Proficient Teacher evidence example 4

Samples of effective documentary evidence

The following evidence item is an effective sample of documentary evidence at the Proficient Teacher level of the Standards. While the item covers a specific stage of learning and subject content area, it can help any teacher applying for Proficient Teacher accreditation.

It includes:

• details about the item, including the stage
• the Standard Descriptors achieved
• the annotation.

NESA comments outline how each item meets the characteristics of effective documentary evidence.

The sample is not definitive and should not be applied in a prescriptive way or used as a checklist or template.

Evidence example

Standard Descriptors achieved

2.2.2 – Organise content into coherent, well-sequenced learning and teaching programs.

2.4.2 – Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

3.2.2 – Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.

3.4.2 – Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Teacher’s annotation

I designed and implemented a Visual Arts teaching and learning program that addressed outcomes from the Visual Arts syllabus and specified cross-curricular links to the Key Learning Area of History, subject-specific vocabulary and a range of assessment types (2.2.2).

The program included logical learning sequences on the paintings of Warlpiri and Luritja artist, Ada Napaltjarra and Arrernte artists Emily Kame Kngwarreye and Kathleen Petyarre. Students learnt about Aboriginal and Torres Strait Islander histories, cultures and languages through the study of selected paintings and how they portray Dreaming stories and include sacred designs. For example, students were explicitly taught about the symbols and art techniques through the painting “Yaalka Dreaming” by Warlpiri and Luritja artist, Ada Napaltjarra. Students were also explicitly taught about the profound cultural significance of the techniques used by the artists and the importance of not copying these techniques for their own artwork (2.4.2).

During this program, students created artworks using a range of resources, including Google Maps, Assembly App on iPads and natural found objects (3.4.2). Students were required to upload their digital artwork to Google Classroom. I could assess students learning by reviewing their visual arts diary, uploaded digital works and photographs of student ephemeral artworks.

Through this program students learnt about the connection between the subject matter, the techniques used to create the art and how it relates to identity and sense of place. Using this as inspiration, students created their own artworks relating to their own identity and place. Each lesson was evaluated in terms of student engagement and assessment of learning. The documentary evidence shows that the level of student engagement and learning was high (3.2.2).

At the conclusion of the teaching and learning program, the unit was evaluated and scope for extending learning in ICT was identified. It was decided that the unit would be modified to include a final artwork made by students using MicroBits, integrating Science and Technology outcomes in coding.

NESA's comments

Accurate reflection of the Standard Descriptors

The Visual Arts program demonstrates how the teacher has organised content into coherent, well-sequenced teaching and learning experiences. Excerpts included show the transition of learning to understand the use of signs/symbols to communicate meaning (Week 2), to making artworks that use some of the techniques learned (Week 6 and Week 7). Evidence of the programs implementation and successful student engagement is visible through the lesson evaluation and student work samples (Standard Descriptor 2.2.2).

Through focused investigation of artists from the Arrernte, Warlpiri and Luritja language groups in Central Australia, the teacher provides opportunities for students to develop an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and language. The program explores the cultural significance of artmaking for Aboriginal and Torres Strait Islander artists and, why it is important to recognise the importance of cultural and intellectual property (Standard Descriptor 2.4.2).

Lesson sequences encourage students to visually represent where they live through the creation of 2-dimensional digital works and ephemeral sculptures. The projects they complete encourage demonstration of how signs and symbols can communicate meaning, and how they have developed their own system of signs and symbols that interpret and represent their world. Completed projects and the teacher evaluation of the program demonstrate successful implementation, promotion of learning and student engagement (Standard Descriptor 3.2.2).

The teacher has demonstrated how they have encouraged students to use a range of ICT resources that include Google Maps, Assembly App and iPads to create artworks. Student work samples illustrate the completion of digital projects. The evaluation of the program also identifies other areas of learning where ICT can be used to support student engagement in their learning (Standard Descriptor 3.4.2).

Visible demonstration of teacher practice

The teacher’s practice is visible in the Visual Arts program and samples of student work (Standard Descriptors 2.2.2, 3.2.2). The program identifies specific curriculum outcomes taught and, it outlines a sequence of learning that encourages students to develop an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (Standard Descriptor 2.4.2).

Through each sequence of learning the teacher has provided a corresponding sample of completed work that shows student understanding and their ability to interpret and represent their world.  Examples include:

• completed worksheets that scaffold student analysis of the signs, symbols and possible meaning of an Aboriginal artwork (Standard Descriptors 2.2.2, 2.4.2)
• digital artwork created by students that use signs and symbols to represent where they live (Standard Descriptor 3.4.2)
• ephemeral sculptures that encourage the use of natural materials to make artworks directly in nature (Standard Descriptor 3.2.2). 

Impact on child/student learning

Impact on student engagement and their understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages is demonstrated through examples of student artworks and worksheets (Standard Descriptors 2.4.2, 3.2.2). The impact of sequenced learning that allows students to build on their understanding of signs and symbols to represent their world is clearly evident in the student work samples provided by the teacher.

Artworks created by students using Assembly App on iPads also demonstrates the impact of ICT selected to engage students in their learning (Standard Descriptor 3.4.2). The teacher evaluation of the Visual Arts Program identifies student engagement and opportunities to extend student use of ICT in other learning areas.

Effective annotations

The annotation clearly identifies how the documentary evidence demonstrates the Standard Descriptors. For example, the annotation explains how the teacher planned and implemented learning sequences to develop students’ knowledge and skills aligned to syllabus outcomes. (Standard Descriptor 2.2.2).

The annotation describes the content of the learning sequence and the teaching strategies used to support student learning. For example, students learnt about Aboriginal and Torres Strait Islander histories, cultures and languages by being explicitly taught the symbols and art techniques used by Warlpiri and Luritja artist, Ada Napaltjarra. (Standard Descriptors 2.4.2).

The annotation explains the impact on student engagement and learning outcomes. For example, students made connections between subject matter and techniques by creating their own artworks using ICT to reflect their personal identity and sense of place. (Standard Descriptors 3.2.2, 3.4.2).

The annotation includes reflective statements. For example, the evaluation of the program identified scope to extend learning in ICT by modifying the program to include a coding element.

Reflective practice

The teacher successfully demonstrated reflective practice. The teacher included:

• evaluative comments on student engagement
• evaluation at the conclusion of the program that identifies scope to extend learning using ICT.