Case Study Report

Student Number: 19849746 Content

Student Name: Yiu Lun Heung (Alan)
 Situational Analysis
 Professional Goals
Name of school: Georges River College Peakhurst Campus  Case Study Report
 Overview of Participants
Address of school: Rona St, Peakhurst NSW 2210  Key Classroom Event 1
 Lesson Plan 1
 Pre-lesson Discussion Form 1
Phone number: (04) 3270 5330  Evaluated Lesson Plan 1
 Lesson 1 Observation Feedback
Professional Acting School Principal: Kim Osbourne  Post Lesson Discussion Form 1
Experience  Key Classroom Event 2
 Lesson Plan 2
Placement
Mentor Teacher/s: Mariam Haidar  Pre-lesson Discussion Form 2
 Evaluated Lesson Plan 2
 Lesson 2 Observation Feedback
 Post Lesson Discussion Form 2
 Key Classroom Event 3
Weebly URL: https://heungyiulun.weebly.com/  Lesson Plan 3
 Pre-lesson Discussion Form 3
 Evaluated Lesson Plan 3
 Lesson 3 Observation Feedback
 Post Lesson Discussion Form 3
 Summary of Impact
 Supporting Appendices
 Caregivers’ consent forms
 Appendix 2 [Diagnostic assessment]
 Appendix 3 [Lesson 1]
 Appendix 4 [Lesson 2]
 Appendix 5 [Lesson 3 / summative
assessment]

WSU_Teaching Performance Assessment Guide M Teach Secondary 1

 Situational Analysis
Community: Peakhurst is a suburb 21 kilometres south of the Sydney
central business district, in New South Wales, Australia. It is in the local
government area of the Georges River Council. According to the
2016 Australian Bureau of Statistics Census of Population, there were
10,539 people residing in Peakhurst. 62.4% of residents above age 15
have achieved an education level of year 12 certificate or above. This is
below the state average of 73% in New South Wales according to
Australian Curriculum, Assessment and Reporting Authority (ACARA).
35% stated they were born overseas with the most common countries of
birth being China (excluding Special Administrative Regions and
Taiwan) 6.9%, United Kingdom 1.9%, New Zealand 1.9% and Lebanon
1.6%. English was stated as the primary language spoken at home by
60% of residents and the most common other languages spoken were
Mandarin 6.6%, Cantonese 5.4%, Arabic 5.2%, Greek 4.6% and
Macedonian 2.8%.
Analysis/What does this information mean?
The demographic of Peakhurst consists of a diverse range of cultural
backgrounds, which also matches the student body of GRC Peakhurst
Campus. This behooves teachers to differentiate for learners with
LBOTE in order maximise their learning opportunities and achievable
outcomes. Scaffolding would be recommended for any language
based activities. For example, utilising the Point Evidence
Explanation Link framework for paragraph structures could aid
students in writing consistently in academic formats. As the teacher, I
should pay close attention to student interests and incorporate them
into the lessons. Integrating cultural-aware elements could also
address differences in generations, which would bridge the gap
between learning material and student understanding.

School:
Peakhurst High School also known as Georges River College
Peakhurst Campus, is a co-educational secondary school offering
comprehensive education from years 7-10. Students who graduate from
GRC Peakhurst Campus have an automatic place in the GRC Oatley
Campus offering stage 6 educations. There is a total enrolment of 833
students of which 60% come from a language background other than
English (LBOTE). The motto of the school is ‘Respect, Responsibility
and Excellence’, emphasising on self-efficacy from students and
teachers alike. The school established a behavioural system which
rewards positive conduct with merits and discourages misbehaviour
through a series of warnings, detentions and suspensions.
 Professional Goals (4-6)
Goal 1: Increasing the breadth of knowledge I have regarding teaching areas such
as visual arts and Design & Technology.
Goal 2: Discover teaching strategies that could promote higher-order thinking.
Goal 3: Overcome personal weaknesses and potential weaknesses in behavioural
management while learning from active teachers.
Links to standard
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
4.2 Manage classroom activities
4.3 Manage challenging behaviour
Strategies:
 Observe mentor teacher’s strategies in managing challenging
behaviours within the classroom.
 Observe and analyse established learning content from a variety
of teachers.
 Develop challenging units of work which promotes
creativity and problem-solving.
 Reference the conceptual framework from the visual arts
syllabus content to encourage students to find links to real
world issues within their school work.
 Provide students with the opportunity to take charge of their
own learning through student-driven projects, which requires
‘high-order thinking’ elements mentioned in the ‘NSW Quality
Teaching Framework’
 Make use of the school’s disciplinary system and apply
William Glasser’s choice theory for classroom management
Ongoing evaluation and reflection
Date: 28.5.20
Today is the first lesson I have taught with minimal participation from my
mentor teacher. The year 8 class is currently completing leftover projects from
their online learning. Student frustration is palpable due to the COVID-19
situation with strict rules regarding sanitizing and social distancing. According to
the mentor teacher, this has prompted additional defiance against the teachers.
In particular, the reluctance to complete work was consistent from the online
learning experience. Ms. Haidar recommended following up on disciplinary
actions to re-establish control of the class and remind students of expectations.
Date: 29.5.20
This is the first lesson that involves an animation unit I have created for a year 10
digital media class. Whilst students were attentive and actively engaged during
the introduction of the topic, they appeared reluctant to complete their work
after my presentation. My mentor teacher explained that some students may not
actually comprehend the concepts and instructions as well as they claim. This
requires further explanations that could appear in various forms such as writing
on the white board, worksheets and more questioning.
Date: 4.6.20
Students have initially responded well to the brainstorming and storyboarding
tasks. However, there are students who have missed several lessons and are
behind on their progress. The disparity created due to the absences contributed
to further frustration experienced by the entire class as I would have to explain
concepts that were already covered. To tackle this problem, I have attempted to
form focus groups for former absentees. Nevertheless, they have instead
appeared disengaged from the process. This led to one-on-one talks as well as
class wide reinforcement of classroom expectations. The majority of students are
consistently doing their work with the additional help of tutorials and scaffolds I
have made.
Date: 17.6.20
Students are nearing completion on their animation projects. Misbehaviours such
as distractions and refusal to work are minimized. Most students have
successfully created unique animations with basic Photoshop techniques while
also incorporating prior knowledge such as stop-motion animation.
 Case Study Report
Overview of Case Study Participants

Student 1 -Emergent learner/Working at expected level

Adrian (pseudonym) is 16 years old and currently attending GRC Peakhurst Campus as a year 10 student. He has an Australian-Iranian
background and both parents speak primarily language other than English (LOTE) at home. Adrian was born in Australia and is fluent in spoken
English. Nevertheless, he struggles to write in English. This is particularly apparent during tasks that involve writing full paragraphs. He has an
outgoing personality and works particularly well with his friend Tyrone. While distracted at times, he will concentrate on tasks that are
considered interesting. While reluctant to work beyond the minimal expectations initially, Adrian developed a passion for the animation
activities. By allowing Adrian to work as a pair with Tyrone on the unit, they have displayed self-efficacy at a high level. Adrian developed within
the classroom as he actively participated in sharing his discoveries and understanding. He expressed willingness to conduct independent
research and advanced his project’s progress. He holds strong interests in photography and digital media. Allowing him to incorporate those
skills into the animation project caused him to identify with the lesson objectives and work more efficiently.

Student 2 -Working at expected level

Jack (pseudonym) is 16 years old and currently attending GRC Peakhurst Campus as a year 10 student. He has a British heritage and both of his
parents were born in Australia. Jack is an independent learner who works at a steady pace. He can work individually and as a group without
getting distracted. With the aid of scaffolds, Jack works through new material relatively well. However, without a habit of doing homework, he
has struggled sometimes to recall particular software techniques. As watching Japanese animation is a hobby of his, Jack was motivated from the
start to realise a finished product by the end of the unit. While anxious about the 5 week schedule, I have noted that this unit could continue onto
the next semester and the concepts learned are more important than the basic skills covered. Jack understood that different tools would require
different skill sets. Therefore, it is more important that understand the underlying principles that are commonly found in animation software and
animation itself. While not confident in his drawing ability, Jack appears to be stronger in Creative Arts subjects. He achieves moderate success
across the majority of his classes, but struggles to respond in structured essay formats.
Student 3- Working at expected level / Advanced

Alex (pseudonym) is 16 years old and currently attending GRC Peakhurst Campus as a year 10 student. While he has an Australian-Chinese
background, Alex is fluently bilingual. There are minor concerns regarding his slight accent, but no signs of bullying were observed by the mentor
teacher. His parents prioritise the learning of science, technology, engineering and mathematics related subjects. However, they allow him to take
visual arts electives on the condition of high achievement. Alex is extrinsically motivated by his cultural background to maintain high grades and
sees digital media as an outlet for creative impulses. Despite not recognising this class as an academic-centric subject, he continues to strive to
learn new skills. It appears that his parents recognise digital media as a method to stand out from the rest of Alex’s cohort and accept genuine
effort as a building of positive learning habits. While Alex may not see animation as a future career path, the skills he learns could improve his
presentational skills and promote cross-curriculum awareness. As a result, conversations and presentations during class tend to revolve around
real world demands and potential market concerns.

Links to standard:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and
how these may affect learning.
 Discussions with the mentor teacher involved individual learner needs of struggling and gifted students.
 Differentiation within the lessons takes into accounts the cultural backgrounds and individual characteristics of students.
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and
summative approaches to assess student learning.
 Formative assessments such as noting class participation were utilised throughout my lessons to measure student capabilities
and tendencies.
 Multiple grading opportunities were given by compartmentalised tasks, reducing cognitive load present on summative
assessments.
7.1 Meet professional ethics and responsibilities.
 My professional responsibilities as a pre-service teacher are consistently communicated in a network involving my mentor teacher,
head teacher and other colleagues. Short and long-term objectives were discussed throughout the process.
 The students who are featured within the TPA report were debriefed about their work being collected and potentially used. Processes
such as de-identifying them, presenting material to the TPA panel and their rights to refuse participation for the report were followed.
This allows students to give informed consent and aligns with ethical responsibilities of the pre-service teacher.

7.2 Comply with legislative, administrative and organisational requirements

 Observation days were utilised to observe school systems in dealing with COVID-19-related matters such as maintaining social
distancing and hygiene levels.
 Faculty and staff meetings were observed as a method to learn organisational standards within secondary schools and leadership
expectations.
TPA : Lesson plan 1/3

Title: Introduction to Digital Animation Date: 29.5.20 Period: 3

Year & Subject: Stage 5 Year 10 Digital Media
Learning Intention
 Students are to explore and evaluate how
animation is utilised in a commercial
setting.
 Students are to recognise and
discern types of animation (hand-
drawn, digital, stop-motion and
flipbook etc.).
 To research and record evidence of
ideation.
 To start building a student-directed
project by exploring a variety of potential
objectives.
Success Criteria
 Sophistication of the class participation
during the introduction to digital
animation presentation.
 Samples of the learning activities such
as the mind map and additional notes
would be utilised to measure student
understanding.
 Reflection on classroom management
of student’s tendency to stay on task.

Syllabus outcomes and content/skills

Outcomes Content/skills

5.4 investigates the world as a source of ideas, concepts
and subject matter for photographic and digital works
5.5 makes informed choices to develop and extend concepts
and different meanings in their photographic and digital
works
 Analyse the ways in which animation
could be utilised a real world context
 Create a mind map that explores the
options of a self-directed project.

Resources:

- Print Outs
- Google Slides
- Projector
- White board

WSU_Teaching Performance Assessment Guide M Teach Secondary 10

 Sequence and Teaching/ learning activities – Stage of lesson
Classroom
Organisation
Content/Learning Experience
Introduction to the animation
project. Students research Gather students to the middle of the classroom and take attendance.
for ideas and begin ideation.
Teacher introduction: Briefly detail teacher’s experience in the art industry and explain
Teacher would pace around the relevance of visual arts in career pursuits.
the classroom during
activities to ensure students Icebreaker: Ask students to share their experience and preferences in digital media one
stay on task. Positive by one. Remark on the expansion of the visual arts field from exclusively fine art to
reinforcement should be commercial/low art forms. Relate these to the students’ abilities and interests.
utilised to encourage
students who are anxious Define classroom expectations: Ask students to be prepared before every class. They
about their progress. are to have their stationery, tools, assignments and visual diaries ready soon after
entering the classroom. Mobile phones are to be turned off and put away unless given
permission by the teacher. Attendance will be taken immediately upon entering the
classroom; therefore students should arrive on time unless they have extenuating
circumstances.

Students are required to produce 70 percent of their work under teacher’s supervision for
the sake of academic integrity. Reception of student work is signed and acknowledged by
the teacher. Students are therefore responsible for the safekeeping of their work outside
of submissions.

PowerPoint:

Animation as a medium existed for a long time as sequential images depicting movement.
One of the earliest examples could be found in the Palaeolithic era where cave paintings
are illuminated by torches, creating an illusion of movements.

Ask students about types of animation they can recall and how effective they are in
delivering the message. Show examples of existing animation products in both
commercial and fine art contexts.

Engage students by linking material to the art frames within the visual arts syllabus for
cross-curriculum references according to each frame in the following order:

1. Subjective Frame: Immediate sensory responses of art works and the

subsequent emotions that are evoked. This could also include experiences and
additional thoughts of certain subject matters.

1. Structural Frame: Analyses on the visual art elements and principles that
serve as a vehicle for communication.

2. Cultural Frame: Implications of ideology pertaining to cultural, gender,

social, ethnic and religious identity. Symbolic expressions require contextual
studies to reveal shared concepts among certain groups of audience.

3. Postmodern Frame: Challenges to the accepted conventions of the

dominant culture. Generally satirical, social commentary is elicited as a means of
expression. This is achieved through the usage of techniques that are present in
the previous frames.

Link the conversations to the conceptual framework by questioning the students every
slide on their views towards the three perspectives of artist, audience and world. This
could coincide with the frames and should be reminded as such.
Be mindful to mitigate when disagreeing with the students’ statements. As potential
problematic knowledge is being discussed, opinions are building blocks for constructing
knowledge. Positive reinforcement is recommended to allow students of different cultural
backgrounds to share their perspectives.

Hand out prepared print outs to students as scaffolds for the following tasks.

Freeze the projector at the objectives slide and gauge student understanding on
brainstorming and mind maps.

Play a brief word association game by asking students to freely link relevant words from a
random start.

Demonstration:

On the whiteboard, demonstrate briefly how to create a mind map, start with a popular
topic in secondary school culture and elicit ideas from the class.

Activities
Remind students that all evidence of work should be recorded in their Visual Art Process
Diaries:

1. Students are to choose their subject for their animation project.

2. They are to research online about their subjects. Relevant facts and potential ideas
stemming from the research would be recorded in 1-2 formats (brainstorm/venn diagram).

3. Conduct group critiques between 4-5 students where constructive feedback is solicited.
Students will then choose 1-2 final ideas to develop from. They could add details,
referring to symbols and keywords found in prior research.

4. Begin searching for material (online, camera roll, scanning) to utilise for animation.
Students will later manipulate and edit these images into assets.

Homework and Reminders – Students are tasked to continue looking for digital
artefacts.

Pack up procedures:

1. Ask students to turn off their screens and look towards the front

2. <Pause until attention is gathered>

3. Summarise the learning points of the class

4. Ask students to save their works and upload to server/Google classroom

4. Ask students to sanitise their desks and chairs

6. Ask students to pack their bags and put the chairs away

7. Wait until the bell rings

Conclusion (Presentation/Reflection)

Gather their attention and summarise what was the taught in class:
-Animation industries
-Brainstorming/Mind Map

Remind class of progress and expectations for the week.

Differentiation and Integration:

 The animation project in this lesson is student-directed, offering opportunities for

knowledge building at one’s own pace. They are tasked to explore ideas and create a
realistic plan for their final outcome. Therefore, it is inherently differentiated for all
students.

 Students are given the opportunity to work in pairs or individually. However, it is essential to
remind them that group work would warrant higher levels of expectations. This allows those
who strive in cooperative learning styles to further their efforts. As animation is largely a group
activity in the real world, this provides valuable experience for the students who are interested
in the industry.

 Students who are struggling would receive one-on-one consultations with the pre-service
teacher or mentor teacher.

 xtension opportunities are given in recommendations of animation or narrative sophistication.

 Scaffolding in the form of print-outs, Google Classroom uploads and demonstrations are
provided every lesson.

Assessment strategies:
o Informal observations are conducted throughout the lessons to gauge levels of
comprehension and participation.
o Idea development evidence and the final animation outcome are considered summative
assessments. However, due to the COVID-19 situation, summative assessments are
cancelled in this semester. Therefore, the results would carry on to the next semester. This
is explained to the students at the start of the unit.
o Written evaluations that collate the critique session notes are gathered towards the end of the
semester as a reflection exercise. This is treated as part of the idea development stages.
 Pre-lesson Discussion 1
Teacher Education Student: Yiu Lun Heung
Completed by Teacher Education
Mentor Teacher: Mariam Haidar
Student and Mentor Teacher
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.)

10PDMX is a Stage 5 Photography & Digital Media elective class of 17 students

with mixed learning abilities. The majority of the class is from an Australian
background working at the expected level, but struggles a little in literacy and
numeracy compared to the national average. The class does not require Know your students
additional support for disabilities or behavioural concerns. Students engaged and how they learn
in practical lessons, but were reluctant to participate in theory discussions.

What is the content or curriculum area you intend to cover?

The Stage 5 Photography & Digital Media syllabus will be implemented

within this lesson. Students will learn: Know the content
and how to teach it
 the field of digital media comprising conventions, technologies,
traditions and relationships
 investigate and apply selected conventions, activities, traditions and
customs of the field to make photographic and digital works
 how artists represent ideas and interests in digital works

What is the lesson outcome or learning intention for this lesson?

Learning Intention

 Students are to explore and evaluate how animation is utilised

in a commercial setting.
 Students are to recognise and discern types of animation
(hand-drawn, digital, stop-motion and flipbook etc.).
 To research and record evidence of ideation.
To start building a student-directed project by exploring a variety of
potential objectives. Plan for an
implement effective
Outcomes teaching and
learning
5.4 investigates the world as a source of ideas, concepts and subject matter for
photographic and digital works

5.5 makes informed choices to develop and extend concepts and different
meanings in their photographic and digital works

WSU_Teaching Performance Assessment Guide M Teach Secondary 14

What classroom routines will you use to encourage engagement and manage
behaviour?
Based on information received from my mentor teacher and my observations of
the lessons prior to teaching, the majority of students have a tendency to chatter
about unrelated matters in class. These disruptions could prevent certain students Create and maintain a
from completing any work. It is essential to set expectations clearly at the start of supportive and safe
each lesson and remind students to remain on task at all times. If defiance levels learning environment
continue to increase, the teacher should implement the warning system
established in the school. As year 10 students are familiar with the consequences,
giving them the choice to not be punished is an effective manner of applying
Glasser’s Choice Theory (Kaya & Ataman, 2017).

How will you differentiate the learning to meet the needs of the three focus students
(case study participants)? How will you connect the learning for students?

Adrian’s (emergent learner) will receive assistance on literacy-based activities and

be encouraged to express himself in a variety of manner such as verbally or through
visual elements. This follows the concept of Universal Design for Learning where
teachers are encouraged to create opportunities for students to show their
understanding in multiple ways (Kieran & Anderson, 2019). It would create an
inclusive environment that encourages students to participate despite their
perceived weaknesses. Furthermore, due to his penchant for collaborative learning,
allowing group work would increase his motivation levels.

Jack (working at expected level) will be provided with scaffolds with worked examples
and clear instructions on how to implement Photoshop and animation techniques.
According to Vygotsky’s zone of proximal development theory, students would seek
improvements as assistance is offered in a gradual manner that does not take away
from the challenge of the tasks (Jorg, 2017). As Jack is a reliable student who would
work on given tasks and complete them at a satisfactory level, continuously giving
recommendations would sustain his enthusiasm without causing disengagement due
Know your students and
to difficulties experienced. Literacy assistance would also be offered in the form of a
how they learn
PEEL framework scaffold.

Alex (working at expected level/ advanced) is a gifted student who accomplishes his
tasks at a high level. It is essential to maintain high expectations and give him
challenging activities. Providing a clear goal for every recommendation would also
sustain his enthusiasm in the topic. It would also be more convincing for him to follow
the teacher’s advice if professional examples are provided as evidence of a functioning
work process. Alex has pressure from his family to achieve; therefore the teacher must
take that into account and aid in the creation of a presentable final outcome. Lesson
progress must proceed at a suitable rate that does not inhibit Alex’s display of his
abilities.

Describe the teaching strategies you intend to use to share new information and give
students the opportunity to demonstrate understanding (e.g. ALARM, group work,
project-based learning, etc.)

This lesson involves project-based learning and collaborative learning. As students are
provided the opportunity to take charge of their own learning outcomes, they should
feel responsible for the progress of each lesson. Presentations would only involve Plan for and implement
information that is directly helpful to their projects and open enough for them to
effective teaching and
volunteer prior knowledge to demonstrate understanding. It would also prompt further
research on the students’ part for higher-order thinking and knowledge creation. learning
How will you ensure review of learning occurs?

During the presentation, student participation levels would be measured in

sophistication and willingness to contribute. On the other hand, class activities
would also be monitored to ensure that students remain on task. These criteria
would be reviewed together with the mentor teacher after the lesson to explore
more classroom management and teaching strategies.
Assess, provide feedback
and report on student
learning

Adapted from Cambridge Park

 Adapted from Cambridge Park HS

Lesson 1 Observation Feedback

Agreed focus area(s)

 Students are to explore and evaluate how animation is Teacher Education Student: Yiu Lun Heung
utilised in a commercial setting.
 Students are to recognise and discern types of (Alan)
animation (hand-drawn, digital, stop-motion and Mentor Teacher : Mariam Haidar
flipbook etc.).
 To research and record evidence of ideation.
 To start building a student-directed project by exploring a
variety of potential objectives.

What did the Teacher Education Student say/do? What did the students say/do? Evidence
Evidence
 Alan utilised ICT resources available to present his Google  Students were engaged with their tasks and were willingly
Slides presentation and printed out scaffolds for the students. conducting research on their proposed animation outcomes.
 The topics of animation were explored thoroughly whilst  Students contributed to discussions during the
students’ understanding were gauged throughout the presentation to offer prior knowledge on the animation
presentation. industry experienced in their daily lives.
 Alan provided one-on-one assistance to students who are  Students were actively creating their mind maps as a part of
struggling as well as giving recommendations that are the idea development stages.
appropriate.
 Word association games were played to assist students in
preparation for the mind map activity.

WSU_Teaching Performance Assessment Guide M Teach Secondary 17

 Post Lesson Discussion 1
Teacher Education Student: Yiu Lun Heung
Mentor Teacher: Mariam Haidar
Completed by Teacher Education Student
Date: 29.5.20

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Strategies
Methodologies)
 Lesson plan
Throughout the presentation at the start of the lesson, students’ prior knowledge were At the start of the next lesson, establish
gauged and elicited. At each slide, the pre-service teacher would connect real world presence in front of the class and ensure
 Observation
examples with the presented topics. Students are able to visualise objectives and outcomes that students put away their mobile
feedback phones and place their bags underneath
for their projects. This activity links to: 3.2 Plan, structure and sequence learning
programs. their desks. Follow up the disciplinary
 Student work actions for cases of open defiance after
samples: mind Project based learning is at the core of this lesson, establishing student responsibilities in administering the warning school’s
maps their own learning. Students are given the freedom to choose their own topics and warning system.
animation styles. This requires extensive research capabilities and knowledge creation.
 Scaffolds This activity links to: 1.2 Understand how students learn; 3.1 Establish challenging
Slow down the speed of the presentation
to make sure students understand the
learning goals. instructions. There should also be more of
 Presentation a focus on showing examples of finished
Scaffolding and demonstrations are provided to students in multiple formats, allowing or professional work.
students to engage in learning independently. This links to 1.5 Differentiate teaching to
meet the specific learning needs of students across the full range of abilities; 3.3 Use When giving feedback, make sure to
teaching strategies follow the positive behaviour for learning
framework.
Students were instructed to sanitise their desks and chairs prior to leaving the classroom
to meet hygiene standards during the COVID-19 situation. This links to 4.4 Maintain
student safety ; 7.1 Meet professional ethics and responsibilities
TPA : Lesson plan 2/3

Title: Storyboarding Date: 3.6.20 Period: 1

Year & Subject: Stage 5 Year 10
Learning Intention Success Criteria

 Students are to begin developing  Sophistication of the class participation

storyboards.
 Students are to identify ways of
improvement during group critiques.
 Students are to identify and evaluate the
use of storyboarding and camera
direction techniques
during the introduction to digital
animation presentation.
 Samples of the learning activities such
as the mind map and storyboards
would be utilised to measure student
understanding.
 Reflection on classroom management
of student’s tendency to stay on task.

Syllabus outcomes and content/skills

Outcomes Content/skills

5.4 investigates the world as a source of ideas,  Evaluate the effectiveness of

concepts and subject matter for photographic and storyboarding in communicating
digital works sequential ideas.

5.5 makes informed choices to develop and extend  Evaluate techniques in direction and
concepts and different meanings in their camera movements.
photographic and digital works

 Reflect on peer experience in creating

storyboards while offering
constructive feedback.

Resources:
- Print Outs
- Google Slides
- Projector
- White board

WSU_Teaching Performance Assessment Guide M Teach Secondary 19

 Sequence and
Classroom
organisation
Introduction (Engagement)
Completion of brainstorming
and storyboarding. Line students up outside of the classroom and repeat classroom expectations.
Teacher would pace around
the classroom during
activities to ensure students
stay on task. Positive
reinforcement should be
utilised to encourage
students who are anxious
about their progress.
Focus group critiques would
be conducted to promote a
sense of urgency and
personal responsibility.
Teaching/ learning activities – Stage of lesson
Urge students to put their phones away and bags under the desk as soon as they enter
the classroom.
Remind students about the school’s warning system and ensure to follow up on any meted
disciplinary actions.
Body (Exploration/Transformation/Presentation)
PowerPoint:
Refresh students' memories on the instructions for brainstorming and storyboarding. Ask
the class about any potential confusion regarding their objectives or difficulties
experienced. Encourage students who appear less confident to ask for help when
required.
Show once again examples of professional storyboards and mind maps. Clarify to
students that storyboards do not necessarily require technical proficiency in drawing.
Emphasise how it is the clarity behind the director's intent and creativity that holds value
for animators.
Continue to probe students' reactions to different styles of storyboards and discuss the
effects of certain decisions. Guide them into realising the compositional techniques that
frame elements around characters. Show examples of emotional interactions between
characters and the importance of body language conveyed through silhouette studies.
Demonstration:
On the whiteboard, demonstrate briefly how to create a storyboard, drawing 4 frames and
elicit ideas from the class.
Activities:
Ideation begins with the storyboard process where students are encouraged to focus on
composition and sequential design rather than details. Suggest to students to attempt to
loosely capture the silhouettes of their subjects in the thumbnails and develop subsequent
ideas from mark making.
Remind students that all evidence of work should be named and recorded in their diaries:
1. Students are to complete their brainstorming with the help of the provided scaffolds and
additional information.
2. They are to research online about their subjects. Relevant facts and potential ideas
stemming from the research would be recorded.
3. Students will attempt to create their own storyboard for an animation sequence with the
minimum of 10 seconds duration. They are to draw 12+ evenly sized and spaced
rectangles in 9:16 aspect ratio on a on a provided sheet of art paper. They will sketch out
their key frames with direction in a storyboard format
4. They should include camera directions and additional notes to supplement themselves
with more information. Remind students that the storyboards would be their guides and
resource to review during the animation stage.
5. Critique sessions would occur to emulate team meetings of animation projects.
Students will each provide constructive feedback to their classmates and record at least 3
 points for improvements in the future lessons.

Transition to next lesson:

Pack up procedures:
1. Ask students to turn off their screens and look towards the front
2. <Pause until attention is gathered>
3. Summarise the learning points of the class
4. Ask students to save their works and upload to server/Google classroom
5. Ask students to sanitise their desks and chairs
6. Ask students to pack their bags and put the chairs away
7. Wait until the bell rings

Differentiation and Integration:

 The animation project in this lesson is student-directed, offering opportunities for

knowledge building at one’s own pace. They are tasked to explore ideas and create a
realistic plan for their final outcome. Therefore, it is inherently differentiated for all
students.

 Students are given the opportunity to work in pairs or individually. However, it is essential
to remind them that group work would warrant higher levels of expectations. This allows
those who strive in cooperative learning styles to further their efforts. As animation is
largely a group activity in the real world, this provides valuable experience for the students
who are interested in the industry.

 Students who are struggling would receive one-on-one consultations with the pre-service
teacher or mentor teacher.

 xtension opportunities are given in recommendations of animation or narrative

sophistication.

 Scaffolding in the form of print-outs, Google Classroom uploads and demonstrations are
provided every lesson.

Assessment strategies:

o Informal observations are conducted throughout the lessons to gauge levels of

comprehension and participation.
o Idea development evidence and the final animation outcome are considered summative
assessments. However, due to the COVID-19 situation, summative assessments are
cancelled in this semester. Therefore, the results would carry on to the next semester.
This is explained to the students at the start of the unit.
o Written evaluations that collate the critique session notes are gathered towards the end of
the semester as a reflection exercise. This is treated as part of the idea development stages.
o Formative assessment will take place during the learning and teaching process
through questioning students, analysing students written responses and their
engagement with the activities.

o Students written responses will be evaluated and students will be provided

feedback on their understanding and writing structure.
 Pre-lesson Discussion 2
Completed by Teacher
Education Student and Date: 16.10.19
Mentor Teacher
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.)

10PDMX is a Stage 5 Photography & Digital Media elective class of 17

students with mixed learning abilities. The majority of the class is from an
Australian background working at the expected level, but struggles a little in
literacy and numeracy compared to the national average. The class does not Know your students and
require additional support for disabilities or behavioural concerns. Students how they learn
engaged in practical lessons, but were reluctant to participate in theory
discussions.

What is the content or curriculum area you intend to cover?

The Stage 5 Photography & Digital Media syllabus will be implemented

within this lesson. Students will learn:

 the field of digital media comprising conventions, technologies, Know the content and how to
teach it
traditions and relationships
 investigate and apply selected conventions, activities, traditions
and customs of the field to make photographic and digital works
 how artists represent ideas and interests in digital works

What is the lesson outcome or learning intention for this lesson?

Learning Intention

 Students are to begin developing storyboards.

 Students are to identify ways of improvement during group
critiques.
 Students are to identify and evaluate the use of storyboarding
and camera direction techniques
Plan for and
Outcomes implement effective
teaching and learning

5.4 investigates the world as a source of ideas, concepts and subject

matter for photographic and digital works

5.5 makes informed choices to develop and extend concepts and

different meanings in their photographic and digital works

WSU_Teaching Performance Assessment Guide M Teach Secondary 23

What classroom routines will you use to encourage engagement and manage
behaviour?

The mentor teacher has urged for increased usage of compliments in conjunction
with clear assertion of classroom expectations. Problematic conversations as well as
topics that are inappropriate for secondary school students are to be addressed
immediately. For students who have potential problematic ideas, the teacher should
offer alternatives and provide examples for a relevant solution. Create and maintain a
supportive and safe learning
environment

How will you differentiate the learning to meet the needs of the three focus
students (case study participants)? How will you connect the learning for
students?

Adrian’s (emergent learner) will receive assistance on literacy-based activities

and be encouraged to express himself in a variety of manner such as verbally or
through visual elements. This follows the concept of Universal Design for
Learning where teachers are encouraged to create opportunities for students to
show their understanding in multiple ways (Kieran & Anderson, 2019). It would
create an inclusive environment that encourages students to participate despite
their perceived weaknesses. Furthermore, due to his penchant for collaborative
learning, allowing group work would increase his motivation levels.

Jack (working at expected level) will be provided with scaffolds with worked
examples and clear instructions on how to implement Photoshop and animation
techniques. According to Vygotsky’s zone of proximal development theory,
students would seek improvements as assistance is offered in a gradual manner
that does not take away from the challenge of the tasks (Jorg, 2017). As Jack is a
reliable student who would work on given tasks and complete them at a
satisfactory level, continuously giving recommendations would sustain his
Know your students and how
enthusiasm without causing disengagement due to difficulties experienced.
they learn
Literacy assistance would also be offered in the form of a PEEL framework scaffold.

Alex (working at expected level/ advanced) is a gifted student who accomplishes

his tasks at a high level. It is essential to maintain high expectations and give him
challenging activities. Providing a clear goal for every recommendation would also
sustain his enthusiasm in the topic. It would also be more convincing for him to
follow the teacher’s advice if professional examples are provided as evidence of a
functioning work process. Alex has pressure from his family to achieve; therefore
the teacher must take that into account and aid in the creation of a presentable final
outcome. Lesson progress must proceed at a suitable rate that does not inhibit
Alex’s display of his abilities.
Describe the teaching strategies you intend to use to share new information and
give students the opportunity to demonstrate understanding (e.g. ALARM, group
work, project-based learning, etc.)

This lesson involves project-based learning and collaborative learning. As students

are provided the opportunity to take charge of their own learning outcomes, they
should feel responsible for the progress of each lesson. Presentations would only Plan for an
involve information that is directly helpful to their projects and open enough for implement effective
them to volunteer prior knowledge to demonstrate understanding. It would also teaching and learning
prompt further research on the students’ part for higher-order thinking and
knowledge creation.

How will you ensure review of learning occurs?

During the presentation, student participation levels would be measured in

sophistication and willingness to contribute. On the other hand, class activities
would also be monitored to ensure that students remain on task. These criteria
would be reviewed together with the mentor teacher after the lesson to explore
more classroom management and teaching strategies.
Assess, provide feedback and
report on student learning

Adapted from Cambridge Park HS


Lesson 2 Observation Feedback
Agreed focus area(s)
 Students are to begin developing storyboards.
 Students are to identify ways of improvement during group critiques.
 Students are to identify and evaluate the use of storyboarding and
camera direction techniques
What did the Teacher Education Student say/do? Evidence
o Alan provided hard copy print outs and professional
examples of storyboards.
o He has concisely mentioned that the focus for storyboarding is in
its clarity of sequencing. Students should not worry about realism
aspects of their drawings.
o Student participation was ensured during the presentation to refresh
their memories about brainstorming and storyboarding.
o Positive reinforcement was given at a higher rate as Alan altered
his way of addressing the students.
o Alan’s connection with the students improved as he learned their
names and addressed them individually.
o He has made sure that students were not on their phones as they
were not required for the lesson activities.
o One-on-one conversations with defiant students were conducted
to build positive learning relationships and habits.
WSU_Teaching Performance Assessment Guide M Teach Secondary
Adapted from Cambridge Park HS
Teacher Education Student: Yiu Lun Heung
(Alan)
Mentor Teacher: Mariam Haidar
Date: 3/6/20
What did the students say/do? Evidence
o Students worked on their mind maps and storyboards, adding
further details or word associations they come across from
researching. These were collected by the teacher as evidence of
their progress.
o Students participated in discussions regarding the project
objectives, purposes of mind maps and storyboarding.
o Students pitched their ideas to the teacher to gain approval for
continuation.
o Students conducted critique focus groups to give each other
recommendations for further improvements.
26
 Post Lesson Discussion 2
Teacher Education Student: Yiu Lun Heung (Alan)
Mentor Teacher: Mariam Haidar
Completed by Teacher Education Student
Date: 3.6.20

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
 Lesson plan Throughout the presentation at the start of the lesson, students’ prior knowledge were For the following lesson, I will use the
gauged and elicited. At each slide, the pre-service teacher would connect real world front of the room more when
examples with the presented topics. Students are able to visualise objectives and outcomes explaining to establish presence. I
 Observation would also observe more intently
feedback for their projects. This activity links to: 3.2 Plan, structure and sequence learning
across the entire room while
programs.
explaining to make sure students
remained focused.
Project based learning is at the core of this lesson, establishing student responsibilities in
their own learning. Students are given the freedom to choose their own topics and Demonstrate how to access online
animation styles. This requires extensive research capabilities and knowledge creation. resources such as the presentations
This activity links to: 1.2 Understand how students learn; 3.1 Establish challenging and instructions for Photoshop skills.
learning goals. Show students exactly where to find
 Student work the links in Google Classroom.
samples Scaffolding and demonstrations are provided to students in multiple formats, allowing
students to engage in learning independently. This links to 1.5 Differentiate teaching to Prepare for technical difficulties
experienced by arriving in the
meet the specific learning needs of students across the full range of abilities; 3.3 Use
classroom early and troubleshoot if
teaching strategies
events such as the HDMI cable is not
working.
Students were instructed to sanitise their desks and chairs prior to leaving the classroom to
meet hygiene standards during the COVID-19 situation. This links to 4.4 Maintain student
safety ; 7.1 Meet professional ethics and responsibilities
TPA : Lesson plan 3/3
Title: Animation Trials
Year & Subject: Stage 5 Year 10
Learning Intention Success Criteria
 Students are to create a trial version of an
animation sequence.
 Students will identify strengths and
weaknesses of their classmates in critique
sessions while giving constructive
feedback.
 Students will learn Photoshop timeline
techniques and the limits of this tool for
animation.
Syllabus outcomes and content/skills
Outcomes Content/skills
5.4 investigates the world as a source of ideas,
concepts and subject matter for photographic and
digital works
5.5 makes informed choices to develop and
extend concepts and different meanings in their
photographic and digital works
5.6 selects appropriate procedures and
techniques to make and refine photographic
and digital works
Resources:
- Class laptops
- Print Outs
- Google Slides
- Projector
- White board
WSU_Teaching Performance Assessment Guide M Teach Secondary
Date: 17.6.20 Period: 1
 Sophistication of animation would
be measured for both technical and
theoretical knowledge.
 Student engagement with the
animation task would show evidence of
student understanding regarding
animation techniques and Photoshop
skills.
 Sophistication of critique sessions will
be used to measure student
understanding and literacy levels.
 Reflection on the advantages of
disadvantages of using Photoshop
for animation.
 Photoshop skills in utilising timeline tools
such as Frame Animation and Video
Timeline options would be acquired by the
students.
 Refine vocabulary choices in critique
sessions to provide constructive feedback.
 Creative use of a limited tool would
challenge students to fully comprehend
basic principles of animation.
28
Sequencing and Teaching/ learning activities – Stage of lesson
Classroom
Organisation
 Content/Learning Experience
Students will begin to Introduction (Engagement)
animate utilising Line students up outside of the classroom and repeat classroom expectations.
resources they have
procured in previous Urge students to put their phones away and bags under the desk as soon as they enter the
lessons with Photoshop. classroom. Wait until attention is gathered and take attendance.
Remind students that subject matter within the animation has to be appropriate according
to school guidelines. Solutions should be negotiated with the teacher and made safe for an
education environment.

Body (Exploration/Transformation/Presentation)

State and write down class objectives on the white board for the lesson:

1. Students will continue to gather resources for their animation.

2. Develop or complete their trial animations.

Demonstration:

Show students the slides regarding instructions on how to remove backgrounds from
photographs. Ask students about prior knowledge or additional techniques that they could
share with the class.

Show students how to utilise the Photoshop timeline tool and discuss the
advantages/disadvantages of the 2 provided options: Video Timeline and Frame Animation.

Gauge student understanding and preferences regarding the 2 options. Then give
professional examples of work that most likely would be suitable on either option.

Gather students to the library to collect their lap tops in an orderly fashion.

Activities

1. Procuring resources by downloading images, taking photographs and drawing.

2. Students are tasked to edit images gathered using Photoshop by removing the
backgrounds or applying adjustment filters.

3. Students are tasked to create a trial animation to test the Frame Animation and
Video Timeline options of Photoshop. They will experiment with changing properties of
different layers, elements and objects.

4. Conduct focus group critique sessions to provide constructive feedback.

They must save all of their progress into the student server.

Students who would like to continue working on their brainstorm and storyboards will be
allowed to do so concurrently with the other tasks.

Conclusion (Presentation/Reflection)

Gather their attention and summarise what was the taught in class:
-Photoshop techniques regarding removal of backgrounds.
-Photoshop Timeline tool.

Remind class of progress and expectations for the week.

-Students will be procuring and editing resources for their animation.
-Start working on their final animation.
 Ask students to put sanitise laptops and areas that they have utilised.
Differentiation and Integration:
 For struggling students who do not have a lot of resources prepared, the teacher would
offer to share images with backgrounds removed to speed up the process.
 During the demonstration, ask struggling students to suggest ideas and go through each
step of animating with the class.
 For students who were absent, provide ready-made Photoshop files with the elements in
place. They would still have to change the properties of the objects to animate, but would
not have to procure additional resources.
 Challenge gifted students to increase the amount of layers, utilise more advanced
techniques and incorporate traditional media into their animations.

Assessment strategies:
o Informal observations are conducted throughout the lessons to gauge levels of
comprehension and participation.
o Idea development evidence and the final animation outcome are considered summative
assessments. However, due to the COVID-19 situation, summative assessments are
cancelled in this semester. Therefore, the results would carry on to the next semester.
This is explained to the students at the start of the unit.
o Written evaluations that collate the critique session notes are gathered towards the end
of the semester as a reflection exercise. This is treated as part of the idea development
stages.
 Pre-lesson Discussion 3
Completed by Teacher Education Date: 17/6/20
Student and Mentor Teacher
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in relation to
implementation of Lesson One and Lesson Two.

10PDMX is a Stage 5 Photography & Digital Media elective class of 17

students with mixed learning abilities. The majority of the class is from an
Australian background working at the expected level, but struggles a little in
literacy and numeracy compared to the national average. The class does not
require additional support for disabilities or behavioural concerns. Students
engaged in practical lessons, but were reluctant to participate in theory
discussions.
Know your students and
how they learn
Based on previous lessons and the mentor teacher’s assessments, 10PDMX is
a class that enjoys self-directed work and would display high levels of self-
efficacy once expectations are set. Students are capable of expression
themselves visually and verbally. It is therefore recommended to allow
doodles in class notes and encourage usage illustrated explanations during
presentation. Students also respond well to positive reinforcement and
appreciate humour. Without appearing as a “try-hard”, the teacher must
connect with the students using popular culture references and relatable
talking topics.

What is the content or curriculum area you intend to cover?

The Stage 5 Photography & Digital Media syllabus will be implemented

within this lesson. Students will learn:

 the field of digital media comprising conventions, technologies, Know the content and how to
traditions and relationships teach it
 investigate and apply selected conventions, activities, traditions
and customs of the field to make photographic and digital works
 how artists represent ideas and interests in digital works

What is the lesson outcome or learning intention for this lesson?

 Students are to create a trial version of an animation

sequence.
 Students will identify strengths and weaknesses of their
classmates in critique sessions while giving constructive
feedback.
 Students will learn Photoshop timeline techniques and
the limits of this tool for animation.

WSU_Teaching Performance Assessment Guide M Teach Secondary 32

Outcomes
Plan for an
implement effective
5.4 investigates the world as a source of ideas, concepts and subject teaching and learning
matter for photographic and digital works

5.5 makes informed choices to develop and extend concepts

and different meanings in their photographic and digital
works

5.6 selects appropriate procedures and techniques to make

and refine photographic and digital works
What classroom routines will you use to encourage engagement and manage
behaviour?

Maintain a positive learning environment by warning then admonishing students

who break school rules. In particular, monitor student conversations to ensure that
everything is appropriate within an academic setting and that no serious arguments
would break out. Absentees who refuse to work should be gathered into a focus Create and maintain a
group so the teacher could assert control more efficiently. Utilise peer mentoring as supportive and safe learning
a method to keep students in check while also increasing students’ self-efficacy. environment

How will you differentiate the learning to meet the needs of the three focus students
(case study participants)? How will you connect the learning for students?

Adrian’s (emergent learner) will receive procured digital resources prepared

beforehand via Google Classroom. He will be able to immediately start animating
without spending too much time removing backgrounds and creating
independent elements in Photoshop.
Know your students and how
Jack (working at expected level) will be provided with scaffolds with worked they learn
examples and clear instructions on how to implement Photoshop and animation
techniques. According to Vygotsky’s zone of proximal development theory, students
would seek improvements as assistance is offered in a gradual manner that does
not take away from the challenge of the tasks (Jorg, 2017).

Alex (working at expected level/ advanced) will be challenged to increase the

amount of layers he is working with and attempt to portray higher depth of field.
He will also be urged to pay attention to art and animation principles to increase
awareness of compositional aesthetics.

Describe the teaching strategies you intend to use to share new information and give
students the opportunity to demonstrate understanding (e.g. ALARM, group work,
project-based learning, etc.)

This lesson involves project-based learning and collaborative learning. As students Plan for an
are provided the opportunity to take charge of their own learning outcomes, they implement effective
should feel responsible for the progress of each lesson. Presentations would only teaching and learning
involve information that is directly helpful to their projects and open enough for
them to volunteer prior knowledge to demonstrate understanding. It would also
prompt further research on the students’ part for higher-order thinking and
knowledge creation.
How will you ensure review of learning occurs?

Students’ ability to create moving objects by manipulating the changes of properties

in layers and elements would be monitored. As abstract thinking is required to
visualise how to fool an audience’s eyes, higher order thinking is inherently
measured in this task. Creativity in utilising basic animation tools would promote
comprehensive understanding of the animation principles rather than fleeting Assess, provide feedback and
technical aspects of Photoshop. It is what makes animation works that is important report on student learning
rather than tools that change continuously at a yearly pace.
 Adapted from Cambridge Park HS

Lesson 3 Observation Feedback

Agreed focus area(s)

 Students are to create a trial version of an animation sequence.

 Students will identify strengths and weaknesses of their classmates in Date: 17/6/20
critique sessions while giving constructive feedback.
 Students will learn Photoshop timeline techniques and the limits of this
tool for animation.

What did the Teacher Education Student say/do? Evidence What did the students say/do? Evidence
 Alan demonstrated thoroughly the Timeline tools of  Students attempted to utilise Photoshop as an animation tool.
Photoshop: Video Timeline and Frame Animation.  Students conducted focus group critique sessions to aid each
 He gauged student understanding by posing questions on the other through collaborative learning efforts.
advantages and disadvantages of each demonstrated tool.  Students continued to procure digital resources by removing
 Resources were prepared to help differentiate for learners of backgrounds with Photoshop.
various levels.  Students continued working on their storyboards for changes
 He provided students individual assistance and allowed to their ideas or to gain new ideas.
student-directed learning to take place.
 Students were provided tutorials in Google Classroom.
 Alan provided constructive feedback and fostered a positive
learning environment.
 He demonstrated how to save their works into Google
Classroom where students could access consistently utilising
the school login.

WSU_Teaching Performance Assessment Guide M Teach Secondary 35

 Post Lesson Discussion 3
Completed by Teacher Education Student Date: 17/6/20

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
Lesson plan
Students were provided with resources to ensure that their progress is not falling behind For the following lesson, I will try to
Observation the rest of the class during practical lessons. This links to: 1.5 Differentiate teaching to connect more with defiant students
feedback meet the specific learning needs of students across the full range of abilities who refuse to follow classroom
expectations. This could work in
Students were instructed to wipe their lap tops, desks and stools prior to leaving the conjunction with my attempt to
classroom. This is a standard procedure to mitigate possibilities of a COVID-19 outbreak in provide more positive feedback.
the school. This links to: 4.4 Maintain student safety; 7.1 Meet professional ethics and
Student work samples Utilise the reflection system if
responsibilities
required to ensure students do not
Students were monitored closely to ensure that they do not browse the internet for escape their responsibilities.
inappropriate materials. They are also given warnings continuously to remain on task to
discourage unsafe or irresponsible behaviour. This links to: 4.5 Use ICT safely, I would also make sure to allow
responsibly and ethically more time for sanitizing the
classroom after class as well as the
returning of the laptops to the
library.
 Summary of Impact
Completed by Teacher Education Date: 26/6/20
Student
Case Study Participants (Focus students)
Adrian (emergent learner) , Jack (working at expected level) and Alex (working at expected level/
towards advanced)
Discussion Link to Graduate Teacher
Standards
Provide a summary of impact on the learning of the three Case Study Standard 1 Know
Participants students and how they
learn
The three students referenced in the case studies have exhibited self- (1.1, 1.2, 1.3 , 1.5)
efficacy and conducted themselves appropriately through the
professional experience. They have each demonstrated growth and
willingness to learn new concepts as well as techniques. While the Standard 2 Know the
students had prior experience in utilising Photoshop for photography, content and how to teach
they were still lacking in knowledge about layers, adjustment layers, it
mask layers and the timeline tool. Nevertheless, their ability to (2.1, 2.2, 2.4, 2.5, 2.6)
remove backgrounds from images procured on the internet is adept,
which aided the efficiency in class activities. Despite confronted with Standard 3 Plan for and
new concepts and techniques, all three students achieved expected implement effective
and beyond levels of animation within this 5 week unit. teaching and learning
Adrian (emergent learner) engaged actively in class discussions and (3.1, 3.2, 3.3, 3.4, 3.5)
provided insight into practical applications of Photoshop such as
utilising the magnetic lasso tool. However, he initially refused to
attempt in creating a mind map due to limitations in his literacy
ability. He was encouraged through worked examples from previous
students and professionals. It was explained to him that
presentational qualities for a mind map do not have to be measured
against a single criteria. There are a variety of methods to convey
thoughts without utilising long sentences. Illustrations or creative
associations would warrant the same attention and praise. While this
was not displayed in his work, it did motivate Adrian to attempt in
creating a mind map. Similar concerns were raised during the process
of creating a storyboard. As Adrian was not confident in his drawing
and writing skills. Nevertheless, he was able to complete his
storyboard within the allotted time. His work satisfactorily conveyed
direction and narrative qualities. This would be further developed
into his ability to animate on Photoshop. As seen in the animation
activity, by manipulating position, angle and size properties, Adrian
has sufficiently created an illusion of motion with a rocket in space.
This is evidence of his comprehension of animation principles and the
Photoshop tools.

(Appendix).

WSU_Teaching Performance Assessment Guide M Teach Secondary 38

Jack (working at expected level) has displayed consistent abilities
in all aspects of his work outsides of literacy. While this aspect has
not seen major improvements, Jack has made attempts to create both
the mind maps and storyboards. The annotations on the storyboard
while clear, were somewhat lacking in detail. Nevertheless, Jack has
displayed self-efficacy in his ability to follow instructions without
intervention. With the provided scaffolds and online resources, Jack
was able to complete his tasks on time and experiment with new
techniques. For example, in the animation activity, Jack was able to
utilise the puppet warp tool to animate the figures’ legs. Though there
are issues with the in-between frames of the motion, it was a more
complex set of sequence compared to the basic properties of position,
angle and size. One-on-one sessions were utilised for any additional
techniques that were not covered in the tutorials and
demonstrations. Jack responded well to this assistance and quickly
grasped concepts accordingly. Casual conversations regarding
Japanese animation also grabbed his interests as it is a common
hobby between me and him.

(Appendix).

Alex (working at expected level/advanced learner) excelled in all

of his tasks and was able to fulfill most requirements set in the
objectives. He was further extended with challenges to incorporate
additional sophistication in both his written and practical work. This
is especially evident in his storyboards and animation. While he
made the mistake of writing direction notes apart from the story
panels, he has included a lot of details that would help him proceed
with the animation. Building on the thorough preparation, Alex has
researched beyond the tutorials and provided scaffolds. He has
experimented with mixed media techniques to further increase the
visual interest of his animations. Narrative-wise, he also added
intricacy in his themes and their portrayal. One-on-one consultations
and recommendations from the teacher allowed him to consistently
work at his own pace ahead of the class.
(Appendix).

Write a critical reflection on your own classroom teaching practice in terms of the Standard 2- Know the
teaching cycle of planning, teaching and assessing, reflecting on content and how to teach
feedback/observation/ student data. it
(2.1, 2.2, 2.3)
Planning and teaching practices extend beyond covering curriculum content. This is
particularly evident in classroom management strategies and their implications on
student learning. With poor behavioural management, the teacher would lose the
Standard 3 – Plan for and
class and spend more time on correcting misbehavior than teaching. Setting implement effective
expectations consistently and early would solve a lot of these potential problems. teaching and learning
Nevertheless, this practice could only occur with sufficient research and (3.1, 3.2, 3.5,3.6)
observations.
In order to follow the UDL framework standards, it is paramount to first collect
data on the students. This would allow culturally sensitive teaching actions to take
place, earning students’ trust and respect. The first half of the professional Standard 4 Create and
experience was particularly trying as both student and teacher were not familiar maintain supportive and
with each other. Certain problematic behaviours were alleviated through proper safe learning
use of the disciplinary actions and reflection systems of the school. Nevertheless,
environments
appropriate planning would alleviate these problems at a much more efficient rate.
(4.1, 4.2, 4.3, 4.4)
Observing students consistently in class would reveal a lot of information outside of
Sentral entries and prior knowledge supplied by the mentor teacher. It is essential Standard 5- Assess,
to treat each student as an individual learner with habits, preferences and cultural provide feedback and
differences. When these are referenced within the class, students respond report on student learning
favourably most of the time. On a related note, students also have a strong sense of (5.1, 5.2, 5.3, 5.4, 5.5)
justice regarding the manner in which they are treated measured against their
peers. This behooves the teacher to ensure that students are treated fairly. One
strategy that is to pay attention to feedback towards students. This could come in Standard 6 – Engage in
the form of body language, expression and words chosen. Maintaining a positive professional learning
behaviour for learning induced feedback system would generate a relationship (6.1.1, 6.2.1, 6.3.1, 6.4.1)
built on mutual respect.

The teacher should also continue to research on classroom management strategies

and theories that are published every year. This would ensure that teaching actions
are based upon updated material that reflects the current generation of students.

Standard 7 – Engage
From your critical reflection, what future professional learning would you undertake
to improve your teaching practice. professionally with
colleagues,
Classroom management is a continuous struggle as every student has their own parents/carers and the
set of upbringing that would affect their behaviours. School cultures also differ community
from school to school and require specific sets of actions to address. Maintaining
(7.1.1, 7.2.1, 7.4.1)
a positive outlook and respecting learners’ individual differences would require
extensive effort and patience. This is a core matter for the teaching profession
and set the tone for the rest of the teacher’s teaching actions. Establishing Standard 6 – Engage in
expectations and a presence comes with experience. It is a remark repeated by professional learning
multiple mentor teachers and head teachers. Therefore, this is an area of (6.1.1, 6.2.1, 6.3.1, 6.4.1)
constant improvement. One recommended strategy is to not shy away from
calling parents and contacting appropriate organizations for help. Developing
relationships would aid in teaching and behavioural management.

As the CAPA department and visual arts area continue to change due to various
reasons, teachers should also adapt by learning new skills as a part of
professional development. The visual arts field is large and obtaining a specialty
would require intensive training. This is another lifelong venture that is
essential to a visual arts teacher.
References
Jörg, T. (2017). On Reinventing Education in the Age of Complexity: A Vygotsky-Inspired Generative Complexity Approach. Complicity: An International Journal of Complexity and Education, 14(2), 30-53.

KAYA, N. G., & ATAMAN, A. (2017). Effectiveness of teacher education program developed for teachers of gifted students. Journal for the Education of Gifted Young Scientists, 5(4), 1-30.

Kieran, L., & Anderson, C. (2019). Connecting universal design for learning with culturally responsive teaching. Education and Urban Society, 51(9), 1202-1216.

Saeid, N., & Eslaminejad, T. (2017). Relationship between Student's Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students.  International
Education Studies, 10(1), 225-232.
 Supporting
Appendices
Appendix 1 Caregivers’ consent forms

Appendix 2 Lesson 1 Brainstorming

- Scanned Work samples from students

Appendix 3 Lesson 2 Storyboarding

- Scanned Work samples from students

Appendix 4 Lesson 3 Animation Activity

- Screenshot Work samples from students

Appendix 5 Scaffolds

Appendix 6 Attendance Register

Appendix 7 Mentor Teacher Report

43
 Caregiver consent form 1

44
WSU_Teaching Performance Assessment Guide M.Teach
 Caregiver consent form 2

Caregiver consent form 3

WSU_Teaching Performance Assessment Guide M.Teach 4

Appendix 2
Brainstorming

Adrian (emergent learner) was able to digest the content of the presentation and was
aiming to show this by including camera movements and motion within the mind map. He
has mentioned multiple ideas verbally such as utilising stop motion techniques, but was not
willing to write them down. I have encouraged Adrian to record his idea development as it
is an important process for art endeavours. He responded by claiming that he is more
comfortable with typing this up on Photoshop.
Jack (working at expected level) has a clear direction of where he wants to take his
project. There are specific details on the background, range of movement, type of
movement and their desired effects. It is a slight challenge to develop these ideas further by
associating more keywords past the first layer. The activity’s purpose was supposed to push
students to explore new opportunities through interconnecting concepts. Nevertheless, Jack
is determined on perfecting a single choice of work.
 Alex (Advanced) was able to explore multiple distinct ideas that are independently
developed. This includes detailed lists of potential action and elements that are
involved in the compositions. Nevertheless, he has also struggled to further add
additional associations with innovative themes,

WSU_Teaching Performance Assessment Guide 45

 Appendix 3

Adrian (emergent learner) was able to depict a clear sequence of events with limited
drawing skills. It is essential to note that clarity is more important than realism in directing
and storyboarding. Adrian attempted to make full use of his simplistic drawings and
annotations to express motion and narrative. I have recommended further implementation of
camera direction and emphasis on the primary action.
Jack (working at expected level) focused on making detailed drawings and had very few
scenes completed. Nevertheless, his idea is clear and makes for a starting point to further
add onto. I have suggested filling new panels in between scenes to make the transition less
jarring. It was also recommended to make use of the scaffold with camera directions that I
have handed out.

WSU_Teaching Performance Assessment Guide M.Teach 1H 2020 46

Alex (Advanced) was effective in his depiction of the animation sequence. The
transitions are subtle and gradual with a clear sense of direction throughout. While the
scenes are captured by a still camera shot, I have suggested that he adds notes beneath
the storyboard panels. While having notes listed out is also an option as seen above,
but the connection between notes and panels is not as immediate if this storyboard
were to be worked on by a team. Animation is a lot of the time considered a large
project involving multiple members. It is essential to efficiently get across the
direction to the members.
After receiving my advice, Alex continued to add more notes and listed resources that
he would have to procure for the animation. This would create a greater sense of the
overall objective for the project and promote efficient use of class time.
Appendix 4

WSU_Teaching Performance Assessment Guide M.Teach (Secondary) 1H 2020 53

WSU_Teaching Performance Assessment Guide M.Teach (Secondary) 1H 2020 54
WSU_Teaching Performance Assessment Guide M.Teach (Secondary) 1H 2020 55
Appendix 5

Print outs were given to students as a

visual reminder of covered concepts
during the presentation. Brainstorming
and storyboarding examples were
chosen in a variety of styles, reminding
students that these do not have to bear
perceived professional qualities.
Ideation could start as very rough and
eventually get refined during the final
touches.

Presentation included a brief overview

of different types of animation and how
it works. Student understanding is
gauged through a series of questions on
each slide, prompting them to give
examples of prior knowledge and real
life experiences. As the project is
supposed to be student-directed,
examples of many different styles were
referenced to maximise student
inspiration and opportunities. The
objectives were stated multiple times to
ensure that students understood their
daily tasks.