COLLEGE OF EDUCATION

APPLIED CURRICULUM PROJECT REPORT

YEAR 4
Bachelor of Education P - 12 (ABED)
Preservice teachers are required to complete an Applied Curriculum Project Report (using this proforma) on completion of their project. This form
is to be completed by the preservice teacher(s). Reference should be made to the ACP Plan developed earlier in the year. A brief comment by
the School Partnership Coordinator (or nominee) is also required. This document must be word processed.
This Final Report must:

Describe the project and its outcomes

Provide evidence of how the aims of the project were met or not met and why with reference to the relevant educational theory and/or
literature or policy cited in the plan

Comment on the progress according to the action plan included in the Plan and advise of any changes to this plan and the reasons for any
amendments

Evaluate the success or otherwise of the expected measurable outcomes with reference to the evaluation methodology described in the
plan.

Describe how each of the five, or more, professional skills (planning, negotiating, project management, problem solving, team work, time
management, evaluating, communicating, reporting and researching) you nominated in your plan where used/applied during your ACP.

Submission Deadline:

Each preservice teacher is required to submit this report to their Praxis Inquiry lecturer no later than the week
commencing 21st September, 2015.
Preservice Teacher to complete
ACP Mentor Teacher to complete

Sections 1 - 5
Section A

Preservice Teacher submitting this report _Luke Gazzola______________ Student ID _3912475__________________

ACP Title

Middle Years Student Welfare

School/Setting

Mount Ridley College/Years 5-8

Address

2-30 Hampton Street, Craigieburn, Vic, 3064

Phone

(03) 8838 3600 Fax

Partnerships Coordinator Paula Leheny

ACP Mentor(s)

____________________________________________________________________________________
____________________________________________________________________________________

Additional ACP Preservice Teacher (PST) team members (where applicable)

PST Name

Daniel Glasson __________________Student ID 3912789_______ Campus FP___________

PST Name

Mark Bonato____________________ Student ID 3917286_______ Campus FP____________

PST Name

Stephanie Ross__________________Student ID 3916987_______ Campus FP___________

PST Name

Mohammad Monsur______________ Student ID 3917639_______ Campus FP____________

1. Brief Description of the Project and its Outcomes

Our project was based around the middle years and the fact that students are taught about physical changes but often
emotions and communication skills are put to the side. The project focus was for student to build greater communication
skills, develop greater resiliency, to learn conflict management skills, build better social skills, students to make new
friends and for students to self regulate emotions.
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2. Provide evidence of how project aims were met or not met and why with reference to relevant
educational theory/or literature or policy cited in the plan.

Overall we believe that our project aims were met. The initiative/ team building lessons was so successful that we had
requests from other classes for us to run the session for them, which we did. As a group we noticed a change in our
students after these sessions as they began to work much better as a team and werent so fussy about working with
different people in-group tasks back in the classroom.
Our outcomes relevantly linked to POLT in the following ways: POLT: 1.1 builds positive relationships through knowing
and valuing each student and 1.2 promotes a culture of value and respect for individuals and their communities.

3. Comment on progress according to your Action Plan and advise of any changes to this plan and these
reasons for any changes.
Within the action plan we had noted that as a team we would pick students who would most benefit from our project and
run the sessions with those chosen students. However due to time restraints and other class commitments we found that
this was not going to work out. We then chose to run the ACP with our own mentor classes, helping one another (team
teaching) when possible. The second session (Initiative activities) ran so well with our own classes that we were
requested to run it with a number of other classes within our neighbourhood. Again, time restraints/needing to get through
the required curriculum meant that not every single lesson that was planned was taught to our classes.

4. Evaluation
Our original plan was to provide students with a feedback survey at the end of the project in order to see how they felt
about specific areas of the project, however time permitted us from doing so. It was clear though through conversations
with students that they gained an array of the benefits we had listed in our plan including students developing better
social skills, communication skills and greater resiliency.
5. Professional Skills Utilised
Describe how each of the five, or more, professional skills (planning, negotiating, project management, problem solving,
team work, time management, evaluating, communicating, reporting and researching) you nominated in your plan where
used/applied during your ACP.

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 Professional Skill #1 Negotiating

Between our team we negotiated who would create and deliver each lesson plan. This worked extremely well as
everyone was happy with the negotiation process and knew exactly what was required of them.
Professional Skill #2 Team work
All though we all had individual lesson plans to write up we worked really well as a team to help one another in
order to create the overall unit plan. We also worked well together when team teaching each lesson.

Professional Skill #3 Communication

As a group our communication skills were essential to our ACP. Through the use of email and face to face
conversations we were able to establish times where we could all sit down to share ideas, activities and feedback
on how each of us were going in terms of teaching the lessons within our ACP.

Professional Skill #4 Time management

As we were all on different teaching timetables it was vital that we managed our time appropriately. We were able
to work out times between us where more than one of us could come to help run a lesson within the ACP. Some
of us had time restraints in order to get through relevant curriculum but managed to take small chunks of time out
of certain sessions in order to teach the content within the ACP plan.
Professional Skill #5 Research
As many of our ACP team were new to teaching student welfare content it was imperative for us to research a
range of lessons, activities and games that would suit our overall unit plan. Research was conducted on the
Internet and a number of books, which helped us create some of our final lesson plans.
Section A
Professional skills displayed by the preservice teacher in the completion of the project
All Pre service teachers involved in this particular ACP were fantastic in the way that they planned and delivered their
lessons within the planned project. Their goals and expectations were clear and it was evident that students were
benefiting from each of their lessons. The group worked together extremely well in planning for each lesson involved in
the ACP.
Please note Additional pages may be added if space provided is insufficient.
Signatures

Date

Applied Curriculum Project Mentor Teacher:

19/10/2015

School Partnership Coordinator:

19/10/2015
19/10/2015

Preservice Teacher:
Please Tick

Victoria University may use this information to advertise and report on the work of Project Partnerships

Note

Preservice teachers must ensure that all signatories (above) receive a copy of this ACP plan. Preservice teachers are to
submit a copy of this Report to their Praxis Inquiry lecturer no later than the week commencing 21st September, 2015.

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This report is downloaded from the PP Website at http://education.vu.edu.au/partnerships/

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