دليل المعلم Teacher Guide Project Based Learning and Assessment في اللغة الإنجليزية للصف السادس عام (2)

Our Sustainable Neighbourhood Plan 6 General English 2

Table of Contents، Introduction، Implementation Overview، Project Overview، Description of Lessons، Assessment

Project-Based Learning & Assessment (PBLA) is an initiative to diversify the approach to summative assessment to focus on a wider range of student skills. It is a step towards a student-led approach which helps students to take ownership of their learning journey. This educational approach aligns learning tasks with Term 2 objectives to support and enhance student achievement. Considerations for PBLA

1. Focus on both what students know and demonstrate what they can do, and how they can apply their skills in the subject to authentic scenarios

2. Allow students to demonstrate key capabilities – specifically, those of creative and critical thinking, problem-solving, communication, and collaboration

3. Provide opportunities for teacher feedback, peer feedback and space for selfassessment and reflection on learning

4. Encourage learners to develop self-regulation and learning skills such as goal setting and time management

5. Give students opportunity to transfer their knowledge to authentic/real-world tasks and scenarios

6. Focus as much on the process as the end product

I promise to: • Reflect the UAE’s cultural and moral values • Showcase individual understanding and effort, discouraging reliance on external help • Outline project objectives, assessment criteria, and grading expectations • Accommodate diverse student talents and roles • Guide ethical collaboration practices • Value original ideas and recognise each member’s contributions • Teach responsible use of AI tools • Safeguard student data and intellectual property • Encourage self-reflection to identify strengths, areas for growth, and authentic achievements • Model constructive feedback and fair assessment

This document provides Cycle 2 English teachers with guidelines on the theme, essential question, final product and lesson steps of the project, as well as explaining the associated marking rubrics.

2. Implementation Overview

PBLA lessons will run throughout Term 2 and will involve continual observation and assessment of student performance. Students should be introduced to the project and the expectations for PBLA early in the term. It is important that students understand from the start that they will need to:

I. collaborate in groups II. take responsibility for their individual contribution III. reflect on their work

Setting the expectations for the project initiates milestone one in which students will be collaborating, planning and preparing their project. During this milestone, you will observe student behaviour in terms of their research, collaboration, goal-setting and problem-solving and award them marks based on the rubric at the end.

The next stage is milestone two where students deliver their projects and their reflections on their work, and this is assessed using the milestone two rubric.

Milestone one:

Introduce project and set expectations

Observe and assess students as they plan and prepare their project

Milestone two:

Assess students' final presentation of their work and their

reflection on the process

The journey of the PBLA process is represented to students in their student guides through the following diagram:

Present and Reflect

Discuss, Decide and Develop Project

Research

Plan and Brainstorm (Set roles/ goals)

3. Project Overview

In this project, students will work together as a team to produce a map and present a design for an environmentally friendly neighbourhood in the UAE, as well as reflect on their learning journey. The goal is to showcase how to create a place that uses less energy, conserves resources and promotes clean energy solutions like solar power. Students will investigate how traditional methods were used in the past to keep living areas cool and conserve resources, and how modern practices and sustainable ideas can help protect the environment and reduce waste.

Project Title

Our Sustainable Neighbourhood Plan

Essential Question

What are smart and creative ideas to help build green and clean neighbourhoods in the UAE?

Final product

Design a Neighbourhood Map

Note: The final product should also be supplemented by some written/recorded evidence of the individual students’ reflection on their learning journey. This should include reflection on:

1) their planning and research – what they have learnt about the topic, and how they worked together as a team

2) their skills development through the process – how they have improved their language as well as their general soft skills development (e.g. presentation, time management, etc.)

4. Description of Lessons

Overview

Language development is key at every stage, with students practising functions such as asking questions, describing, explaining and clarifying. As they collaborate and present their designs, they apply English in meaningful contexts, reinforcing vocabulary and communication skills. Stage reflections and peer feedback further enhance their ability to articulate progress, adapt approaches and communicate ideas confidently in their final presentations.

NOTE: Prior to these lessons, an orientation session should be conducted to establish a successful Project-Based Learning and Assessment (PBLA) approach the session outlines the project’s purpose allowing students to explore sample projects and are encouraged to think creatively. The focus is on hands-on learning, with an emphasis on content mastery. Teachers should highlight that learning through PBLA is enjoyable, adds value and stimulates imagination.

Role of the Teacher

• Assist students in assigning roles and grouping where needed.
• Provide constructive feedback that fosters both academic and personal growth, focusing on specific areas where students can enhance their skills while also celebrating their successes in tackling complex or difficult challenges.
• Emphasize the value of productive struggle in PBLA. By guiding students to work through challenging, authentic tasks, teachers help them develop resilience and foster a deeper understanding of English. This approach promotes growth through hands-on problem-solving.
• Encourage students to work as a peer ‘coach’ to each other, asking clarifying questions and suggesting improvements based on the success criteria.

Teacher to consider student capabilities when assigning roles and grouping. While mixedability groups may be beneficial for many students, it is recommended to keep highability students together in their own groups.

Encourage students to consider that there's no single ‘right’ way to approach the challenge. Unique ideas and perspectives are valuable. Feel free to think outside the box, take risks and explore innovative solutions. The learning process is just as important as the final product.

Instructions to Guide Student Planning

Student Role: • Actively engage in project-based tasks by participating in classroom activities, discussions and group work. • Collaborate with peers, contributing ideas and efforts to group projects. • Take on specific roles within the team to ensure balanced participation. • Engage with the project material thoroughly, ensuring a deep understanding of the subject matter. • Conduct research and inquiry as required by the project using a variety of sources and methods. • Receive feedback from teachers and peers with an open mind, considering it as an opportunity for improvement. • Maintain a receptive attitude towards feedback. • Use feedback constructively to enhance the quality of work and performance. • Use rubrics and assessment criteria provided by teachers to guide their progress, self-assess work and identify areas for improvement, ensuring they meet key criteria in clarity, creativity and collaboration. • Deliver their presentations. • Reflect on their learning experiences, noting what they have learned, which challenges were faced and how they overcame them.