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102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

Assignment 2- Lesson Plan Analysis

Section 1: Australian Professional Standards for Teachers

1 Know students and how they learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 2 3 4 5 Comments: There is little to no evidence catering to students in diverse background. This lesson plan does incorporate peer assisted
learning however it doesnt reveal whether there are students with varying diverse linguistic, cultural, religious and socioeconomic
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 5 Comments: The cross capabilities have been included however there is little content relating to Aboriginal and Torres Strait Islander
histories and cultures. Insufficient evidence through this lesson to support an encouragement of conversation between the priorities;
students, teachers and the wider community.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1 2 3 4 5 Comments: There is a great emphasis on peer based learning techniques and group work throughout this lesson. There is self-
reflection encouraging students to self-correct. This could be improved with ICT tools to assist those who are too shy to ask questions.
1.6 Strategies to support full participation of students with disability
1 2 3 4 5 Comments: There is little evidence within the lesson plan suggesting there are students present with disabilities. If in fact students
with learning disabilities; dependent on the kind of impairment physical or otherwise; there would be IEPs (Individualised Education
Program) implemented catering to the students specialised needs. The peer based assistance method is still a useful implementation
within the lesson plan for students with learning difficulties and over all engagement.
2 Know the content and how to teach it
2.2 Content selection and organization
1 2 3 4 5 Comments: The content that the teacher has chosen is in a great learning sequence. However the content selection of the lesson could
have included various artists and artworks to address the cross-curriculum priorities within the Modernist movement during class.
Students were still unsure on part of the content from previous lessons and implementing ICT tools i.e. Kahoot for questioning or
Twitter forums; for instance; creates a more engaging, fun way of revising lessons for preliminary studies before the next class.
2.3 Curriculum, assessment and reporting
1 2 3 4 5 Comments: The curriculum is used for the right dimension of stage 6. The teacher reports and designs a learning sequence seamlessly
scaffolded throughout the lesson, complimenting the previous lesson according to the syllabus. Even so the reporting and assessment
could be improved through end of class quizzes through Kahoot and online forums message board such as Padlet.

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

2.6 Information and Communication Technology (ICT)

1 2 3 4 5 Comments: There is only an overhead projector and PowerPoint mentioned in the resources, however not exhausted, missing its
potential. Within an art classroom there are valuable resources such as Google- Art & Culture, Kahoot, Padlet and google classroom
to increase the once tedious theoretical part of VA into a more engaging, inclusive, fun, environment for the students. It is easier for
teachers to assess and report students progress using the endless ICT method and resources.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 5 Comments: Students are expected to achieve realistic learning goals within the lesson. Students of varying abilities and characteristics
have the opportunity to achieve and succeed with hard work, guidance and persistence however as there is a core task and the support
available for students with learning difficulties; there is little evidence showing an extension task available for the gifted students.
3.2 Plan, structure and sequence learning programs
1 2 3 4 5 Comments: There are explicit instructions and sequencing followed on from previous lessons. This is in correspondence to the Visual
Arts Year 11 Syllabus. The teacher is uses peer based learning and social support as an effective teaching strategy consistently
throughout the lesson. The teacher monitors and guides any students throughout group discussion.
3.3 Use teaching strategies
1 2 3 4 5 Comments: The teacher shows little evidence of implementing high expectations, students self-regulation, student direction or and
a comprehensive explicit quality criterion. There is little to address problematic knowledge which could be addressed using Kahoot
or Padlet for the lessons homework. This is an effective method for informally assessing the students knowledge integration.
3.4 Select and use resources
1 2 3 4 5 Comments: little Traditional resources and with PowerPoint listed as a resource, however little evidence was shown when it was
used. The lesson plan demonstrates there is little knowledge of ICT programs that engage students in their learning. This could be
improved through YouTube videos and programs such as Flipped classroom and Google classroom.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 5 Comments: Social support and peer based learning is available throughout most of the lesson; creating an inclusive and safe learning
environment. The group based activities are engaging however could still use ICT to continue this engagement and connectedness
outside of the classroom walls. There is a demonstration of knowledge by writing the lesson aims up for those who prefer to learn
4.2 Manage classroom activities
1 2 3 4 5 Comments: The lesson plan demonstrates the capacity for classroom organisation and clear directions. However, there is opportunity
for better time management of the activities sequence.
4.3 Manage challenging behavior

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

12345 Comments: The social support and group activities effectively assist in challenging behavior. Other than this technique, instructions
are dubious for other practical approaches to managing challenging behavior i.e It could be suggested to place a desk outside for
managing students behavior.
4.4 Maintain student safety
1 2 3 4 5 Comments: The social support and group based work is a great strategy in creating a sensitive environment for students over well-
being. There is a demonstration of students feeling highly comfortable as the can speak on an informal level in order to understand
the content before sharing with the class.
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 5 Comments: There is little to no use of ICT within this lesson. It is unclear where the PowerPoint examples were used throughout the
lesson. However, depending on the school there may be restrictions on websites for responsible and ethical use of ICT learning and
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 5 Comments: There is a strong demonstration of knowledge in relevance to formative and summative methods of assessment. This can
be improved through various discussions on an online closed forum for homework. A fun quiz with reward based incentive (not food)
at the end of the class could be a fun engaging method to keep students motivated to learn.
5.2 Provide feedback to students on their learning
1 2 3 4 5 Comments: There is consistent commandment throughout the class and sensitive correction to answers, praising their effort rather
than their intelligence. The Student Tracking Sheet could serve as a method however it is not entirely clear when it was implemented
within the lesson.

Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Comments: Throughout the lesson the content expressed and directed by the teacher is deep and maintains a sustained focus on the
central concepts. Critical analysis surrounding the miniseries, The Frames and The Conceptual Framework is satisfied through various
lesson activities.
1.2 Deep understanding

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

12345 Comments: Students demonstrate shallow and deeper understanding at different times throughout the lesson. Further class discussion
or additional resources could assist with students deep knowledge.
1.3 Problematic knowledge
1 2 3 4 5 Comments: Questioning occurred throughout the class with time allocated after class for the students who needed clarification.
Informed knowledge is socially constructed and with multiple perspectives presented refined through questioning. However, it could
have been perfected if ICT was implemented for homework.
1.4 Higher-order thinking
1 2 3 4 5 Comments: Students mostly demonstrate lower-order to medium order thinking, but at some points throughout the lesson, some
students perform higher-order thinking skills and try hard.
1.5 Metalanguage
1 2 3 4 5 Comments: There is a clear demonstration of metalanguage throughout the teacher and student discussions at several points;
however, some students may not understand some of the terminology fully i.e. the term agencies
1.6 Substantive communication
1 2 3 4 5 Comments: consistent substantive communication occurred throughout the lesson, with both teachers and students framing the
communication. There were great questions asked by the teacher evoking great responses from the students scaffolding their learning
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 5 Comments: The lesson aims are presented at the beginning of the lesson in multiple forms to cater to the diverse learning needs of
the group. Even so there is little evidence that all the students are applying this quality to their work.
2.2 Engagement
1 2 3 4 5 Comments: Most students are engaged most of the time, teacher is monitoring that all students are on task pursuing the substance of
the activities. Various student answer many questions taking the assigned activities seriously and are trying hard.
2.3 High expectations
1 2 3 4 5 Comments: many to most students are praised for their hard work by the teacher indicating through the learning processes are
recognised for trying hard and taking risks by answering questions even if they miss something. The teacher provides opportunities
for all students to contribute in the challenging lesson. There could be added resources to increase the expectations using S.M.A.R.T.
2.4 Social support
1 2 3 4 5 Comments: Social support is extremely strong within the classroom environment. There are indications of supportive behavior
especially in the group work and made evident by comments by students or teacher. Everyones contribution to class discussions are
valued equally.
102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

2.5 Students self-regulation

1 2 3 4 5 Comments: there is little student self-regulation throughout the lesson with teacher guidance and monitoring. The teacher allows
some autonomy within the activities regulating their own behavior. It seems that class is focused wholly and there are little to no
problems that have been identified throughout the lesson plan.
2.6 Student direction
1 2 3 4 5 Comments: Students control is minimal in terms of pace, choice and time. Teacher is flexible in time on each task however has
scheduled time for each task.
3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: Students background knowledge is not explicitly mentioned however through questioning students through the formal
analysis, one could allude to assume students may draw assumptions from personal experience. Even so it may be a more effective
learning experience if the teacher connected the content to students out-of-school background knowledge.
3.2 Cultural knowledge
1 2 3 4 5 Comments: Some cultural knowledge is shown at a couple of points within the lesson, but it is treated on a superficial level.
However, it is assumed through the conceptual framework and the frames students explore some cultural knowledge in brief.
3.3 Knowledge integration
1 2 3 4 5 Comments: Connections are created between the topics by the teacher and students throughout the lessons activities. There
meaningful connections were made at several points throughout the lesson.
3.4 Inclusivity
1 2 3 4 5 Comments: Students are included regardless of social groups and learning level. This occurs throughout all aspects of the lesson.
Peer based learning is a great way to create an inclusive engaging environment.
3.5 Connectedness
1 2 3 4 5 Comments: The teacher and students have attempted to connect to the world beyond the classroom through the conceptual agency of
the world however as it was through a superficial match up, the connection remains weak. Through the life skill LS.7; students are
expected to understand how to explores the ways in which ideas and experiences of the world are represented however this isnt
strong throughout the lesson plan.
3.6 Narrative
1 2 3 4 5 Comments: Little narrative is used at point of this lesson. Through applying the conceptual agencies to their own mini-series, a
narrative is superficially fulfilled however it were more explicitly it may induce a more effective engaging learning environment.

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

Section 3: Identifying Areas for Improvement

1) 2)

1.4 Strategies for teaching Aboriginal and Torres Strait Islander 2.6 Information and Communication Technology (ICT)

QT model
1) 2)

3.6 Narrative 3.2 Cultural knowledge

Section 4: Modified Lesson plan

TOPIC AREA: Modernism: Critical Comparative TIME: 60 minutes SYLLABUS PAGES: 5-18 DATE: 23/03/2017
102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis
Premilinary STUDENTS: 24

Assessment 1 handbooks
-(specifically the critical analysis scaffold sheet)
Whiteboard marker,
Class roll,
VAPD and Progresso pencils
Mini Series Artworks.
Assessment 1 instruction sheet
Overhead projector to present Art & Culture with.
PowerPoint presentation on USB drive
24x Student progress tracking worksheet
4x poster paper with different images (hill, mountain and plains) stuck in the middle.
Laminated definitions and descriptions of the frames and conceptual framework.
Assessment 1 instruction sheet
3x A3 poster card, Blutack coloured markers
Coloured markers for each station.
Blutack for posters.
Student Assessment Register

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

Lesson outcomes: Assessment:

P7: explores the conventions of practice in art criticism and art
history Students are able to identify the dimensions of The Frames and Conceptual
P8: explores the roles and relationships between concepts of Framework.
artist, artwork, world and audience through critical and
Students apply these dimensions to critically analyse their mini series further
historical investigations of art comparing and contrast the artworks.
P9: identifies the frames as the basis of exploring different
orientations to critical and historical investigations of art Informal Assesment:
P10: explores ways in which significant art histories, critical
narratives and other documentary accounts of the visual arts Students have the opportunity for in depth communication through questioning and
can be constructed discussion.

Life Skills outcomes: Cooperate with their peers when they participate in the introduction activity
LS.7: Explores the ways in which ideas and experiences of the brainstorming on their mini series.
world are represented
Teachers takes notes of each students response on PowerPoint to send to everyone
LS.8: Explores ways in which different ideas and meanings are
after class (this covers student participation and level of sophistication in discussion.)
developed in artworks
Students participate in class activities of annotation and analysis. Teacher takes note
of student understanding and focuses lesson on key concepts.

Students learn about: Students learn to:

Recognising The Frames and Conceptual Framework Recognise forms within The frames and Conceptual Framework in relevance
What constitutes The Frames and Conceptual Framework within to their mini-series.
their own mini-series. Remember and understand how to critically analyse their mini-series.
How to apply and practice their critical comparative skills with in Apply the attained knowledge of this lesson to their Assessment 1 task and
their assessment. marking rubric.
Why its important to gain a stronger understanding of the Frames
and Conceptual Framework through their individual Mini Series
and their ability to resolve problems.

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Personal and social capabilities group discussion and class Critical Analysis and Understanding.
activities. Communicating articulate ideas and information. Critical thinking and note taking- Students critically engage with the class
Critical analysis and creative thinking. tasks, and make effective and useful annotations.
Literacy- Metalanguage.
Collecting and organising new information.

Time Teaching and Learning Strategies Organisation Centred

Introduction: Teacher welcomes students cheerfully into the classroom and directs their attention to the lesson Teacher: Prepares Laptop and
10minutes aims projected on the white board. projector on whiteboard opening
There are five stations with pieces of poster paper varying in definitions, images (hills, PowerPoint presentation on USB Teacher
mountains, valley, and plains) and descriptions of The Frames and The Conceptual Frameworks drive. Student
Agencies with them.
Sets out 5x poster paper with the
In groups of four or five, Students have 40 seconds to match up as many definitions with different images stuck in the
the descriptions of The Frames and Conceptual Framework with the image on the poster middle; 5x sets of laminated
Rotate to each station and add to what has already been matched up without doubling up. definitions and descriptions of The
Students stick the posters up around the room for the students to see and reflect on Frames and Conceptual
Through class discussion and peer assisted learning; students adjust any definitions or Frameworks beside each poster; 5x
descriptions in reflection to the most correct answer. coloured markers for each station
with blutack rolls or tape for
The teacher discusses: posters. Marks the roll

Elaborating in depth on the Subjective Frame, Cultural Frame, The Structural Frame and Student: seated with VAPDS and
the Postmodern Frame Progresso pencils ready to respond
Elaborating on The Conceptual Framework Agencies of the Art world; i.e. Audience, to roll and reading the lesson aims
world, Artwork and the Artist projected on the whiteboard.
Read short biography on Andy Warhol
Resources: Laptop, PowerPoint
and projector white board

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

The teacher explains how to apply these techniques; to interpret two artworks by Andy 4x poster paper with different
Warhol; helping students understand how to effectively apply their language and ideas in images (hill, mountain and plains)
art criticism/art history. stuck in the middle.
Students record their responses in their VAPDs and important points that were brought
up by the teacher or fellow peers (including points students are unsure on), to write up in Laminated definitions and
the google classroom forum for homework as revision. descriptions of The Frames and
Conceptual Frameworks.
Suggested teacher questions:
Coloured markers for each station
Can anyone think of any personal reflections theyve had remembering the last
excursion we had at the MCA? Blutack for posters Students have
their VAPDS, class roll

Body Activity 1
The teacher accesses google Art & Culture online for students Critical Analysis for Activity 1:
Assessment Task 1. Two artworks from the Modernist movement.
Students receive a Student Progress Tracking worksheet. Teacher:
Looking at Margert Prestons Aboriginal bark ornament [Aboriginal hunt design], 1940, hands out 24 x Student Progress Student
woodcut. from the Modernist movement students have 5 minutes to analyse the works Tracking worksheet.
using the five main techniques of critical analysis previously learnt. Laptop and projector to present
Students write it all down in their VAPDs or tracking sheets for further group and class with.
discussion. Discuss answers and revisit the artworks. Suggested teacher questions:
20 minutes What elements would your first reaction /description /formal analysis /interpretation/
evaluation entail? Student: Fills out Progress
what do you think was the artists intentions behind the artwork (if any)? Tracking worksheet.
What do you think the artwork means? VAPD is used for further note
taking in critically analysing their
How would you explain this artwork to someone else?
Does the artwork have a story or narrative? What might it be?
What are the main themes presented in the artwork? (Political, Social, Cultural...), if you
were inside this artwork how would you feel? How does smell? Is it cold? What senses
are heightened?

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

Why are these steps important in critically analysing your chosen artwork? 24 x student Progress tracking
Why did you think of this? How did you come to this conclusion? worksheet
Are there any questions any one would like to ask? Laptop and projectors to present
There are no wrong questions Art & Culture with.
Students then use this knowledge to critically analyse two pieces from their mini-series in 10
minutes. The teacher walks around offering assistance. Students self-regulate by telling them to
keep an eye on the clock themselves. Teacher also monitors.
Students look over their own work for 1 minute;
Students pair up to discussing their work amongst themselves for 2 minutes. The last 2 minutes
students have the opportunity to make any changes and additions before the next activity.

Activity 2
20 minutes Teacher presents the PowerPoint slides for the next activity Compare and Contrast: Activity 2:

Teacher asks students for student to brain storm at their previous stations for 30 seconds on Teacher:
what they think it means to compare and contrast artworks. PowerPoint presentation on USB
Teacher asks students to refocus at the end of the 30 seconds and asks for the findings of each drive
station with one or two spokespeople. Sticks 3x A3 poster card on the
wall and instructs 3 students to
Students are to look over their notes of each artwork and highlight or draw comparisons write the answers that are called
and contrasts for approx.5 minutes. out from the 5 stations using 3x
Students are to share answers with the class and teacher writes them up in the google coloured markers.
classroom forum for later revision for approx.10 minutes.
Teacher adds suggestions to students answers to assist in their learning and understanding.
Student: record their answers in
Suggested teacher questions: their VAPDs using coloured
What is similar about the artworks?
What do you notice about the artworks materials used, size, colour, tone, texture, subject
matter, technique, style, mood, atmosphere?
What is different about the artworks?

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

What do we examine at when we compare artworks? 3x A3 poster card, Blutack

What do we examine when we contrast artworks? coloured markers.
How do we identify the differences? VAPDs
Does anyone have any questions?
Conclusion: Teacher: PowerPoint presentation
10 minutes To summarise learning, students answer five questions on the last PowerPoint slide before the on USB drive with the 5 Student
assessment is handed out and class ends with a discussion. important questions slide. Teacher

Students receive Assessment 1 instruction sheet. Student: Student reads the

Teacher explains the outcomes, length, expectations, drafting sessions, handy hints and Assessment 1 instruction sheet
marking guidelines. with teacher. Records answers to
Students are to sign their Student Assessment Register after receiving their instructions the revision questions for later
revision and evaluation in VAPDs
with Progresso.
Suggested teacher questions:
Are there any questions about todays topics? PowerPoint presentation on USB
Does anyone have any questions about the assessment? drive
VAPDs, Progresso pencil.
Assessment 1 instruction sheet
Student Assessment Register
Lesson evaluation and Outomes Method of Measurement and recording
1. Did students thrive in understanding throughout the lesson? Homework
2. Did students participate dynamically throughout class discussions? Explore Art & Culture and find 2 Indigenous Australian artworks from the
3. Did students take initiative in class activities? Modernist Movement and take screen shots of the process.
4. Were students struggling to understand any content delivered Upload these screenshots to Padlet using the todays topic as the password.
throughout the lesson? Make notes using formal analysis technique and write a paragraph on how this
5. Did students meet the anticipated outcomes by the end of the lesson? intercedes with the frames and conceptual framework.
6. What improvements can be implemented into this lesson? Look up Margret Rose Preston Biography for discussion next lesson and find
artists that respond to her artwork rationale.

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

Section 5: Academic Justification

Justification to why Activity 1 was altered by means of Google - Art & Culture. The Australian Professional Standards for Teachers (2017) scaffold

what teachers should strive to know and thrive to achieve. There is a professional duty expected to be fulfilled by teachers; that cover the

professional knowledge, practice and engagement standards.

Within this lesson plan; the standard 2.6 Information and Communication Technology is not implemented to its fullest potential. There is little

demonstrated knowledge of the teaching approaches for using Information and communication technology to effectively develop curriculum,

syllabus and potential learning opportunities for student equability. (ATSIL, 2017). The creativity used within the dimensions ICT is necessary as

it enhances student engagement and wellbeing. According to Phelps & Maddison (2008) the integration of ICT within Australian schools has

grown to become high prioritised and within a visual arts classroom, the teacher needs to demonstrate a deep understanding and knowledge of its

creative capabilities of the programs such as Google Art & Culture to maintain the attention of those creative minds. Valuable resources such as

Kahoot, Padlet, Google classroom, Flipped Classroom, Sketchbook and Krita are also important for the teacher to demonstrate to

students. These applications have benefits for the students and teachers learning thus supporting activity ones alteration by means of Google - Art

& Culture, implementing Padlet, Kahoot and effective use of PowerPoint.

Margret Rose Preston was included as an artist of interest as she hails from Europe originally but her captivation by and her respect towards the

Indigenous peoples of Australia is important for the students to experience. This also inform the connectedness dimension of the Quality Teaching

method. It is significant for students to demonstrate comprehensive knowledge and scaffold extensive understanding of the cultural identity,

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

impact of culture and linguistic background of the education of students from Aboriginal and Torres Strait Islander(ATSIL, 2017). The Method

of Measurement and recording was altered to include homework that was designed through an engaging assessable ICT medium that further

informs students in response to the wider community, cultural settings, linguistic background and histories of Aboriginal and Torres Strait

Islander students and artists (ATSIL, 2017). Another reason attributing to the importance of effectively teaching standard 1.4 Strategies for

teaching Aboriginal and Torres Strait Islander students is for increased life skills. In explaining and understanding the power structure in dominant

discourse extending students growth mindset and strengthens community relationship with Aboriginal and Torres Strait Islander students.

By incorporating various artists from various background into the critical analysis; in addition to their own mini-series the Quality teaching

dimension; 3.2 Cultural knowledge is effectively implemented (A classroom practice guide, 2003, pp 42-43). Through the additional research

students will understand further value and accept traditional beliefs, languages, skills, practices in some diverse social groups. Within art history;

cultural knowledge is high however it was not implemented to its greatest potential within this lesson (A classroom practice guide, 2003, pp 42-

43). Students have the opportunity to self-regulate their learning at home, identifying and distinguishing differences and similarities between

different social groups producing similar artwork. Through adding Andy Warhols brief biography into the beginning of the lesson, it is an example

that informs students of diverse characteristics such as socioeconomic status, gender, sexuality, race, age and ethnicity (A classroom practice guide,

2003, pp 42-43). This knowledge strengthens the substance of the lesson creating a more effective engaging learning environment. Peoples lives

are memorable and students are able to draw connections and the teacher is able to sequence learning through these drawn connections.

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

Narratives are also important to a students engagement and learning. Stories attached to content is powerful as the brain draws on background

knowledge. Sensory memory is a powerful tool that could assist students in remember analysis of artworks. Students are more likely to remember

something with a personal story attached to the rationale. Narrative may not increase the significance of the lesson unless the story is connected to

the substance of the lesson. These narratives enhance and resonate with the students logical and sequential lesson connection hence the question;

can anyone think of any personal reflections theyve had remembering the last excursion we had at the MCA?. By applying the conceptual

framework to the students mini-series and writing a biography 3.6 Narrative; will help bring the knowledge to life; increasing their chances for

success when completing the criterion for their assessment one (A classroom practice guide, 2003, pp50).

102089 Designing Teaching & Learning Brigitte Gerges 191518 Assignment 2- Lesson Plan Analysis

Section 6: References (2017). Australian Professional Standards for Teachers [online] Available at:
[Accessed 26 Sept. 2017].

Australian Professional Standards for Teachers. (2017). [pdf] Sydney, NSW: NSW Education Standards Authority,
Revised edition March 2017 pp.4-28. Available at: [Accessed 22 Sept. 2017].

ACARA (2017). ACARA - Curriculum. [online] Available at: [Accessed 16 Sept. 2017].

A classroom practice guide. (2003). Quality teaching in NSW public schools. [online]

Available at: [Accessed

29 Sep. 2017]. pp.45-60
Phelps, R & Maddison, C (2008). ICT in the secondary visual arts classroom: a study of teachers values. Attitudes and beliefs.
Australiasian Journal of Educational Technology, Volume 24, No. 1, pp1-14

Section 7: Weebly Hyperlink