8.
LITERACY Name: Angelia E Number: e4100258 School: Cecil Andrews College
Name: Angelia E Number: e4100258 School: Dalyellup College. Year 8 Visual Arts
Situation
Students completed an art research task
and one of the questions was to analyse an
artist’s artwork. However more than half
the class struggled with this question, as the
question was either left blank or answers
were not sufficient. Most students did not
pass this task.
25 student marks:
A: 1
B:0
C:9
D:15
There was only one student who got an A.
This interpret of student data was very
concerning and helped me focus on what
actions to take in order to improve their
marks and help them with their literacy
task.
Action
I moderated with a my HOLA and had a discussion
making comparable judgements about the marking
and about how I can improve student marks. We
discussed strategies such as.
 Break down tasks further- example is explain
meaning of words/go through art
terminology
 Provide students with more examples, for
the types of answers I was looking for
 Class discussion on an example artwork
Literacy reading strategies- In the next class shown
in the lesson plan:
Lesson objectives/goals were for students to
Discuss and interpret the key art
terminology/vocabulary in the task sheet, so they
can understand the questions being asked.
and then apply that information to the task sheet
by answering the questions.
I explicitly taught the key words and art terminology
that were included in the assignment and we went
through what these words mean as a class.
These words included, ‘describe’, ‘Issues’
‘impression’, meaning etc.
By understanding these words students had a
better understanding of what the questions in the
assignment was asking them.
Outcome
After this lesson when students had another go
at the research task, there was a significant
increase in marks. More than 70% of students
passed the task.
25 student marks:
A:3
B:5
C:12
D:5
I believe this increase was due to the efforts in
teaching students how to analyse an artwork,
by further scaffolding the vocabulary and
providing examples of analysis with class
discussion and students own comments on
artworks.
Upon reflection of this lesson my goals for 2019
are to
 Interpret literacy data for all my classes,
moderate and discuss with colleagues if
they need more support
 Develop visual arts language through
the use of teaching vocabulary
 Assess students’ progress in literacy
through a class discussion
8. LITERACY Name: Angelia E Number: e4100258 School: Cecil Andrews College

Using an ICT tool such as an overhead projector, we  Create a literacy plan for all classes that
analysed an artwork together as a class. I asked include vocabulary/terminology
students to describe the artwork and then apply  Explicitly teach vocabulary whenever
their own meaning to it. they are required for student written
work
Before a class discussion, students completed a  Report on positive student achievement
think pair share, so they are able to effectively to parents, and report on students who
answer questions without feeling unsafe. This need further support
strategy supports all students, even students with
disability, as they are able to verbally explain their
opinions, as opposed to writing it down.
It was also made clear that the class could not judge
another person’s comment about the artwork and
so students can feel safe to share their opinions
without mean comments from others.

Next students were to use the art analysis and

terminology literacy skills we used as a class to have
another go answering the questions in the
assignment.

EVIDENCE: Lesson plan / / student marks before and after results / /Task sheet // Discussion/moderation log with HOLA // edited year 8 art program
// Student work before and after
8. LITERACY Name: Angelia E Number: e4100258 School: Cecil Andrews College
Professional Knowledge Professional Practice Professional Engagement
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
Know students and Know content and Plan for and Create and maintain Assess, provide Engage in Engage
how they learn how to teach it implement effective supportive and safe feedback and report professional learning professionally with
teaching and learning on student learning colleagues,
1.1 Physical, social 2.1 Content and learning environments 6.1 Identify and plan parents/carers and
and intellectual teaching strategies 5.1 Assess student professional learning the community
development and of the teaching area 3.1 Establish 4.1 Support student learning needs
characteristics of 2.2 Content selection challenging learning participation 5.2 Provide feedback 6.2 Engage in 7.1 Meet
students and organisation goals 4.2 Manage to students on their professional learning professional ethics
1.2 Understand how 2.3 Curriculum, 3.2 Plan, structure classroom activities learning and improve and responsibilities
students learn assessment and and sequence 4.3 Manage 5.3 Make consistent practice 7.2 Comply with
1.3 Students with reporting learning programs challenging and comparable 6.3 Engage with legislative,
linguistic, cultural, 2.4 Understand and 3.3 Use teaching behaviour judgements colleagues and administrative and
religious and respect Aboriginal strategies 4.4 Maintain student 5.4 Interpret student improve practice organisational
socioeconomic and Torres Strait 3.4 Select and use safety data 6.4 Apply requirements
backgrounds Islander people to resources 4.5 Use ICT safely, 5.5 Report on student professional learning 7.3 Engage with the
1.4 Strategies for promote 3.5 Use effective responsibly and achievement and improve student parents/carers
teaching Aboriginal reconciliation classroom ethically learning 7.4 Engage with
and Torres Strait between Indigenous communication professional
Islander students and non-Indigenous 3.6 Evaluate and teaching networks
1.5 Differentiate Australians improve teaching and broader
teaching to meet 2.5 Literacy and programs communities
the specific learning numeracy strategies 3.7 Engage
needs of students 2.6 Information and parents/carers in the
across the full range Communication educative process
of abilities. Technology (ICT)
1.6 Strategies to
support full
participation of
students with
disability