Teaching and Learning Program

Teachi ng and Learni ng Program
Lesson
Sequence
Learning
Intention/
Success Criteria
Connection to AusVELS How? Assessment
1 We are learning
about what inspires
people and delving
into what inspires
us.
Description of and reflection on
their thinking and their thinking
processes in different contexts.

Understanding Inspiration

Watch the YouTube video on What
Inspires You showing many
designers stating what inspires them:
https://www.youtube.com/watch?v=
-CIJqSO1JtY

Discuss as a class what they found
interesting about the video.
Get students to answer the following
questions:
- What is inspiration?
- Where and how do you find
inspiration?
- How do you use
inspiration?
- What inspires you?

Make sure students understand the
importance of finding inspiration
when creating. In completing their
inquiry project, they will be inspired
by various areas throughout the unit.
Formative Assessment Portfolio
of Learning

Assess questions completed in
class; giving feedback and helping
students improve their work.
2 We are learning how
to decipher poetry
and understand an
authors intention.
(ACELY1733)
(ACELY1734)
(ACELT1630)
OI.2
OI.3
OI.6

Identify and challenge
stereotypes and prejudices in
the representation of group,
national and regional identities.

Analyze Famous Poetry

First, read Stopping By Woods on a
Snowy Evening by Robert Frost.
Make a Poll Everywhere and have
students answer the following
questions:
- What do you think this
poem is about?
- What was the author
thinking when they wrote
this? What was their point
of view?
- Is there a pattern in this
poem?

Read, This is Just to Say by William
Carlos Williams. Using Poll
Everywhere, have the students answer
these questions:
poem is about?
this? What was their point
of view?
- Is this still a poem if it
doesnt rhyme why?
Read, Took the Children Away by
Archie Roach. Using Poll Everywhere,
have the students answer the
following questions:
poem is about?
this?
- What are some events that
took place in Australia that
represent this poem?
of Learning

Assess student learning and
understanding from answers given
through Poll Everywhere. Discuss as
a class to further learning.
to interpret the
works of
(ACELY1734)
(ACELY1729)
(ACELT1767)
Incursion by The Flying Bookworm
Theatre Company

of Learning

Shakespeare and
how it has impacted
the English language.
(ACELA1540)
(ACELT1768)

Explain ways that cultural
groups and identities change
over and in different contexts.

Analyze the dynamic nature of
cultural knowledge, beliefs and
practices in a range of personal,
social and historical contexts.

Understand the importance of
maintaining and celebrating
cultural traditions for the
development of personal, group
and national identities.

Explore ways that culture
shapes the use of language in a
wide range of contexts.

Students will unpack Shakespeare
with The Flying Bookworm Theatre
Company performance of Macbeth.

They will explore the themes and
motifs of fate, power, decay and light.

Some scenes will be reinterpreted
into modern day scenarios this will
help students in seeing how they can
interpret Shakespeares works.

They will perform scenes to illustrate
Shakespeares language and make
sure everyone understands, and
provide students with the tools to
extract meaning from the text.

Students will also receive a booklet
from The Flying Bookworm Company
to help them absorb everything they
have learnt throughout the day.
Students will hand in their booklet
and this will be added to their
portfolio of learning from the unit.
to interpret key
scenes from a film
and looking at films
from the directors
viewpoint.
(ACELA1545)
(ACELA1548)
(ACELT1629)
(ACELT1767)
(ACELT1807)
Film Scene Study

Students will view different
interpretations of Romeo and Juliet by
Shakespeare through a Prezi
presentation:
http://prezi.com/drashbckyktl/rome
o-and-juliet-balcony-scene-
comparecontrast/

They will first read the cartoon and
original Shakespeare dialogue of the
balcony scene together as a class.
They will then view the balcony scene
as directed by Franco Zeffirelli
(1968). Finally, they will view the
version by Baz Luhrmann (1996).

While viewing, students will create a
venn diagram to illustrate the
similarities and differences between
the three adaptions. After this they
will explore these questions:
- How do the directors
different approaches make
you feel?
- What effect do these scenes
have on you as a viewer?
- Do you have an
interpretation preference?
- If you were to adapt this
scene, what would you do?
What would you change?
What elements would you
keep the same?

of Learning

Discuss the questions answered as a
group and assess. Discuss how they
could create their own play or
movie scene as their project.
Assess learning by moving around
the room and making sure all
students have answered the
questions.
5 We are learning
about Aboriginal and
Torres Strait Islander
histories and
understanding their
ways of
communicating.
(ACELT1806)
(ACELA1541)

Use of appropriate art language
when discussing observations
and reflections on traditional
and contemporary art works
viewed at first hand

Use of research to support a
comparative analysis of
characteristics of works in
selected art forms

OI.3
Aboriginal and Torres Strait
Islander Histories

Watch the YouTube video explaining
how Aboriginal art creates meaning
and documents their history:
http://www.youtube.com/watch?v=
mQi1NMh9CvA

Watch the YouTube video showing
how Aboriginal men look up to the
kangaroo and emu, and then see them
dance in their style:
http://www.youtube.com/watch?v=B
Vk5ptp80MY
of Learning

Assess how students work in
groups and how they answer the
questions.
When monitoring the peer groups,
question the students and try and
further their findings.
OI.5


Watch the YouTube video on the
dreamtime story of Waatji Pulyeri:
http://www.youtube.com/watch?v=B
Vk5ptp80MY

Have students explore these
questions in small groups:
- Why do you think
Aboriginal people have
such a strong connection
with the land?
- Why do you think they
used these creative outlets,
like painting, dancing and
storytelling?
- What kind of things can a
dot painting encompass?
- What message do you think
the dreamtime story was
trying to get across?
- How do you feel when you
look at these different
Aboriginal art forms?
6 We are learning
about writing lyrics
and structuring a
song.
(ACELA1545)
(ACELT1768)
(ACELT1632)

Generation of ideas for original
music works that incorporate
ideas developed to emphasize
aspects of a selected styles

Understanding of the ways that
expressive qualities of music
works are characteristic of
particular style/s

Lyric Study

Start a discussion on the board
branching out from this question and
writing all answers on the board:
- What makes up a song?
(look for answers like verse, chorus,
bridge, melody, rhymes, lyrics)
- What kind of things do you
like about a song?
- Has anyone written a song?

Look into the structure of a pop song.
Watch the YouTube video of Katy
Perrys song Hot N Cold, and have
students write out the structure as
they listen:
http://www.youtube.com/watch?v=k
THNpusq654#t=129
Assess this as a class.

Do an object writing task, using the
word pepper remember to use all
seven senses: sight, hearing, smell,
taste, touch, organic and kinesthetic.
Write for 10 minutes on this word;
there are no limits, write freely, no
rhythm or rhyme.
(Writing Better Lyrics by Pat Pattison,
2009)

Object writing is a great way to spark
inspiration. You may write something
that can inspire a whole song, or
section. Have students share some of
their examples form object writing.
of Learning

Assess students on their object
writing. Make sure that every
student has written something
down and that there is some depth
to their writing.
7 We are learning
about radio shows
and how they are
created.
(ACELA1547)
(ACELA1548)
(ACELT1630)
(ACELY1734)


Evaluation and justified
modification of their thinking
strategies during investigations.
Excursion to Triple M Radio
Station, South Melbourne

Students will be travelling to Triple M
Radio Station to have a tour of the
building and get a look at the
recording booth, where shows are
taped.

Students will be given the opportunity
to talk with some of the stations hosts
and producers, and discuss where
they get inspiration for their shows,
how they organize a show and how
of Learning

Students will write a written
reflection on the experience and
self-evaluate. These reflections will
be submitted, read, provided with
feedback and given a satisfactory or
non-satisfactory mark.
they decide which content to use.

Students will get the chance to watch
some of the hosts in action, and watch
a show be broadcast from the
sidelines.
to improve our
creative writing
skills.
(ACELA1547)
(ACELY1736)
(ACELT1632)
Creative Writing Skills

First, have students discuss in small
groups what a creative writing piece
needs. Next, have the groups share
with the class their ideas and
thoughts students should write any
elements that others share that they
may not have.

Once it is a clear that they have a good
understanding of the bones of a
creative writing piece, have every
child create a storyboard around the
idea of a child is kidnapped by aliens,
only to find out the alien is actually
their best friend.

The storyboard will cover characters,
plot and setting. Students can choose
to illustrate or write these sections,
but they must explore these avenues
before writing their creative piece.

Creating a storyboard can assist
students in having a clear outline of a
story before beginning. Generating a
strong and detailed storyboard will
provide the creative narrative with
solid foundations.
of Learning

Assess students by monitoring the
level of productivity throughout the
lesson and the
to create
spontaneous musical
pieces and exploring
comedy.
(ACELT1630)
(ACELY1735)

Generation of ideas for original
music works that incorporate
ideas developed to emphasize
aspects of a selected styles

Evaluation, using appropriate
music language, of how
structural and expressive
characteristics of other
composers have influenced their
own music works

Contribution to discussion
about the effect of specific
elements of music and/or
compositional devices in music
works from a range of cultures,
traditions and or/styles

Incursion by Kym Lardner

Students will participate in an
incursion with Kym Lardner.

Kym Lardner is a professional
storyteller he tells hilarious stories
while seeking student participation.
He also invents songs on the spot by
using students names.

Students will be first enjoy Lardners
performance and then be able to ask
him questions about his craft.
Students should be asking questions
along the lines of:
- How do you improvise on
the spot? Do you have any
tricks?
- Where do you find
inspiration for the stories
you tell?

Students will submit a written
reflection on their thoughts and what
they have taken on board from Kym
Lardners performance.
of Learning

Assessed on involvement in
incursion and a written reflection
submitted.
to explore different
ways of looking at
art.
Exploration of ways designs for
art works can be realized by
combining and manipulating art
elements and principles

Consideration of purpose and
suitability of selected media,
materials techniques and
processes in developing art
works

Excursion to National Gallery of
Victoria

Students will travel to the National
Gallery of Victoria to view some of the
art collections. The students will have
question to answer and explore but
they will be given free roam of the
gallery and be able to discover by
themselves. Letting them find
answers without the teacher present
of Learning

Students will be assessed verbally
in a discussion format, relating to
the questions they have answer and
any insight that they gained from
the excursion to the National
Gallery of Victoria.
Use of appropriate art language
when discussing observations
and reflections on traditional
and contemporary art works
viewed at first hand

Explain ways that cultural
groups and identities change
over and in different contexts.

Explore ways that culture
shapes the use of language in a
wide range of contexts.

Imagine and describe the
feelings and motivations of
people in challenging situations.

Reflect critically on the
representation of various
cultural groups in texts and the
media and how they respond.

With teacher support,
application of creative thinking
strategies for a variety of
purposes and problems, and in a
range of contexts

is very important and helping them to
be inquisitive and learn individually.

Students will have to explore these
questions throughout the session:
- What is in the piece? What
do you see?
- If there are people in the
piece, what are they doing?
What are they thinking?
How do they feel? Put
yourself in their shoes.
- Why do you think this piece
was created?
11 We are learning
about where we
draw inspiration
from when creating.
Working on Inquiry Project

Students will spend this time
reflecting on the unit and examining
the things they learnt throughout. It is
important for them to find an area
that they connect with and feel
inspired to create from.

Students should discuss their project
idea with you before starting here
you can provide verbal feedback,
encouragement and guidance. It is
important that students are adhering
to the rubric and making sure they are
covering all criteria.
Summative Assessment
Individual Inquiry Project

Students will have to present their
project to the class. They will be
assessed in accordance to the rubric
for the project.
to adhere to a
budget.
(ACMNA189)
(ACMSP284)
(ACMSP207)
The Budget

Students will complete an in class task
where they must produce a concert to
showcase their projects for the
community with $3500.

The students must choose a venue,
lighting and sound production, and
ticket prices from a given list. They
must try and create a profit from the
show but also consider different
variants like how many people will
attend and how much they will be
willing to pay. Students must make
their choices sound and provide
reasons for their choosing.

Students may have to collect and
collate data for this exercise.
of Learning

This assessment will assess the
students understanding of budget
and how to minimize and prevent
losses. It will form the final part of
their portfolio of learning.

Teaching and Learning Program

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