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Teaching Profile
  • Overarching Statement
  • Clearances
  • Reflection & Evidence for Graduate Teacher Standards
  • 1.1 Physical, Social and Intellectual Development and Characteristics of Students
  • 1.2 Understand How Students Learn
  • 1.3 Students With Diverse Linguistic, Cultural, Religious and Socioeconomic Backgrounds
  • 1.4 Strategies for Teaching Aboriginal and Torres Strait Islander Students
  • 1.5 Differentiate Teaching to Meet the Specific Learning Needs of Students Across the Full Range of Abilities
  • 1.6 Strategies to Support Full Participation of Students with Disability
  • 2.1 Content and Teaching Strategies of the Teaching area
  • 2.2 Content Selection and Organisation
  • 2.3 Curriculum, Assessment and Reporting
  • 2.4 Understand and Respect Aboriginal and Torres Strait Islander People to Promote Reconciliation Between Indigenous and non-Indigenous Australians
  • 2.5 Literacy and Numeracy Strategies
  • 2.6 Information and Communication Technology (ICT)
  • 3.1 Establish Challenging Learning Goals
  • 3.2 Plan, Structure and Sequence Learning Programs
  • 3.3 Use Teaching Strategies
  • 3.4 Select and Use Resources
  • 3.5 Use Effective Classroom Communication
  • 3.6 Evaluate and Improve Teaching Programs
  • 3.7 Engage Parents / Carers in the Educative Process
  • 4.1 Support Student Participation
  • 4.2 Manage Classroom Activities
  • 4.3 Manage Challenging Behaviour
  • 4.4 Maintain Student Safety
  • 4.5 Use ICT Safely, Responsibly and Ethically
  • 5.1 Assess Student Learning
  • 5.2 Provide Feedback to Students on Their Learning
  • 5.3 Make Consistent and Comparable Judgements
  • 5.4 Interpret Student Data
  • 5.5 Report on Student Achievement
  • 6.1 Identify and Plan Professional Learning Needs
  • 6.2 Engage in Professional Learning and Improve Practice
  • 6.3 Engage With Colleagues and Improve Practice
  • 6.4 Apply Professional Learning and Improve Student Learning
  • 7.1 Meet professional Ethics and Responsibilities
  • 7.2 Comply with Legislative, Administrative and Organisational Requirements
  • 7.3 Engage with the Parents/Carers
  • 7.4 Engage with Professional Teaching Networks and Broader Communities

3.1 Establish Challenging Learning Goals This page is part of the collection 'Teaching Profile'.

by Georgina Melaisis
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Kathryn Camilleri's profile picture

Kathryn Camilleri
7 September 2020 at 11:00

Hi Georgina

Thanks for sharing! Love your lesson plan sequence and your inclusion of a variety of developmental learning strategies that are very suited to your year group.  The lessons flow well and the objectives are clearly defined and executed- love the concept of ephemeral art too, very unique! My only feedback would be that it would have been helpful to have included a rubric for the concertina book to link further to the standard of establishing challenging learning goals. Having this would have been insightful to see how students would have been assessed.

Cheers!

Nupur's profile picture

Nupur
12 September 2020 at 5:33

Hi Georgina,

Your lesson plan sequence of Visual Arts learning activities is very effective in terms of your teaching strategies employed all through your activities.  You have set objectives that are challenging for children at the same time ensuring there is enough scaffolding for them to feel secure around taking a risk and exploring the learning environment, both indoor and outdoor.

I loved the idea of pinning unit objectives on the display wall. I may take this as an inspiration for my practical experiences when I go for placements. I think lesson 3 may be a bit too complicated for year two students age category, but the instructions were adequate and precise. You have included a ‘demonstration’ of worked examples and exhibition in learning 1 and 4, which is a great teaching approach and my personal favourite.

The only addition/ improvement I can suggest perhaps will be to consider varying abilities and characteristics of students, as this standard 3.3 specifically talks about considering ‘varying abilities and differentiation’ to the content/ process ensuring differentiation techniques for students at different learning starting points. So that all students can comprehend and work with ease in this type of topic.  I see that in the developmental stage of learning activity 1 you mentioned GW (groups work based on abilities) so that cover this bit briefly, would have liked to see this component covered in all activities :)

Thanks for sharing,

Nupur

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