Artefact #1.   The Unit Outline and Modified Unit Outline

The Unit Outline, tailored for the class, ensured students understood assessments, criteria, and outcomes. The Unit Outline linked curriculum, assessment, and reporting transparently, aligning with best practices. By providing clarity, the Unit Outline fosters consistency in curriculum implementation and assessment practices, enabling educators to uphold high educational quality and rigour (2.3). This is also evident in the Modified Unit Outline, where the achievement standards were tailored to the individual student according to their learning needs, strengths, preferred learning style, and their Personalised Plan (PP). Additionally, the Modified Unit Outline promotes equity and accessibility, empowering every student to actively engage in learning and achieve academic success. (1.5, 1.6, 2.1)

Artefact #2.   The Unit Planner

In the Unit Planner, ambitious yet achievable learning goals were set, which aligned with curriculum standards, general capabilities, and cross-curriculum priorities, including Aboriginal and Torres Strait Islander histories and cultures, while also integrating with the MYP programme (3.1). Teaching strategies blended theoretical concepts and practical applications through the two assessment tasks, encompassing both theoretical and practical elements as well as HIPT strategies (1.2, 2.2). Ongoing evaluation refined teaching methods and employed the IB reflective process of reflection prior to teaching the unit, during teaching, and after teaching, ensuring continuous improvement (3.6).

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Artefact #3.   Three lesson sample of Learning Program

The three sample lessons provided were an introduction to provide understanding and context for their second assessment task. The unit considered Year 8 students' diverse development stages, employing practical experimentations and discussions to accommodate individual growth (1.1). Cultural diversity was embraced, integrating content reflecting mainstream and First Nations Australians. Teaching strategies respected the cultural heritage of Aboriginal and Torres Strait Islander students by providing the following information at the start of each lesson: "WARNING: Aboriginal and Torres Strait Islander people should be aware that this lesson may contain images, voices and names of deceased persons. In some Aboriginal and Torres Strait Islander communities, hearing recordings, seeing images or the names of deceased persons may cause sadness or distress and, in some cases, offend against strongly held cultural prohibitions" (1.3). Furthermore, by incorporating culturally sensitive content and strategies, such as providing warnings about potentially distressing material for Aboriginal and Torres Strait Islander students, I ensure an inclusive and respectful learning environment (1.4, 2.4).

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Programs were carefully planned and sequenced to provide a coherent, progressive learning experience building on students' prior knowledge and creative skills and abilities (3.2). It acknowledged various learning styles through hands-on activities using different materials, collaboration in pairs, small groups and as a class, and visual aids including images, videos and PowerPoints, aiming for a comprehensive understanding and an enriched learning experience (1.2, 2.2, 3.4). The lessons actively promoted understanding and respect for Aboriginal and Torres Strait Islander cultures The lessons actively promoted understanding and respect for Aboriginal and Torres Strait Islander cultures (2.4). For instance, in one of the lessons, students were encouraged to explore the artwork of First Nations artist Betty Muffler and discuss the cultural significance of her work. The lessons emphasized the importance of acknowledging and respecting the cultural heritage of Aboriginal and Torres Strait Islander peoples and encouraged students to develop empathy and respect towards them. By the end of the unit, students had gained a deeper understanding of their culture and traditions and how storytelling can inspire their work.

Artefact #4.   An Assessment Task and Modified Assessment Task

Using a universally designed assignment was new to the Creative and Performing Arts department and something that I brought over from the Health and Physical Education Department, having spent a couple of semesters teaching in this area. This allowed for differentiated instruction techniques catering to diverse learning needs, fostering an inclusive environment (1.5, 1.6, 2.1).

At the beginning of each filming session, a crucial reminder was given to the students about the responsible use of ICT. This not only enhanced their digital literacy but also ensured a safe learning environment (4.5).

The use of relevant ICT tools played a pivotal role in enhancing the learning experience. Students utilized their phones to record and edit their groups’ Claymation short, thereby fostering digital literacy (2.6). The assessment methods, including personal and group evaluations and reflections, along with a screening session where students presented their finished product, provided a holistic view of student progress (5.1). The universal design allowed for consistent assessment judgments and transparent criteria, ensuring fairness across the class and cohort (5.3). 

Artefact #5.   A completed student rubric along with feedback

After each assessment within the unit, I provided timely feedback and grades to students using the SEQTA platform, which in turn guided their development. This information was then fed into their end-of-semester reports, providing comprehensive information to parents about their child's progress and areas of strength and growth in visual arts (5.2, 5.5). This collective data was then used to inform our approaches to ongoing teaching enhancement (5.4). The collective data gathered from the assessments and feedback provided to the students using the SEQTA platform was not only used to inform parents about their child's progress and areas of strength and growth in visual arts, but it also played a crucial role in informing our approaches to ongoing teaching enhancement. By analysing the data, we identified the areas where students were struggling and adjusted our teaching methods to better cater to their needs. This approach helped us continuously improve and enhance our teaching practices and programs, ultimately resulting in better student learning outcomes.

Artefact #6.  Email correspondence between myself and a parent

Throughout the unit, parents were engaged through regular communication either via SEQTA or email, fostering a collaborative environment. These particular emails involved having difficult conversations with the parent, which I tried to handle in a sensitive and collaborative manner to support the student and ensure that it remained fair and equitable among the other students. This kind of conversation further strengthens the relationship between parents, students, and educators (3.7, 7.3).

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