First Assessment Start

Overview

Students are introduced to the Essential Assessment website: how to access it, log in, start their first assessment, and navigate key screens safely and responsibly. The lesson builds early capability in using digital tools for learning tasks, while practising safe and respectful online behaviours.

Learning intentions

• Students will learn how to open the Essential Assessment website and find the correct login/start steps.
• Students will practise navigating common assessment screens (instructions, questions, submit/finish).
• Students will identify simple “safe and responsible” technology behaviours when using the website.
• Students will demonstrate understanding by completing the first part of a practice assessment task and answering a short reflection.

Success criteria

• I can open the website and follow steps to reach the assessment page.
• I can find where to begin and how to answer a question using the on-screen controls.
• I can explain one safe online behaviour I used during the assessment.
• I can tell a partner what I did when I needed help or got stuck.

Curriculum links

• CTLS-SAF-01 — Students use computing technologies and data safely and responsibly.
• Stage 2 ICT capability: students use digital systems to access learning tools and complete simple tasks with guidance (focus on safe use, following procedures, and using inputs/outputs appropriately).

Lesson structure (60 minutes)

1. 0–7 min · Hook & purpose. Teacher shows the class routine screenshot-like moments from the introduction slides (without live logins yet) and asks: “What do you think you should do first to start an assessment—wait, click, or ask?” Students turn and talk, then share one idea.
2. 7–15 min · Safety and “help” rules. Teacher uses the introduction slides to model 3 classroom rules: keep personal info private, don’t share passwords, and press “help”/ask a teacher if stuck. Students repeat the rules using sentence starters and practise “stop, ask, then click”.
3. 15–25 min · Guided navigation demo. Teacher demonstrates (projected) from the introduction slides how to: open the website, enter login details (teacher-provided), choose the correct assessment option, and reach the first instruction screen. Students follow along with fingers in the air (no devices yet) and tick a “I can find it” checklist on the first login and navigation worksheet.
4. 25–40 min · Pair practice: start the assessment. Teacher sets up pairs and distributes the first login and navigation worksheet. Students take turns performing the steps shown in the introduction slides: open the site, sign in, locate “start/begin”, and read the question instruction aloud to their partner before answering.
5. 40–48 min · Independent attempt: first question set. Teacher prompts students to attempt the first set of questions (or the first question if assessments differ) while using the navigation buttons correctly. Students record on the first login and navigation worksheet: “I pressed __”, “I answered __”, and “I felt __ because __”.
6. 48–55 min · Troubleshooting and discussion. Teacher returns attention using the introduction slides “What to do when…” scenarios (e.g., text too small, unsure of answer, error message). Students discuss with partners: “What should you try first?” and choose one action they will use next time.
7. 55–60 min · Plenary exit check. Teacher runs a 3-question quick oral exit: “Where do you start?”, “How do you submit/finish?”, and “What safety rule do you follow?” Students hold up fingers (1–5 scale) to show confidence level, and teacher notes who needs a reteach.

Resources

• the introduction slides (Essential Assessment access, safety rules, navigation walkthrough, troubleshooting scenarios, plenary prompts)
• the first login and navigation worksheet (checklist + short reflection prompts for first assessment steps)
• Projector/display with Essential Assessment visible (teacher demo)
• Student devices/tablets with access to Essential Assessment platform
• Teacher login details provided in a safe classroom method (e.g., paper list or teacher-managed entry)
• Timer for transitions and a “help card” for students to signal the teacher

Assessment

• Teacher observation during the pair navigation activity: can students locate “start/begin” and answer using correct controls?
• Worksheet check: completion of step checklist and short reflection using correct vocabulary (start, answer, submit/finish, help/ask).
• Plenary oral responses: students can name one safety behaviour and one troubleshooting step.

Differentiation

• Support: provide sentence starters on the first login and navigation worksheet (e.g., “First I… Then I…”); pair a confident student with a student who needs more guidance.
• Visual scaffold: use the introduction slides step icons; students can highlight steps on their checklist as they go.
• Extension: students who finish early can model the navigation steps to their partner (teach-back) and suggest one “helpful” troubleshooting action.
• EAL/SEN: keep instructions short, repeat the “stop, ask, then click” rule, and allow oral responses or partner recording instead of writing full sentences.