Note the focus area and

standard descriptor/s the

artefact / document reflects

Note the type of

artefact /
document

Describe the artefact / document and indicate

the possible impact or result on teaching and/ or
student learning

Describe how the artefact / document

meet the standard descriptors you have
identified.

3.2 Plan, structure and

sequence learning
programs: Plan lesson
sequences using
knowledge of student
learning, content and
effective teaching
strategies.

The artefact
provided is
two lesson
plans from
my
Professional
Experience
Two
focussing on
Creative and
Performing
Arts, in
particularly
Art.

This artefact incorporates a range of

professional teaching standards from
standard 3. The lesson is structured to
allow the students to achieve the
learning intention in a timely manner
being scaffolded by the teacher.

The above two lesson plans

allowed myself to plan a lesson
sequence where the students
could also see how their learning
can evolve and continue for
more than one lesson. I was able
to incorporate a range of
teaching strategies as we moved
both in and out of the classroom
(management of students and
clear expectations) along with
manipulating a range of
unfamiliar resources - clay, clay
tools and sculptures (APST 3.2).

3.4 Select and use

resources:
Demonstrate
knowledge of a range
of resources, including
ICT, that engage
students in their
learning.
3.5 Use effective
classroom
communication:
Demonstrate a range
of verbal and nonverbal communication
strategies to support
student engagement.

I created a
sequence of
two lessons
engaging the
students in
an Art
process
rather than
only creating
product.

As the students engaged in this

learning experience over two lessons,
they were able to visually see the
progression they had made and how to
transform their art piece into different
forms. The students first chose a lizard
design from a range of the school
sculptures placed within their outdoor
environment. Using a range of
coloured pencils and textas, they used
the design as a model to draw their
own lizard. In the following lesson, the
students took their design and
sculpted a clay model of their lizard
using techniques such as etching,
pinching and drawing.
The impact of student learning
throughout these lessons allowed the

Throughout the above lesson

there was a range of resources
incorporated to ensure the
success of the lesson. These
included; IWB, clipboards, paper,
pencils and textas, outdoor
sculptures, clay, clay tools and
laminated paper as place mats
(APST 3.4).
As we were in the outdoor

students to move out of the classroom

and appreciate their whole school
environment whilst recognising the
effect of a range of art forms.
The impact of teaching within this
experience allowed myself to use a
range of strategies and techniques
communicating to the students as well
as developing a structured learning
sequence.

environment for the first lesson I

needed to ensure my
communication was effective
ensuring all students were still
engaged in the activity and on
task. This included a range of
verbal and non-verbal strategies
such as clear and explicit
directions, roaming, eye contact
and engagement with students.
As a result of these strategies
the lesson was able to run
smoothly without any
beahvioural concerns (APST 3.5).

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE II (2015)

Date:
Time: 12:15Class: Kindergarten
School: Evans River Community
15/10/15
1:00
School

KLA: Creative and

Performing Arts - Art
APST FOCUS:
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and nonIndigenous Australians.
3.2 Plan, structure and sequence learning programs. 3.4 Select and use resources.
Outcome / Standard: VAES 1.2 Experiments with a range of media in selected forms.
Objective / Learning Intention:
As a result of this lesson students will be able to explore the qualities of different drawing media tools such as lead and colour
pencils, crayons and textas to create a replica artwork of a sculpture in their school.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
This is the first lesson in a series of three lessons. The students will firstly be sketching and colouring their artwork before
moving onto sculpting and painting their piece of artwork with the ultimate goal of being able to contribute their creations to
the school fairy garden.
3.3 Knowledge integration:
HSIE
ENGLISH
MATHS
PDHPE
SCIENCE & TECH
CA
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

1.1 Deep
Knowledge
1.2 Deep
understanding
1.3 Problematic
knowledge

1.4 Higher order

thinking
1.5 Metalanguage
1.6 Substantive
communication

Timing

Procedure

10 mins

INTRODUCTION (O):
Engage in a whole class discussion with the students of

2.1 Explicit
2.4 Social support
quality criteria
2.2
2.5 Student self regulation
Engagement
2.3 High
2.6 Student direction
expectations
Considerations
Assessment Differentiation
students
Strategies
Observation:
Do the

30 mins

where they recognise artwork in their school

environment (both inside and outside of the classroom)
(2.4).
How do the students recognise that it is art? (Expect
answers such as because it is a painting
Discuss different forms of art such as painting, drawing
and sculpting.
Explain to the students whilst I am at the school we are
going to create pieces of artwork to use in the fairy
garden (3.5).
BODY (G):
Display image of lizard on the IWB, direct students
attention to both the outline as well as the pattern on
the inside.
Explain to students the part one activity is to go and find
the lizard sculptures/paintings and recreate the
students favourite one.
They can copy the design or create a new pattern on the
lizard using lead pencil to first sketch and then coloured
pencils and textas.
BODY (E):
Transition students to the lizard paintings/sculptures
where they will engage in the sketching of their own
lizard (2.4).

students
engage in the
discussion?

Preparation:
Clipboards
IWB with
image of
lizard
White paper
Coloured
pencils
Lead pencils
Textas
As the students
are out of the
classroom,
further
supervision will
be required of
students.

Formative
Assessment:
Level of
engageme
nt in
sketching
their
artwork.
Ability to
use
different
media
types
(lead
pencil,
coloured
and
textas) to
create

Some students will

show apprehension
towards Art and
creating art.
Encourage students
to join and remind
them it doesnt
matter what level
their art ability is at
as this is not the final
product (3.4) (2.4).
Offer students the
option to work in
pairs if they are
feeling nervous
about engaging in
their artwork (2.4).

their
artwork.

5 mins

Guide S.N, A.W, B.W

and S.H to stay on
task. Ensure teacher
and SLSO support all
four students in their
decision making.

CONCLUSION (R):
Return to classroom and ask students to volunteer their
artwork to share with the class (3.4).
Supervising teacher:

Date:

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE II (2015)

Date: 29/10/15
Time: 12:15-1:05 Class: Kindergarten
School: Evans River
Community School

KLA: Creative and

Performing Arts Art
APST FOCUS:
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and nonIndigenous Australians.
3.2 Plan, structure and sequence learning programs. 3.4 Select and use resources.
Outcome / Standard: VAES 1.2 Experiments with a range of media in selected forms.
Objective / Learning Intention:
As a result of this lesson students will be able to sculpt a representation of a lizard using clay.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
This is a follow on lesson from the previous art lesson where the students drew lizard representations. Upon completion we will
add the lizards to the school environment.
3.3 Knowledge integration:
HSIE
ENGLISH
MATHS
PDHPE
SCIENCE & TECH
CA

3.4 Inclusivity

1.1 Deep Knowledge

1.4 Higher order thinking

3.5 Connectedness

1.2 Deep understanding

1.5 Metalanguage

3.6 Narrative

1.3 Problematic
knowledge

1.6 Substantive
communication

Timing

Procedure

10 mins

INTRODUCTION (O):

30 mins

BODY (G):
Explain to the students in this lesson we are going to build on our
lizard drawings and create the lizards themselves using clay.
Techniques:
Hand moulding, etching, pinching and rolling (demonstrate).
Ask students what they are going to include in their lizard model
(head, body, arms, legs, face, tail, patterns of individual lizards).
Explain to the students when the clay has dried we will paint the
lizards.

2.1 Explicit
2.4 Social support
quality
criteria
2.2
2.5 Student self
Engagement regulation
2.3 High
2.6 Student direction
expectations
Consideratio Assessment Differentiation
ns
students
Strategies

Engage the students by reading/viewing Girawu the Goanna (3.5).

https://www.youtube.com/watch?v=tWvoTZxvEs8&list=PL151DE2B2AD5E0550&index=6.
Revisit last weeks lesson of the lizard drawing and hand them out to the
students.

BODY (E):
Create the lizards with clay (3.4) (3.5) (2.4).

Preparation: Formative
Assessment
IWB with
:
YouTube
Level of
video on
it
engage
ment in
Placemats
sculptin
Clay
g their
Clay tools.
artwork.
Lizard
Ability
drawings
to use
from last
clay to
lesson
create
their
Parent
artwork.
helper will

Some students
will show
apprehension
towards Art and
creating art.
Encourage
students to join
and remind
them it doesnt
matter what
level their art
ability is at as
this is not the
final product
(3.4) (2.4).

be involved
in this lesson
to assist in
preparation
and
construction
of clay
lizards.

Ability
to use a
range of
techniqu
es in
sculptur
e.

Offer students
the option to
work in pairs if
they are feeling
nervous about
engaging in
their artwork
(2.4).

Guide S.N, A.W,

B.W and S.H to
stay on task.
Ensure teacher
and SLSO
support all four
students in
their decision
making.
5 mins

CONCLUSION (R):
Display the students finished lizards on a table and ask students to
rotate around the table viewing the students lizards (3.4) (2.4).