Task: 4: Lesson plan A
Lesson Plan
Learning area e.g.
English/Phys Ed/Math
Year level:
Content taken from Australian
Curriculum IB/MYP or SACE
Achievement
Standard/Performance
objective
Learner diversity in class e.g.
all girls, mixed year levels,
students with disabilities,
E/ALD..
Stated learning intentions and
success criteria the lesson
Year 8 Visual Arts
Years 7 and 8 achievement standard
As a result of engaging with this lesson,
students are working towards students
identifying how other artists use visual
conventions and viewpoints to communicate
ideas and apply this knowledge in their art
making as written in the achievement standard.
One student has a vision impairment;
extremely short sighted.
One IEP student
One EAL student
One ASD student
All boys; 12 students, 6 whom have been at
Blackfriars for several years, 6 whom are new.
Wanted to consider it is a Friday morning, in the
middle of heatwave:
As a result of engaging with this lesson,
students:
should be able to understand more about
the properties by reflecting on their
strengths and weaknesses of their initial
clay task.
Have them consider what their strengths
were and how they might develop their
skills in a second task.
To become familiar with reflective
practices.
Students should be able to plain their art
making in response to exploration of
techniques and processes used in their own
and others artworks. They demonstrate use of
visual conventions, techniques and processes
to communicate meaning in their artworks.
Introduction Content Strategies
Time spent 5 mins taught/structured TSU
Teaching Strategies used YouTube clip to Standing in front of
(TSU) illustrate a point / class, discussing what
Behaviour Strategies used technique: pinch pot is happening, along
(BSU) with footage
Assessment Strategies used supporting
(ASU) instructions/ objectives
BSU
Smiling and friendly
behaviour; allowing
students to relax and
calm down.
ASU
N/A
Body of Lesson Content and TSU
Time spent 35 mins structure Demonstrations,
Reflecting on pinch expectations. Walking
Teaching Strategies used pot creations: around room
(TSU) What was I trying to BSU
Behaviour Strategies used achieve? Walking around the
(BSU) What did I do well? room, making sure the
Assessment Strategies used Explain. class is on task,
(ASU) How I improve? completing work.
Discussing clay; what When the class went
is good about it, what off task, teacher grabs
needs to be the class attention;
understood about discussed what needs
clay and what might to be done and asked
be difficult for some. what they are
Class discussion struggling with.
about clay; what they Standing at the front,
know about it, where telling the students to
can they find it. look at her; clear
Discussing properties instruction.
of clay; is that clear ASU
with everyone?, do Oral feedback:
you understand? commenting on the
creations, comparing
them to other classes
(you guys soared
above other classes).
Constructive criticism
was also given out;

End of lesson
Time spent 5 mins
Teaching Strategies used
(TSU)
Behaviour Strategies used
(BSU)
Assessment Strategies used
(ASU)
Use of ICT
Use of General Capabilities
(GC)
Use of Cross Curriculum
priorities (CCP)
what was good, but
what needed to be
done to make it better.
Feedback during
lesson: reading the
students work and
showing them what
they can improve on.
Content/learning TSU
Summary Entertainment/
Finishing off work and interesting stories.
notes. Supported finalization
of work. Clear
Story about a man instruction.
who worked with clay; Brief description of
clay lined his lungs, lessons next week.
he died, was
cremated but a clay BSU
mold (shape of lungs) Had the class attention
remained. Teacher with the story to have
stated it may be a them prepared to
tale. leave.
Insight into what the Coughed when a
class is doing next student was being
week; what to think disruptive, then used
about over the body language to
weekend. signal be silent.
ASU
N/A
What ICT was used and how did it support or
enhance learning?
A YouTube clip was used to show the students
how a professional clay artists made a pinch
pot and a pinch pot creation. It enhanced the
learning to enforce the correct techniques.
Using the projector and computer to do a class
brainstorm; the whole class is contributing and
can see their ideas coming together.
Which GC (can be more than one) were used
and how did this support or enhance learning
for students?
ICT - Also the students had the option to use
their personal devices to write up their notes.
Literacy: control a range of simple, compound
and complex sentence structures to record,
explain, describe and link ideas, evidence and
conclusions.
Students used language to evaluate an object,
action or text, and language that is designed to
persuade the reader/viewer
use a wide range of new specialist and topic
vocabulary to contribute to the specificity,
authority and abstraction of texts
STEAM Scientific properties of clay

Which CCP (can be more than one) were used

and how did this support or enhance learning
for students?

No CCP was directly covered over this lesson-

however if future classes, the class will be
linking with the studies of Asia by looking at the
ways that dragons are depicted in different
cultures, particularly Ancient Asian cultures and
popular culture.