missing.
Mechanics and	Written works has no	Written work is	Writing style is good	Written works has	Written work has
referencing	errors in word	relatively free of errors	and consistent with the	several errors in word	serious and persistent
	selection and use, sentence structure, grammar, punctuation marks and spelling.	in word selection and use, sentence structure, grammar, punctuation marks and spelling (1-2 errors)	central idea. There are some issues with expression but the key ideas are present.	selection and use, sentence structure, grammar, punctuation marks and spelling (with many errors)	errors, in word selection and use, sentence structure, grammar, punctuation marks and spelling
	References (both in-		References have been	References have been
	text and reference list)		used for the learning	used for the learning	No references (in-text
	are integrated		experiences, learning	experiences, learning	or reference list) have
	throughout the		outcomes and the	outcomes and the	been used for the
	learning plan seamlessly.		8WOL consistently.	8WOL inconsistently.	learning experiences, learning outcomes and the 8WOL.