Planning an Effective Learning Experience whilst Connecting Curriculum…
Planning an Effective Learning Experience whilst Connecting Curriculum
Principles of ENGAGEMENT
Students as MAKERS
collabratively working in a group listening and and responding to group work.
Comparing and contrasting
Being audience members
Problem solving and making decisions as a group
Developing knowledge, skills and processes in order to meet the learning outcome.
Applying techniques and processes using materials in 3D: For example the planets will be made out of polystyrene balls
Working collaborative within a group, listen, apply and share knowledge with team members.
Students are able to respond to the practices of
analysying, enjoying, appreciating and
evaluating their own and others’
Students are able to respond to their own artworks.
Located in Brookdale, Armadale,
Low socio economic area
Catering from years Pre-Primary to year 6 with 464 current students enrolled (2017)
Year Group: 5
14.5% ESL students
25% of students enrolled are indigenous Australian.
Students enrolled are from 25 different ethnic backgrounds
50 students enrolled in year 5
approximately 25 students per class
approximately four students per class could be ESL/EALD
approximately six students per class would be of indigenous heritage
majority of students would be considered at a social disadvantage
Parents primarily tradesmans and labourers, not high income earners
Education support building on campus
Location of the school is rated the 4th most disadvantaged suburb, the school recieved funding for new technology.
School ICSEA (
index of community socio-educational advantage
) value is 841. In context, an average school sits at approximately 1000. The higher the ICSEA number, the greater the parent's income and therefore are greater life choices and life chances available to students.
Attendance reporting periods 2016
First semester student attendance rate: all students (90%), indigenous students (88%) and non-indigenous students (91%)
First semester student attendance level (proportion of students attending 90% or more of the time): all students (67%), indigenous students (69%) and non-indigenous students (67%)
Third semester student attendance rate: all students (88%), indigenous students (83%) and non-indigenous students (89%)
Third semester student attendance level (proprtion of students attending 90% or more of the time): all students (56%), indigenous students (52%) and non-indigenous students (58%)
Medium sized independent public primary school
The ethos mainly represented in this school is inclusiveness
Opportunity to practice their ICT skills
The children have access to the Ipads which enables them to research the solar system
Opportunity to gain numeracy skills, i.e. length and measurement
Opportunity to further develop their painting skills
The students will need knowledge of the solar system and the distance between them.
The students will need to have knowlege the distance that the planets orbit around the sun
The students will know the charateristics of the different planets
Art based pedagogy
Visual Arts Learning Outcomes
Making representations of
ideas and intended meanings
Including cultural artwork whilst integrating science and art
Making representations of earth and space (science) and its intended meanings whilst producing them in an art form.
Developing knowledge, skills
Understanding knowledge about Earth and Space (Science) whilst using arts tools to make a representation of what you understand
Applying arts skills to remember knowledge about Earth and Space, i.e. using different surfaces as different parts of earth
Applying techniques and
processes using materials in
2D, 3D and 4D
Using different techniques and processes by responding (arts) and comparing different artwork and earth and space (science)
Use Visual Elements and the principles of design
Sharing knowledge, thoughts, questions and ideas
purpose and learning outcomes explained
Learning outcomes will enable students to learn content which will help them in the future. Thus, by using arts with space and earth the purpose of teaching this essential content can be executed.
- what you do as the teacher (modelling)
Show representations of earth and space
Teach the correct art skills students need to produce their representations
teacher and student modelling
Showing students what space and earth look like
Acting out size, distant between planets.
explicit approach to learning demonstrated
Teach students what art skills (how they should be painting, different artists they can recreate, how they should use equiptment)
Educate students about earth and space including its size, texture, shape. Using describing words, pictures, representations
- Teacher and student together (scaffolding)
Create representations of earth and space using art skills
students practice what is being taught
Earth and Space knowledge
opportunity given demonstrate own and cooperative learning
Show what the students remember
What they undertsand from the topic
- student on his/her own (coaching)
Creating a representation
students show the new learning independent of teacher assistance
Using Earth & Science knowledge in their art
reviewing student growth from what they could originally do to their progress
Look at prior artwork to current
Look at prior knowledge of earth & space to now
revising whether students have met the desired learning outcome or objective
Refer to rubric
Assesing students learning
Teacher is able to use a marking rubric that clearly identifies all of the assessment criteria and this way the students are able to receive feedback because this lesson requires the students to work in groups we are offering partiicipation marks.
Teacher can make sure that students have learned certain content
Teacher can enable students to practice their skills and the new knowledge that they have learned.
Part Two: Learning Experience Itself
Principle of APPLYING new learning (making learning visible)
To make something meaningful
Sending a message
Being able to look at your creation to see what has been learned
Using content in a new way
One effective STEAM learning experience (Science, Technology, Engineering, Arts, Maths)
Two Learning Areas
Art: Visual Arts
Making: Skills (
Enhancing and practising their art making skills in using a range of materials and technologies
Considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? What made you want to touch this sculpture?
Making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning
Students will be dot painting their planets and will be using skills such as shape, colour, line, and space when dot painting on their planets. They will be dot painting, using the colours black, yellow and red, to celebrate NAIDOC day
Considering viewpoints – psychology: For example – What elements are used to show excitement in the sculpture? Make a scary monster.
Considering viewpoints – meanings and interpretations: For example – What is this artwork about? What visual conventions have been used to convey meaning? How did the artist represent their subject matter? How does the artwork reflect the artist’s perspective about the environment? How did the audience react to the artwork when it was first displayed? : :
Making discerning judgments about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
Students will present their Aboriginal themed solar system to their class in celebration of NAIDOC day. Showing different patterns, shapes, and lines on the planets, by doing dot painting, using the colours black, red and yellow
Considering viewpoints – critical theories: For example – Compare these paintings (one from India, one Australian). What do you recognise? What do you understand? What is new?
Science: Earth and Spance
Earth and Space (
Modelling the relative size of and distance between Earth, other planets in the solar system and the sun
Identifying the planets of the solar system and comparing how long they take to orbit the sun
Students will be using iPads to research the planets of the solar system and each of their orbits in order to help them create the solar system in Visual Arts
Cross Curriculum between two learning areas
Aboriginal and Torres Strait
Islander histories and cultures
Visual Arts (
Students will be celebrating NAIDOC day by creating the solar system and incorporating the Aboriginal colours of yellow, black and red by painting them on the planets
Responding (Visual art) comparing different images of earth & space (science
Applying making skills (Visual art) whilst creating Planets (Space and Earth- Science)
Understanding the different elements used (Making skills) when learning about Earth and Space
Responding (Visual Arts) Understanding and therefore designing what students think earth and science is (science)
Principles of PRACTICE
Active, embodied learning
Repetition allowing one to remember
is a process
Group 72 - Hannah, Bec, Emmily, Rhianna