OBSERVATION OF

TEACHING-
LEARNING IN
ACTUAL SCHOOL
ENVIRONMENT
(FIELD STUDY 1)
Prepared by

ANA MARIE V. CABLAS

Bachelor of Technical-Vocational
Teacher Education 4-A
Major in Agricultural Crops Production

II. Student’s Profile (Tell something about yourself. Include your recent
picture.)
III. Beliefs on Teaching and Learning (Include beliefs BEFORE & AFTER your
FS)
IV. Learning Episode 1 (Learners We Were)
1.1 EXPOSURE
FORM A-1: GRADE 1 EXPERIENCES (5-6 YEARS OLD) MIDDLE
CHILDHOOD
Member ID Experience
A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.

FORM A-2: GRADE 6 EXPERIENCES (11-12 YEARS OLD) LATE

CHILDHOOD

Member ID Experience
A 1.
 2.

3.
B 1.

2.

3.

C 1.

2.

3.

FORM A-3: GRADE 4th EXPERIENCES (15 -16 YEARS OLD)

ADOLESCENT
Member ID Experience
A 1.

2.

3.
B 1.

2.

3.

C 1.

2.
 3.

1.2 PARTICIPATION
Analyzing experiences according to the various domains of growth and
development.
The group facilitator will lead the group in analyzing what each
experience is all about. This unifying theme is called a domain. Using the
same FS 1 Form A, write the domain of each entry in the third column. The
general domains are: physical/motor, Mental (Literacy/Cognitive/Intellectual,
Social -Emotional

FORM B-1: Grade 1 Experiences (Middle Childhood)

MEMBER EXPERIENCES DOMAIN

A 1.
2.
3.
B 1.
2.
3.
C 1.
2.
3.

FORM B-2: Grade VI Experiences (Late Childhood)

MEMBER EXPERIENCES DOMAIN
A 1.
2.
3.
 B 1.
2.
3.
C 1.
2.
3.

FORM B-3: Grade 10 Experiences (Early Adolescence)

MEMBER EXPERIENCES DOMAIN
A 4.
5.
6.
B 4.
5.
6.
C 4.
5.
6.

FORM C-1: GRADE 1 EXPERIENCES (6-7 YEARS OLD) MIDDLE

CHILDHOOD
Physical Motor Social Motor Linguistic-Cognitive
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.
7. 7. 7.

8. 8. 8.

9. 9. 9.

FORM C-2: GRADE 6 EXPERIENCES (11-12 YEARS OLD) LATE

CHILDHOOD
Physical Motor Social Motor Linguistic-Cognitive
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.
9. 9. 9.

FORM C-3: 4TH YEAR EXPERIENCES (16 YEARS OLD) EARLY

CHILDHOOD
Physical Motor Social Motor Linguistic-Cognitive
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.
 9. 9. 9.

1.3 IDENTIFICATION
Discovering the growth patterns in the various stages of development
across domains.
This time reorganize the entries into domains across the three stages.
Follow the matrix below. You will have one matrix for every domain.
 FORM D-1: PHYSICAL/MOTOR DOMAIN

Middle Childhood Late Childhood Early Adolescence

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.

Analyze the entries in the three stages of development for each

domain.
 What do you notice of the entries belonging to the same level or stage?
Are they more similar or different? Why?
 Compare the entries across stages in this domain. Are there greater
differences or variations in the experiences across stages? What do
you observe?

FORM D-2: SOCIAL/EMOTIONAL DOMAIN

Middle Childhood Late Childhood Early Adolescence

1. 1. 1.
 2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.

Analyze the entries in the three stages of development for each domain.
 What do you notice of the entries belonging to the same level or stage?
Are they more similar or different? Why?

 Compare the entries across stages in this domain. Are there greater
differences in the social/emotional experiences across stages? What
could have brought these differences about?
 FORM D-3: LITERACY/COGNITIVE/INTELLECTUAL DOMAIN

Middle Childhood Late Childhood Early Adolescence

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.

Analyze the entries in the three stages of development for each domain.
 What do you notice of the entries belonging to the same level or stage?
Are they more similar or different? Why?
  Compare the entries across stages in this domain. Are there greater
differences or variations in the experiences across stages? What do
you observe?

1.4 INTERNALIZATION
Recognizing and accepting one’s characteristics across growth and
development levels.
Using the organized list of your group’s experiences by domain as your guide,
prepare a profile of your own characteristics using the matrix below. Your
narrative is an answer to the question in each domain.
MY PROFILE
Name: ______________________________ Date of Birth: ______________
Age: ______
Domain Development Stages of Growth
Middle Late Childhood Early
Childhood (Intermediate) Adolescent
(Primary) (High
School)
A. Physical Motor
What physical-motor abilities
could you perform during each
period?
B. Social-Emotional
What social relationships were
important to you during each
period?
C.
Literacy/Cognitive/Intellectua
l
What literacy and
cognitive/intellectual abilities
were you capable of doing
during each period?

1.5 DISSEMINATION
Reflecting on the value of addressing the characteristics and needs of
learners during the various stages of development
By this time, you have met neither your Resource Teachers nor the
children in school. However, the profile you have written of yourself could be
part of the schema you have for learners in the different stages or levels.
 Being aware of your characteristics and abilities during these periods of
growth, what do you think should a classroom teacher or a school provide to
address and maximize the characteristics and abilities of learners at each
level? You can think in terms of meaningful learning experiences and
important learning resources for each stage in each stage in each of the
domains or aspects of development.

PERCEIVED NEEDS OF LEARNERS

Stages of growth Domain of Development
Physical/Motor Social/Emotional Literacy/Cognitive
Intellectual

Middle
Childhood
(Primary)

Late Childhood
(Intermediate)

Early
Adolescence
(High School

V. Learning Experiences 2 (Knowing your Learners Better)

2.1 EXPOSURE
Gathering teachers’ observation of middle childhood learners
Use the Observation Checklist in Table 2.1 to ask three teachers of
different grades in the school. Ask each of them how the characteristics of
middle childhood children (i.e. 6 to 12 years old) are manifested on the
learners of the class they are teaching. Put a check (/) on appropriate column
to indicate their response.
Focal Question: “As a teacher of Grade ___, please indicate how well the
children in your class manifest the known characteristics in different domains.”

2.1 OBSERVATION CHECKLIST

Teacher’s Name: _________________________ Grade being taught: ____
Domain Characteristics Strongl Obser Not
y vable Obser
Observ Somet vable
able imes
Social &
emotional
Development
1. Children show signs of
growing independence.
2. Children average five
best friends and at least
one “enemy.”
3. Children act nurturing
and commanding with
younger children but
follow and depend on
older children.
4. There are fewer
outbursts and more
accepting of delays in
getting things they want
“done.”
5. Children are self-
conscious and feel if
everyone notices even
small differences (e.g.
 new hair cut)
6. Children’s feelings get
hurt easily and often
know how to deal with
failure.
Physical
Development
1. Growth is slower than
in preschool years, but
steady.
2. Children recognize that
there are differences
between boys and girls.
3. Muscle coordination
and control are uneven
and incomplete in the
early stages.
4. Small muscles develop
rapidly, making playing
musical instruments or
building things
enjoyable.
5. Permanent teeth may
come in before the
mouth has fully grown,
causing dental
crowding.
Mental
Development
1. They can group things
that belong together.
2. Children begin to read
and write early in
middle childhood and
 should be skillful in
reading and writing by
the end of this stage.
3. They can think through
their actions and trace
back events that
happened to explain
situations.
4. Children learn best
when they are active
while they are learning
rather than just listening
to an adult explain
rules.
5. Children can focus
attention and take time
to search for needed
information.
6. There is greater
memory capability
because many routines
are automatic now.

2.2 PARTICIPATION
Noting patterns in the perception of teachers of learners characteristics
 Go over the Observation Checklist you have used for the three
teachers. Arrange them according to the grades they are teaching
following the matrix below.
  Indicate the response of each teacher as indicated in his/her form in
the appropriate column using the symbols. SO = Strongly Observable,
OS = Observable Sometimes, NO = Not Observable

TABLE 2.2 OBSERVATION CHECKLIST

Teacher’s Name: _________________________ Grade being taught: ____
Domain Characteristics Teacher Teacher Teacher
A B C
Social &
emotional
Development
1. Children show
signs of growing
independence.
2. Children average
five best friends
and at least one
“enemy.”
3. Children act
nurturing and
commanding with
younger children
but follow and
depend on older
children.
4. There are fewer
outbursts and
more accepting of
delays in getting
things they want
“done.”
5. Children are self-
conscious and
 feel if everyone
notices even
small differences
(e.g. new hair cut)
6. Children’s
feelings get hurt
easily and often
know how to deal
with failure.
Physical
Development
1. Growth is slower
than in preschool
years, but steady.
2. Children
recognize that
there are
differences
between boys
and girls.
3. Muscle
coordination and
control are
uneven and
incomplete in the
early stages.
4. Small muscles
develop rapidly,
making playing
musical
instruments or
building things
enjoyable.
 5. Permanent teeth
may come in
before the mouth
has fully grown,
causing dental
crowding.
Mental
Development
1. They can group
things that belong
together.
2. Children begin to
read and write
early in middle
childhood and
should be skillful
in reading and
writing by the end
of this stage.
3. They can think
through their
actions and trace
back events that
happened to
explain situations.
4. Children learn
best when they
are active while
they are learning
rather than just
listening to an
adult explain
rules.
 5. Children can
focus attention
and take time to
search for
needed
information.
6. There is greater
memory
capability
because many
routines are
automatic now.

2.3 IDENTIFICATION
For each domain, select the characteristics which all teachers have
claimed to be “strongly observable”. They are those that get “SO-SO-SO”
response.
Strongly Observed Characteristics of Middle Childhood
 Domain Characteristics
Social Emotional 1.
2.
3.
4.
5.
Physical Development 1.
2.
3.
4.
5.
Mental Development 1.
2.
3.
4.
5.

 Which domain shows the most number of strongly observable

characteristics during middle childhood?

 Which domain shows the least number? What does that suggest?

 Identify the characteristics not observed in the same manner by all

three teachers. They suggest that the characteristics are still
developing during this stage.
Varying Characteristics Across Ages In The Middle Ages
Domain Characteristics
Social Emotional 1.
2.
3.
4.
5.
Physical Development 1.
2.
3.
4.
5.
Mental Development 1.
2.
3.
4.
5.

 Which domain shows the most number of varying or differing

characteristics observed during middle childhood? What does that
suggest?

2.4 INTERNALIZATION
Inferring the implication of varying characteristics of learners in middle
childhood
 There are characteristics observed by all teachers across grades.
What does that suggest?
  There are characteristics observed by the intermediate teachers but
not by the lower grade teachers. What does that suggests?

 There are characteristics which are not observed at all by any of the
teachers? What does that suggest? Any likelihood that these
characteristics are not found among the children in this school
community?

2.5 DISSEMINATION
Giving importance to knowing the characteristics of learners in one’s
class.
You were applying for a teaching position in a high school and the
Head of school wants to have an idea of how well you know your future
students. You were ask to write an essay regarding the grade level you want
to teach and why you want to teach this grade. Include a description of
characteristics of the learners.

VI. Learning Episode 3 (Instruction and Learner’s Development

Use the observation form in writing down your field notes every 3
seconds.
TABLE 3.2 CLASSROOM OBSERVATION FORM
School: _________Grade Observed: ______ Name of Teacher: ___________
Subject Area Observed: __________________ Time: ____ to ____ A.M/P.M
Number of Students: _____________________________________________

Episode Time Key Events

1 Lessons starts

Lesson ends

TABLE 3.3 IDENTIFICATION (Teaching the Concrete Operational Child)

Recognizing the guidelines followed in teaching concrete operational
children.
 The matrix below gives list of suggested instructional guidelines in
teaching a class of concrete-operational children. Study each guideline
 and identify if there are episode or parts of the lesson you have
observed that exhibit each one. Write the episode number in the
second column and the description of the event you have written on the
third column. There could be more than one episode you can cite for
every guideline.

Teaching the Concrete Operational Child

Guidelines Episode Key Event/s In the Lesson

Number Observed
1. Continue to
use concrete
props and
visual aids.
2. Give the
students a
chance to
manipulate
and test
objects.
3. Make sure
presentations
and readings
are brief and
well-
organized.
4. Use familiar
examples to
explain more
complex
ideas.
5. Give
opportunities
to classify
 and group
objects and
ideas on
increasingly
complex
levels.
6. Present
problems that
require
logical,
analytical
thinking.

3.4 INTERNALIZATION
Inferring the application of cognitive characteristics of children in
teaching-learning practices.

 Were all the teaching guidelines for concrete- operational learners

demonstrated in the lesson observed? Which were clearly shown?
  Which guidelines were not shown at all?

 What could be the reason/s why the teacher did not have the
opportunity to observe the guidelines for this stage?

3.5 DISSEMINATION
Exemplifying instructional strategies for teaching concrete operational
children.
 A workshop is being organized on teaching strategies in different
strategies in different subject areas that effectively address
characteristics of learners. Give examples of specific instructional
techniques you can apply following the guidelines for teaching
concrete-operational learners.
Guidelines Examples of teaching techniques
1. Continue to use concrete props a.
and visual aids.
b.

2. Give the students a chance to a.

manipulate and test objects.
b.

3. Make sure presentations and a.

reading are brief and well-organized.
b.

4. Use familiar example to explain a.

more complex ideas.
b.

5. Give opportunities to classify and a.

group objects and ideas on
increasing complex levels. b.

6. Present problems that require a.

logical, analytical thinking.
b.

Criterion: understanding of guidelines thru exemplification

Rubrics:
Rating Description
91-100 Exemplifications provided show exemplary understanding of
teaching-learning guidelines for concrete-operational learners
81-90 Exemplifications show substantial understanding of suggested
teaching-learning guidelines for concrete-operational learners.
71-80 Exemplifications shows minimal understanding of suggested
 teaching-learning guidelines for concrete-operational learners.
61-70 Exemplifications reflect very minimal understanding of the
concept of growth and development as applied to teaching-
learning.
51-60 Exemplification show no understanding at all in learning
development to teaching learning.

VII. Learning Experiences 4 (Assisted Learning)

4.1 EXPOSURE
Observing daily learning routine of learners in school
 Choose a class of any grade which you can observe for one full session,
either morning of afternoon. As much as possible, the class is taught by more
than one teacher. With your Resource Teacher’s approval, be inside the
classroom before the session starts.
 On the first day, observe how the class scheduled is carried out. Use the
form given in Table 4.1 to note down your observation.

TABLE 4.1 CLASS PROGRAM

Grade Observed: _______________ Number of Students: _____________

Date of Observation: __________________ AM / PM: _________________

Subject Name of Schedule Subject Matter

Teacher Starts Ends

Number of Subjects Areas Observed: ___________

Number of Teacher Observed: _________________

You will be observing how teachers are assisting learners individually

or as group while teaching. Note down every move the teacher does
TABLE 4.2 SCAFOLDING STRATEGIES OBSERVED

Subject Area: __________________ Name of Teacher:

_________________
Time Observed: _______ to ______

Learning Task Form of Assistance Given

Example: Solving a Math problem  Repeats explanation
 Demonstrates steps in doing it

1.

2.

3.

4.

4.3 IDENTIFICATION
Forms of Assisted Scaffolding Strategies Observed
Learning
1. Procedural a.
facilitators - these b.
help students learn c.
a skill or procedure
2. Modeling – a.
demonstrating or b.
showing examples c.

3. Providing prompts – a.
giving clues to give b.
the correct answer c.

4. Regulating difficulty a.
of problem or task –
starting first with b.
something easy to do
or answer c.
5. Providing half- a.
done examples –
starting the task b.
first and letting
students finish it c.

6. Other Having a a.
project b.
c.

4.4 INTERNALIZATION

FORMS OF ASSISTED LEARNING Scaffolding strategies observed

1. Procedural Facilitator- These A.
help students learn a skill or B.
procedure. C.

2. Modelling- Demonstrating or A.
 showing. B.
C.

3. Providing Prompts- giving clues A.

to give the correct answer. B.
C.

4. Regulating difficulty or task- A.

starting first with something easy B.
to do or answer. C.

5. Providing half-done examples- A.

starting the task first and letting B.
students first. C.

6. Other having a project A.

B.
C.

 From your experience, what other strategies have your teachers used
which have helped you understand a complex subject matter! Can you cite
a specific example?
 What benefits do students derive from assisted learning? How is related to
their cognitive development?

 What about the teachers? What do they get out of using scaffolding
strategies while teaching?

4.5 DISSEMINATION
Making a commitment to be competent in providing assisting
learning for learners
You have seen how important it is to scaffold learning for cognitive
development. As a future teacher, what can you do to develop your
competency for assisted learning?
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VIII. Learning Experiences 5 (Learner’s World in the Classroom)
5.1 EXPOSURE
Observing features of two classrooms of different grade levels. Arrange with
your cooperating school to allow you to observe two classrooms of two
different levels (e.g. Breed-Kinder or Grade One and Grade V or VI for BSEd
– Grade10). Using the Classroom Resources Checklist below, note down the
features/displays found in each classroom. Separate your observation
notes for the two classrooms. Check the YES column if present or
available in the classroom.
Classroom Resources Checklist
Classroom 1 Classroom 2
Grade:__________________ Grade:__________________
Number of Children:_______ Number of Children:_______
Boys____ Girls ____ Boys____ Girls ____
Furniture How Furniture How
many many
? ?
 Learner’s Yes__  Learner’s Yes__
desks _ desks _
 Teacher’s Yes__  Teacher’s Yes__
table _ table _
 Book Yes__  Book Yes__
cabinets _ cabinets _

 Book Yes__  Book Yes__

shelves _ shelves _

 Learner’s Yes__  Learner’s Yes__

lockers _ lockers _

 Teacher’s Yes__  Teacher’s Yes__

locker _ locker
 Others  Others
__________ __________

Classroom 1 Classroom 2
Displays Location Displays Location
 Visuals for Yes__  Visuals for Yes__
new or new or
current current
lesson lesson
 Learner’s Yes__  Learner’s Yes__
 artworks artworks
 Honor Roll Yes__  Honor Roll Yes__
 Grouptasks/ Yes__  Grouptasks/ Yes__
Responsibili Responsibilit
ties ies
 Attendance Yes__  Attendance Yes__

 Experiment Yes__  Experiments Yes__

s  Projects Yes__

 Projects Yes__ Yes__

 Rules &
Yes__
 Rules & Standards
Standards  Others
 Others ____________
__________
Teaching Aids Teaching Aids
 Musical Yes__  Musical Yes__
Instruments Instruments
 Maps/ Yes__  Maps/ Yes__
Globes Globes
 Math Kits Yes__  Math Kits Yes__

 Art Kits Yes__  Art Kits Yes__

 Charts Yes__  Charts Yes__

Yes__ Yes__
 Flannel  Flannel
Board Board
Yes__ Yes__
 Computers  Computers
Yes__ Yes__
 LCD  LCD
 Story  Story
Yes__ Yes__
Books/Trad Books/Trade
e Books
Books  Reference
Yes__
 Reference Books
Yes__
Books  Audio Tapes
Yes__
 Blackboards
Yes__ Yes__
 Tapes  Bulletin Yes__
 Blackboard Yes__ Boards
s  Others Yes__
 Bulletin Yes__ __________
Boards
 Others Yes__
___________

5.2 PARTICIPATION
What resources are available in both classroom? Write those common
resources in the matrix.
COMMON RESOURCES

Furniture
 Displays

Teaching Aids

What resources are exclusively found only in one classroom?

Resources Classroom 1 (Lower Classroom 2 (Upper
Grade) Grade)

Furniture

Displays

Teaching Aids

How will you differentiate the resources found in the two classrooms in terms
of type, size, arrangement, color, number, or location?
Resources Classroom 1 (Lower Classroom 2 (Upper
Grade) Grade)

Furniture
Displays

Teaching Aids

What could have significantly made the type of resources in the two
classrooms different?

5.3 IDENTIFICATION
Identifying the purpose of the resources found in the classroom.
Classroom Classroom 1 Classroom 2
Display (Beginning Grade) (Upper Grade)

1. Materials for
new lesson

2.Model artworks

3. Honor Roll

4. Group Task/
Assignment
Responsibilities

Do the two classrooms always share the same purposes or reasons for
having those displays? What could be the reason why they vary?

5.4 INTERNALIZATION
Matching the classroom resources with the learner characteristics
 Given the physical, social, and intellectual characteristics you have
learned about preschool or grade 1 learners, how do you describe or
characterize the resources that must be found in their classroom?
Basic resources of Preschool Suggested
or Grade 1 classroom characteristics/Description/Contents
1. Learner’s desks

2. Bulletin boards

3. Books

4. Learning kits

5. Classroom space

6. Play materials

7. Musical devices

 Given the physical, social/emotional and cognitive /intellectual

characteristics of upper grade learners, what activities will interest them
to carry out in or outside their classroom? What classroom resources
should be available to carry these out?

Interesting activities for upper grade Useful Resources

learners
1.

2.

3.

4.

5.

5.5 DISSEMINATION
Designing an ideal classroom structure that can promote active
learning for a given developmental stage.
1. Write a narrative of your idea of a classroom for a grade level of your
choice. Give the characteristics of your learners, describe what they can do
inside the classroom you have.
 MY IDEA OF A CLASSROOM FOR GRADE ___________

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2. Sketch the interior of your classroom that will show the various displays,
furniture and teaching aids. Consider the floor plan that will allow for group
activities. Label the wall displays and contents of shelves.

MY IDEAL CLASSROOM FOR GRADE ______

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IX. Learning Experiences 6 (The School for the Learners)

6.1 EXPOSURE
Sketching the map of the school showing its structures.
By this time, you are more or less familiar with the school you have been
assigned to. With a partner, go around the school and identify the different
buildings or structures inside the school perimeter.
Map of School
Draw your map here:
Name of School: _______________________________________________
 6.2 PARTICIPATION
Identifying the programs and resources of the school
Determine what is/ are found inside each building. List them according to how
you have numbered them in your map and enumerate the specific facilities
and resources found in each one.
Number of Facilities Resources found
Building/Structure
 6.3 IDENTIFICATION
Establishing the purpose of the school facilities and resources
Below is a list of possible facilities in school. Check those which are
available in your school. With the resources you have found, indicate which
domain (s) is/are being developed and provided for by each one. Indicate the
program (s) the school carries out under the three developmental domains.
You may want to consult the head of the school and the teachers in charge of
the program.
Facilities Availa Programs
bility
Physical/Motor Social/ Cognitive/
Emotional Intellectual
Classroom
Library/
Reading
Room

Computer
Room

Home
Technolog
y Center

Industrial
Arts Center

Health
Clinics

Guidance
Room
Gymnasiu
m

Canteens

Music
Room
Playground

Science
Center

Performan
ce Center

Office of
School
Head
Others
(specify)
 6.4 INTERNALIZATION
The integration of international or intercultural dimensions to HEI’s purpose,
functions and or delivery.

 You have identified the facilities and resources of your school. What
other facilities and resources do you think are needed for other
development programs?

 What aspects or development domains can you suggest as needing

attention by the school? What programs can be suggested?
 6.5 DISSEMINATION
Writing a program proposal on how a school could meet the physical,
social, emotional and intellectual needs of learners.
Imagine yourself applying for a teaching position. The principal would
like to get your vision of a school that adequately supports learner
developmental needs: physical, social, emotional, and intellectual. Prepare a
paper which you can submit for this purpose. Mention if the learners of all
grades can participate in the program or if it is intended only for a specific
developmental level or group. Include in your proposal the objectives of the
program, the target group, some proposed activities and resources needed.

A PROPOSED DEVELOPMENTAL PROGRAM FOR LEVEL _______

Program Target Group Proposed Needed
Objectives Activities Resources
APPENDICES
XIII. Permission Letter (GET A COPY FROM INSTRUCTOR)
XIV. Certificate of Completion (signed by the Principal & Resource Teacher)
XV. DTR (signed by you and your Resource Teacher)
XVI. Additional Evidence (show pictures of your significant moments while
doing FS)