Situation Action Outcome

As my Year 11 students Course syllabus in hands, the students and I together to create a marking I found the check point system to be extremely
approached Task 9, I felt their key. As an added bonus, this process acted as a diagnostic activity, effective. I was constantly in communication with
competencies did not match the illustrating who had and who hadn’t reached a comfort level with course each student, holding them accountable to
planned assessment. I decided to terminology and concepts. This triggered me to review the concepts approaching check points.
update the task to reflect current around the elements and principles of design.
interests, content understanding The students commented that they benefited
and ICT capacities. This group of students had struggled throughout the year to plan from receiving on-going feedback from
appropriately and meet deadlines. I implemented a planning phase of the beginning to end.
I consulted with the class to gain task as well as check point system. Students would be given regular
ideas around where they would like feedback throughout the completion of the task. As top students became more knowledgeable in
to direct their learning. I ran a software functions, I implored them to run five-
brainstorming workshop and Finally, I consulted my network of ICT teachers in the region to share minute master classes for the other students.
through its fruition the updated ideas for this particular task. This was an unexpected outcome that was
assessment was to create a fantastic to witness. I found it reinforced the
branding package for the album Prior to beginning the assessment, I took the students through a concepts for the student-teacher while also
release of a fictitious musician or "Branding Workshop". The purpose of this was to understand what sharing new ideas between student peers.
band. The package was to promote branding was and how to successfully capture and reflect the story
the "artists" new album via a behind a product. I contacted a public relationships agency based out of On reflection, I feel giving students’ ownership
concert touring poster, a social Sydney, Smack Bang Designs, asking for relevant information. I created over their tasks improves both safety and
media banner and an album cover the attached worksheet based on the resources I received from them. I accountability within the classroom. This is a
design. then broke down the various phases of the assessment and implemented strategy I have since used in other subject
'Check Points' to ensure students kept on track and had opportunities for areas.
feedback throughout the assessment. I used a contemporary local artist
and his new album's promotional material as an example of creating a All student submitted this task, fully completed and
theme that reflected the artist and carrying it throughout each element of on time.
the branding package.
Supporting evidence: assessment task, students resources, example of successful assessment work, student work, peer feedback document
Standard 1 Standard 3 Standard 5
Know students and how they learn Plan for and implement effective teaching and learning Assess, provide feedback and report on student learning
1.1 Physical, social and intellectual development and 3.1 Establish challenging learning goals 5.1 Assess student learning
characteristics of students 3.2 Plan, structure and sequence learning programs 5.2 Provide feedback to students on their learning
1.2 Understand how students learn 3.3 Use teaching strategies 5.3 Make consistent and comparable judgements
1.3 Students with linguistic, cultural, religious and 3.4 Select and use resources 5.4 Interpret student data
socioeconomic backgrounds 3.5 Use effective classroom communication 5.5 Report on student achievement
1.4 Strategies for teaching Aboriginal and Torres Strait Islander 3.6 Evaluate and improve teaching programs
students 3.7 Engage parents/carers in the educative process Standard 6
1.5 Differentiate teaching to meet the specific learning needs of Engage in professional learning
students across the full range of abilities. Standard 4 6.1 Identify and plan professional learning needs
1.6 Strategies to support full participation of students with Create and maintain supportive and safe learning environments 6.2 Engage in professional learning and improve practice
disability 4.1 Support student participation 6.3 Engage with colleagues and improve practice
4.2 Manage classroom activities 6.4 Apply professional learning and improve student learning
Standard 2 4.3 Manage challenging behaviour
Know content and how to teach it 4.4 Maintain student safety Standard 7
2.1 Content and teaching strategies of the teaching area 4.5 Use ICT safely, responsibly and ethically Engage professionally with colleagues, parents/carers and the community
2.2 Content selection and organisation 7.1 Meet professional ethics and responsibilities
2.3 Curriculum, assessment and reporting 7.2 Comply with legislative, administrative and organisational requirements
2.4 Understand and respect Aboriginal and Torres Strait 7.3 Engage with the parents/carers
Islander people to promote reconciliation between Indigenous 7.4 Engage with professional teaching networks and broader communities
and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)