Contemporary Teacher Leadership - Assignment 2

Report – Unit Evaluation

Contents

Executive Summary 2

Unit Overview

Comparative Table

Recommendations

Reconstructed Unit

Scope & Sequence………………………………

Concept Map……………………………………..

Assessment & Marking Criteria………….

Unit Outline……………………………………….

References

Appendices
 Area of Strengths of the area of Concerns of the area of Suggested Changes to counteract Research support for the changes
consideration consideration consideration concerns suggested.

Critical and
Creative
Thinking

Ethical
Understandings

Understanding
by Design
 Year 8 Visual Arts Faculty Teaching Programme

Stage: 4 Unit Name: Teacher: Brassil, Dawson, Gutmanis, Unit Duration:

Year: 8 Postmodernism Mulley, Redmond, South Trimester 1,2,3
Unit Description
In this unit students will build on what they have learned in Year 7. Students will focus on the Cultural and Postmodern Frames in conjunction with the Conceptual Framework. The focus this
year is Postmodernism which allows students to critique, question and experiment with mediums and concepts. Students may work with mixed media, found objects, sculpture, printmaking
and photography. Students will consider art beyond the gallery space and explore installations, public and interactive art.
Subject Concepts Subject Skills Prescribed Texts
Appropriation ● Elements and principles of design Artwise 7-10
Making art for an audience ● Perspective
Ai Weiwei, Jonathan Jones, Olafur Eliasson, Carsten Höller, ● Refining, resolving and resolution of artworks
Brook Andrew, VIVID Festival, Cindy Sherman, David Hockney, ● Persuasive writing
Andy Goldsworthy, Gordon Bennett ● Appropriation
The Frames – Cultural and Postmodern
The Conceptual Framework
Assessment AS Learning Assessment FOR Learning Assessment OF Learning
✓ In class informally assessed Art Making
Body of Work assessment
✓ ✓ Problem Solving task Mixed Media
✓ Collaborative (Group Devised)
✓ Painting
✓ Critical Thinking Sculpture
Creativity
✓
✓ ✓
Skill based art making Critical & Historical :
Tasks that support Student, peer reflection and evaluation / feedback to ✓
Analysis Persuasive Wynne/Sulman Prize Entry
enable progress ✓
Student reflections
Peer assessment activities
Reflections
Exit slips and Two Stars One Wish
Visual Arts Diary
Learning Across the Curriculum 4MAT Outcomes
General Capabilities 1R Connect (To what they know) 4.2 explores the function of and relationships between
• Critical and creative thinking 1L Attend (Reflect on experience) artist –artwork – world – audience
• Ethical understanding 4.4 recognises and uses aspects of the world as a
2R Imagine (Form pictures of concept/idea)
• ICT source of ideas, concepts and subject matter in the
• Intercultural understanding 2L Inform (Learn something new) visual arts
• Literacy 3R Practise (Work with concepts and learn skill) 4.5 investigates ways to develop meaning in their
• Numeracy artworks
3L Extend (Apply learning to something)
4.8 explores the function of and relationships between
• Personal and social competence 4R Refine (Link learning to new world) the artist – artwork – world – audience
Cross-curriculum priorities
4L Perform (Showcase work/understanding) 4.10 recognises that art criticism and art history
• Aboriginal and Torres Strait Islander histories and cultures
8 Ways construct meanings
• Asia and Australia’s engagement with Asia
• Sustainability and environment Story sharing Land Links (Place-
Other learning across the curriculum areas (Narratives) based learning)
• Civics and Citizenship Learning Maps Non-Linear (Create new
(Mapping and vis) knowledge)
• Difference and Diversity
• Work and Enterprise Non-verbal Deconstruct/Reconstruct (Scaffolded)
(Kinaesthetic, hands on)
Symbols and Images Community Links
(Metaphors) (Real purposes)

Genres and Expressive Forms Concepts and Artists Studied

Ai Weiwei
Jonathan Jones (Indigenous Australian Artist)
Olafur Eliasson
Mixed Media
Carsten Höller
Found Objects
Brook Andrew (Indigenous Australian Artist)
Sculpture
VIVID Festival
Installation
Cindy Sherman
Public Art
David Hockney
Interactive Art
Andy Goldsworthy
Photography
Gordon Bennett (Indigenous Australian Artist)
Concept of a Gallery
Appropriation, Parody, Satire, Recontextualisation
Outcomes Support Core Extension Innovation Registration and annotation
4.10 1/2/21 - completed. Recap of
Welcome to Visual Arts
4.4, 4.5 frames, art room expectations,
1R/1L TASK
materials needed. Students then
Teacher expectations and safety in an art room/computer rooms.
to draw their holidays without
Recap skills learned in Year 7 - going over Structural and Subjective Frames.
using people to pretest skills and
conceptual/symbolic
Students to complete a quick pretest artwork analysis of Roy Lichtenstein’s Whaam! (1963). Answering the following questions:
understanding.
- What signs and symbols has Lichtenstein used?
- What style do you think Lichtenstein is replicating? 3/2/21 - completed. Students
- What is Lichtenstein trying to say by using this style? were given 10 minutes to
- How does the artwork title relate to the artwork? answer the questions
- What do you think this artwork is trying to communicate? Why? themselves then were given
time to discuss their answers
with their peers and add
Complete a class discussion on student answers.
information if needed. Class
Opportunity to create jigsaw groups to expand on a question.
discussion followed. Students
also told about citations.
Title Page - Pretest
1L/2R TASK 4/2/21 - Students shown 1 and 2
Students are introduced to perspective and will create a quick title page point perspective.
using 1, 2 or 3 point perspective. This title page is to be used as a pretest of background info on renaissance
technical skills. See below for some examples. Dafont is a useful website for and development of depth in
font selection and examples. paintings. Students worked on
title page. No more time to be
directly given to title page.
Students may revisit it if finished
early or on their own time.
4.8, 4.10 8/2/21 - South absent. Students
worked through the questions
after a quick introduction to the
prize. Students worked in small
What is perspective? Discuss in terms of SIZE and DIRECTION. Showcase examples of High Renaissance paintings vs. Egyptian art or groups to research the prize to
art from middle ages where perspective is very flat. Class to discuss the difference between the two chosen artworks. How do they feel answer in detail. This will be
different, does one communicate a scene better than the other? Why? revisited closer to assessment
task.

Landscape 2L
TASK 9/2/12 - plein air explained and
Students are introduced to the Wynne Prize (https://www.artgallery.nsw.gov.au/prizes/wynne/2020/ ). briefly used.
Teacher to link back to the Archibald Prize students studied in Year 7. Explain that instead of portraits this prize is based on landscape
works.
Students to select an artwork that they like to analyse using the frames. Some suggested questions: - What
signs and symbols are in the work?
4.10 - What materials have been used?
- Was this artwork influenced by culture? How?
- Is this artwork linking back to an existing artwork or event (postmodern strategies to be discussed)? - Why do you think
the artist created this work? What are they communicating to the audience?

Teacher to explain advancements in technology that has changed landscape painting. Plein air painting (outside painting from
subject), painting from a small study and photography.

3R TASK
Students to form groups and answer the following question using a Wynne Prize submission to boost their argument:

Why is landscape painting still important today if we can just take a photo?

Teacher to decide on presentation method. E.g. presentation, expert/jigsaw, visual poster (digital or physical).
Support Core Extension Innovation
 Students are given a selection of
images that easily suit the
question. Assist students to
develop some relevant dot points.
Select a presentation method that
allows students to focus on skills
rather than decorative elements.
Some students understand their
argument but need assistance in
finding ways to link it to the
artwork they picked. Assistance
provided in argument building.
Some help may be needed to
select an appropriate artwork that
the whole group understands.
Students able to select their own
artwork from any year. Students
provide solid evidence and are
encouraged to use additional
artworks for comparison.
Presentation method should
engage audience and may ask
them to participate.
Students able to draw advanced
links. Encouraged to carry out
additional research on Modernism
and the advent of photography
(how did art change). Presentation
highly engaging and interactive.
Students may be encouraged to
define what a ‘landscape’ is and
how that has changed.

4.4, 4.5 9/2/21 - students started their

Landscape Artwork 2L/3R ‘postmodern’ landscape. Students
TASK drew a quick sketch of a chosen
Teacher to decide on a ‘postmodern’ landscape to create with the class. If relevant, link back to work done on 1, 2, or 3 point spot in the quad. These drawings
perspective. This work could include: collage, mixed media, adapted plein air, time based art (Andy Goldsworthy). were then cut up and pasted
jumbled up in their books.
Students to document their process heavily in their Visual Arts Diary (VAD).

11/2/21 - students started lightly

Students to write an artist statement on completion of their artwork. sketching new composition on
Some guiding questions include: large paper. Grid method
- What materials did you use? suggested.
- What landscape have you depicted?
- How did you make your artwork? 12/2/21 - watercolour
- What do you like about your work? demonstration of all techniques.
- What would you change about your work?
15/2/21 - painting landscape.
17/2/21 - assessment distributed,
4L Task - Class to complete a Gallery Walk to provide feedback on their peers’ work.
painting landscape.
Support Core Extension Innovation 18/2/21 - finalising painting. Fine
Method chosen by teacher Method chosen by teacher Students are to use method Students may choose their own
modelled explicitly and step by modelled explicitly and step by chosen by teacher and are medium and are encouraged
step. Medium chosen is step. Students are encouraged given examples of other to submit a short proposal
4.8 forgiving with mistakes (e.g.
acrylic paint to paint over
errors).
to embed their own style or
meaning through use of
symbols.
artworks they can reference.
Students may choose to
critique original meaning and
twist the concept of their own.
Artist statement questions
altered to provide demonstrate
depth of understanding.
outlining their creative choices.
Students to twist what a
landscape means and may
produce a cohesive series of
artworks. Artist statement
questions altered to provide
demonstrate depth of
understanding.

Installation Introduction
3L TASK

Teacher to introduce what Installation means - basically an interactive space (sometimes a sculpture) that uses a lot more senses
than just vision. For example, the audience may have to walk through an artwork, participate in creating the artwork (Yayoi Kusama),
sound, touch, smell may be used. Installations are usually quite large and use a variety of material and technologies. Many
installations are site specific (e.g. Jonathan Jones) meaning that their meaning is tied to the location of the work.
Installation definition:
https://mymodernmet.com/what-is-installation-art-history-artists/2/#:~:text=Installation%20art%20is%20a%20modern,in to%20a
%20customized%2C%20interactive%20environment.
4.8, 4.10 25/2/21 - students start
Artist Case Study - Jonathan Jones 3R/3L
independent research on artist.
TASK
Students to pick from provided
artists. Students used canva to
Teacher to select an installation by Indigenous Australian Artist Jonathan Jones. share information.
- barrangal dyara (skin and bones) - 2016 - http://kaldorartprojects.org.au/project-32-jonathan-jones
- untitled (maraong manaóuwi) - 2020 https://www.youtube.com/watch? 3/3/21 - continue pamphlet on
v=WPGcFDw5c_s&ab_channel=SydneyLivingMuseums . jonathan Jones. Students
- naa (to see or look) - 2015 - https://www.mca.com.au/artists-works/works/2015.1/ encouraged to look at peers’
examples to see what needs to be
Teacher may lead lessons on this or students may be given the option to choose their own. Students to create an informative added to theirs.
pamphlet on Canva or another digital platform. If students are working in groups they may be designed to be handed out to
classmates so all students develop an understanding of each work. 5/3/21 - finished pamphlet and
uploaded to Google Drive. Copies
4R TASK - Outstanding pamphlets may be showcased at the end of year showcase. to be printed.

4.2, 4.4, 4.5 4/3/21 - started to design

Installation Creation sculpture. Students given option
3L TASK to do a vase, figurine.

Teacher to decide on the material and end product of installation this could be a collaborative discussion with class. Works could be 8/3/21 - clay demonstration coil,
collaborative, whole class works or individual. Students may create their own individual work but when put together act as an slab and pinch pot. Students told
installation. The work may be ephemeral like a chalk drawing. Students to document process in VAD. Some possible artist examples the importance of safety and not
include: Ai Weiwei, Jonathan Jones (Indigenous Australian Artist), Cornelia Parker, Olafur Eliasson. breathing in clay dust, also shown
how to use tools safely. Started
On completion of installation teacher to take detailed photos of work for students to glue into their VAPD. Students to write clay work.
an artist statement on completion of the artwork.
9/3/21 - clay practical.
Some guiding questions include:
- What materials did you use?
- Describe your installation?
- How did you make the installation?
- What senses did you use when experiencing your installation?
- What do you like about your work?
- What would you change about your work?

If possible - teacher to keep installation for end of year showcase.

 Support Core Extension Innovation
Method chosen by the teacher Method chosen by the teacher Students may be assigned roles Students may lead entire
modelled explicitly and step by modelled explicitly and step by to undertake in creation of project with teacher guidance.

step. Medium chosen will be
successful for a range of
students - e.g. basic clay
construction methods.
step. Students may be given
different roles based on
interest and skill level.
work. Students given a
timeline to complete work and
are able to plan time
effectively and work together
as a team to ensure the
project is running on time.
Group leaders may report back
to each other to discuss
progress.
Students to draw up concept
sketches, link project proposal
to existing artworks. Able to
make the work site specific and
is considering the artwork from
all viewpoints and senses.

Appropriation
4R TASK

4.2, 4.4, 4.5 Students to create a work tha t utilises appropriation or recon textualisation in order to communicate an idea or concept.
Teacher to decide on medium and style. Students to detail th eir thought process and concept sketches in their VAD.
Some artists that utilise appr opriation include: Cindy Sherma n, Gordon Bennett (Indigenous Australian Artist), Banksy.

Students to write an artist sta tement on completion of the ar twork.

Some guiding questions inclu

de:
- What materials did y ou use?
- What did you approp riate?
- Why did you choose t o appropriate that?
- What did you want to tell the audience by doing this?
- What do you like abo ut your work?
- What would you chan ge about your work?

4L Task - Gallery walk to be co mpleted.

Support Core Extension Innovation

 Teacher to direct method and
subject of artwork. Explicit
instruction given and regular
assistance provided.
Some options provided for
students to choose from. Teacher
may need to explain the purpose
and reasons behind appropriation
again for student to effectively
create a work.
Student given opportunity to
select own method and style for
appropriation. Student able to
reference past artworks that
inform this piece. Student
encouraged to implement layers
of concept through material
meaning, symbols and cultural
elements.
Student encouraged to
independently critique or satirise a
subject with a clear purpose.
Student uses artists for inspiration
and conducts independent
research on chosen medium and
concept. Student to reference
gallery artist statements to inform
their own.

4.4, 4.8, 4.10

Theory Assessment
3L/4R TASK
Teacher to introduce the assessment task in detail. Students are to use one of their completed artworks as the basis for this part of the
assessment task. Students have to write a persuasive justification as to why their work should be exhibited in either the Wynne or
Sulman Prize (depending on what artwork they select it may not suit Wynne guidelines).

Students are to use the guidelines present on the Art Gallery of NSW website to help inform their writing.

In preparation for writing students should undertake research into past finalist artworks by reading artist statements and taking their
own notes. Students are encouraged to utilise past finalist examples to justify their points.

Support Core Extension Innovation

 Students complete one artwork
that explores mediums of a two
dimensional nature. Student’s
works are heavily guided and
modelled by the teacher relating
to the interior or still life.
Students document within their
book their process using the
sentence starters provided by the
teacher
Students complete up to two
artworks that explore mediums of
a two dimensional nature.
Students work begins to show
some consideration of refinement
and understanding of the
materials used. Students work is
modelled and guided after the
demonstration ( to begin with )
and students then regulate into
working independently to
complete their tasks.
Students document their process
with reference to the frames
Students complete two or more
artworks that explore mediums of
a two dimensional nature.
Students work shows refinement
in areas and an understanding of
the materials and processes used.
Students work is modelled and
guided for the demonstration and
students then regulate into
working independently to
complete their tasks to a
sophisticated standard
Students document their process
with reference to the frames
accompanied by visual sketches
and photographs
Students complete two or more
artworks that explore mediums of
a two dimensional nature.
Students work is refined and
sophisticated in the use of
materials and processes. Students
work is modelled and guided for
the demonstration and students
then regulate into working
independently to complete their
tasks to a sophisticated standard
Students document their process
with reference to the frames
accompanied by visual sketches
and photographs to a
sophisticated standard

Teacher / Student Evaluation

Unit: Postmodernism Starting date: Class: Teacher

Teacher Evaluation Strongly Agree Uncertai Disagree :Strongly Comments
Agree Finishing nDate: Disagree (N.R = Not relevant to unit)
1. Were the outcomes of this unit achieved
(please comment)
2. Was the resource content selection
appropriate?
3. Were the language text type activities
successful?
4. Were you comfortable teaching this unit?
5. Did you feel the students enjoyed this unit?
6. Was the length of time for this unit
satisfactory?
7. Was the technology focus relevant?
8. Was the Aboriginal / Indigenous focus
appropriate? Was it evident in this unit?
9. Were individual differences catered for?
Special needs / gifted (comment)
10. Were the literacy, numeracy and ICT skills
evident in this program?
Which area of the Quality Teaching Framework was most evident? Please circle.

Significance Quality Learning Environment Intellectual Quality

Assessment Techniques: Please indicate the assessment procedure used in this unit
Topic Test Research task Skill analysis Debates
Oral Reflective task Recorded observations Collaborative
presentations presentations

Video analysis Composition Diaries/journal/logs Portfolios

Role Plays Performance Demonstrations Case Studies
Text type writing Self-analysis Problem solving Others….

Faculty Planning Scope and Sequence 2021

Course Visual Arts Year 8 Stage Stage 4
: : :
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11

Unit of Work POSTMODERNISM FROM A CULTURAL PERSPECTIVE

Description Students examine artists throughout history whose works predominantly address the 'Post-Moderism' era (Public Art, installation, appropriation).
Students will look at Public Art and the Archibald Prize and question ‘What is Art?’ through a study of these practices. Students will complete a
T
research task on an artist chosen by their teacher. Students will investigate the cultural frame through a case study on artist Jonathan Jones.
r
i
Outcomes 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10
m
e
Artforms and Artists Three forms of Practice including Drawing, Painting and Printmaking (lino and screen and selective dry point), of PostModernist Artists at Teacher’s
s
Discretion. Students may be extended through the study of ceramics.
t
e
Life Skills Unit of Work Exterior and Interior artworks based upon the students capabilities and understanding
r

Life Skills Assessment Task Space Body Of Work – 100%

1
Name, weighting, number,
,
outcomes
2
,
Life Skills Outcomes LS1- LS9
3
Assessment Task Name, Body Of Work – 60%
Weighting, Number,
Outcomes Research task – 40%

Reporting Outcomes 4.2, 4.4, 4.5, 4.8, 4.10

Elizabeth Macarthur High School

Assessment Task Notification

Course/Subject: Visual Arts
 Year Group: 8

Student Name: __________________________________ Teacher: Gutmanis, Ruasol, Dawson, Brassil, South

Task Name: Research and Body of Work

Date Issued: Date Due:

8A1 - Period 4, Thursday the 22nd of April - Term 2,

Week 1.

8A2 - Period 2, Friday the 23rd of April - Term 2, Week

1.

8A3 - Period 5, Thursday the 22nd of April - Term 2,

Week 1.

8A4 - Period 5, Thursday the 22nd of April - Term 2,

Week 1.

8A5 - Period 4, Thursday the 22nd of April - Term 2,

Week1.
 My assessment was received on: My assessment is due on:

/ / / /

Weighting: Part One - 60%, Part Two - 40%

This task to be done at home and at school

How to submit this task: During class time on the due date

Task: (What to do)

Part One: Your Body of Work (practical artmaking)

In the development of skills throughout the trimester students will be making multiple artworks. Students will need to submit
at least three artworks for marking. Your classroom teacher will inform you which artworks will be collected for marking.
Students will undergo a series of workshops resulting in a Body of Work that reflects this learning. Your classroom teacher will
provide you with a checklist of artworks that are due as each Visual Arts class will differ.

Visual Arts Diary: Submit your Book

Using the Visual Arts Diary, students will show an understanding of the basic principles and elements of Visual Arts. Through
experimentation and reflection, students will develop Visual Arts techniques and skills. Students will submit their Visual Arts
Diary along with their practical artmaking.

Part Two: Your persuasive writing (research)

What you need to know/do:

Using one of your own completed artworks you are to convince your teacher that it is worthy of being a Wynne or Sulman
 Prize finalist. You will be shown the requirements of these prizes in class time. Use full complex sentences, correct grammar,
spelling and punctuation.

The following content should be included:

1. The citation of your artwork - follow this formula: Your name, Title, year completed, material, size.

2. What prize you propose your artwork is worthy to be in. Look at the following links for the restrictions you need to fit
for your work to be eligible.

a. Wynne: https://www.artgallery.nsw.gov.au/prizes/wynne/enter/

b. Sulman: https://www.artgallery.nsw.gov.au/prizes/sulman/enter/

3. Explain in detail what your work is about and how you made it. Be sure to answer the following points:

a. What material have you used and why?

b. What signs and symbols you have used and why you used them.

c. How is your work influenced by art history, your own experiences or culture?

d. Have you referenced any existing artworks or styles?

4. Persuade your teacher that your work should be a finalist in the Wynne or Sulman art prize.

a. Reference past finalists to boost your argument (include pictures and citations of these works).

b. Critically analyse your technical skills, composition and concepts.

5. Be creative. You may consider adding quotes that support your point from your classmates, progress images of you
working on the works. Made up newspaper articles that support your points etc.

Outcomes and Content (What are you being assessed on.)

▪ 4.2- explores the function of and relationships between artist – artwork – world – audience.
▪ 4.4 - recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts.
▪ 4.5- investigates ways to develop meaning in their artworks.
▪ 4.8- explores the function of and relationships between the artist – artwork – world – audience.
▪ 4.10 -recognises that art criticism and art history construct meaning.

Marking Rubric (How are you being assessed.)

Part One Criteria

A student in this band will:

▪ Use a sophisticated range of techniques to explore different art making and make outstanding quality
artworks.
A
▪ Thoroughly document their processes and choices made throughout the production of their works in their
Visual Arts Diary. 49-60

▪ Demonstrates deep understanding of the frames as a source of ideas in their Body of Work.

▪Comply with all task Instructions.

A student in this band will:

▪ Use a broad range of techniques to explore different art making and make high quality artworks.
B
▪ Document their processes and choices made throughout the production of their works in their Visual Arts
Diary. 37-48
▪ Demonstrates understanding of the frames as a source of ideas in their Body of Work.

▪Comply with most task Instructions.

A student in this band will: C

▪ Use a range of techniques to explore different art making and make quality artworks. 25-36

▪ Document some of their processes and choices made throughout the production of their works in their
Visual Arts Diary.

▪ Demonstrates some understanding of the frames as a source of ideas in their Body of Work.

▪Comply with some task Instructions.

A student in this band will:

▪ Use a minimal range of techniques to explore different art making and make artworks.
D
▪ Document sporadic processes and choices made throughout the production of their works in their Visual
Arts Diary. 13-24
▪ Demonstrates limited understanding of the frames as a source of ideas in their Body of Work.

▪Comply with basic task Instructions.

A student in this band will:

▪ Show 1-2 techniques to explore different art making and make artworks.
E
▪ Document inconsistently throughout the production of their works in their Visual Arts Diary.
0-12
▪ Demonstrates knowledge of the frames as a source of ideas in their Body of Work.

▪Incomplete task Instructions.

Part Two Criteria Theory Grade

A student in this band will display: A

● Sophisticated persuasive text which accommodates all of the required information. Text is of a 33-40
persuasive nature including correct structure, strong persuasive words and complex sentences.
 ● Your argument is strong and concise and uses the prize requirements to justify why it should be a
finalist. Images, past artworks and additional evidence is used to solidify argument.

A student in this band will display:

● A strong persuasive text which accommodates all of the required information. Text is of a B
persuasive nature including correct structure, strong persuasive words and complex sentences.
● Your argument is concise and uses the prize requirements to justify why it should be a finalist. Some 25-32
persuasive additional evidence is used to solidify argument.

A student in this band will display:

● A sound persuasive text which accommodates some of the required information listed in dot C
points. Text is of a persuasive nature including correct structure, some persuasive words.
● Your argument is sound and uses some of the prize requirements to justify why it should be a 17-24
finalist. Some additional evidence is used to solidify argument.

A student in this band will display:

D
● A basic persuasive text which accommodates a limited amount of the required information. Text
9-16
uses some persuasive language.
● Your argument is basic and includes little additional evidence to solidify argument.
A student in this band will display:
E
● A limited persuasive text which accommodates which refers to little of the information.
0-8
● A vague argument as to why your artwork should be considered. No evidence to back up points
made.

Feedback

How will I receive feedback on this task?

☒ Written
☐ Verbal
☐ Whole class
☐ Individual
☐ Electronic
☐ Other ______________________________________________________________________________________

Appeals

All appeals must be lodged within 48hrs of receipt of the task. Students who may consider an appeal are not permitted to take their task home. The original task cannot be
altered in any way prior to the appeal process. See Assessment Policy for details.
 Roger Lee

95444332

102098 - Contemporary Teacher Leadership

Assessment 2

Master of Teaching (Secondary)