Establishing Learning Targets for Standard-based Grading in the Language Classroom

From the premises that both the Australian and Victorian curriculums are structured on the basis of the Taxonomy of Knowledge Utilisation (Marzan & Kendall, 2012) participants will be guided to use the taxonomic cognitive increment established in the TKU to determine the cognitive load demanded in curriculum verbs. We will unpack a set of achievement standards and corresponding content descriptions, for both primary and secondary levels, to support participants to visualise the cognitive learning progression that would enable learning for all students. Participants will leave with a reflection of how their learning tasks can be interleaved and take the content of the session as a prompt to strengthen their units of work as well as their lesson-based learning goals and success criteria.