WSU Teaching Performance Assessment

CASE STUDY REPORT

MIZAEL SANTOS
17795890
Secondary Professional Practice 2 (102094)

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 Case Study Report
Name: Mizael Santos Student Number: 17795890 Content
Name of school: Erskine Park High School  Situational Analysis
 Professional Goals
 Case Study Report
Address of school: 78/82 Swallow Dr, Erskine Park NSW 2759
 Overview of Participants
 Key Classroom Event 1
 Lesson Plan 1
Phone number: (02) 9834 3536  Pre-lesson Discussion Form 1
 Evaluated Lesson Plan 1
 Lesson 1 Observation Feedback
Professional  Post Lesson Discussion Form 1
Experience Placement School Principal: Brenda Quayle
 Key Classroom Event 2
 Lesson Plan 2
 Pre-lesson Discussion Form 2
Mentor Teacher/s: James Dallas  Evaluated Lesson Plan 2
 Lesson 2 Observation Feedback
 Post Lesson Discussion Form 2
 Key Classroom Event 3
 Lesson Plan 3
URL: https://mizaeljsantos.weebly.com  Pre-lesson Discussion Form 3
 Evaluated Lesson Plan 3
 Lesson 3 Observation Feedback
 Post Lesson Discussion Form 3
 Summary of Impact
 Supporting Appendices
 Caregivers’ consent forms
 Appendix 2: Student Test Papers
 Appendix 3: Lesson 1 Work Samples
 Appendix 4: Lesson 2 Paper (No work
samples)
 Appendix 5: Music Resources and
Repertoire
 Appendix 6: Term 1 Music Reports
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 Situational Analysis
Erskine Park High School is a Co-Educational government Analysis/What does this information mean?
school with a total of 957 students, consisting of 489 male and
468 female students. The Index of Community Socio- The school is multicultural and has enrolled many students of
Educational Advantage (ICSEA) of the school contains 40 various diverse backgrounds. Lessons and resources
percent of parents in the bottom quarter, 35 and 19 percent in the accommodate to the diversity of the school. Such differentiation
middle quarter, and 6 percent in the top quarter. of content is essential to meet the learning needs for every
student.
The school has up to 5 percent of Indigenous students, as well as
31 percent of students who speak a Language Background other With the school being based in the lower percentage of the
than English (LBotE). ICSEA, it important to provide resources that all students can
access in order to ensure students are prepared for every learning
The school is a comprehensive years 7 to 12 high school with a experiences.
support unit for students with mild to moderate intellectual
disabilities. Becoming familiar with the CLUES statement is important for
me to ensure that I am familiar with the school’s culture, using
(Data acquired from MySchools, the language surrounding these values when engaging in any
https://myschool.edu.au/school/41845) form of behaviour management discussions with students. It is
also important for me to set an example for my students,
Erskine Park High School runs a mandatory class based on their ensuring I closely follow these expectations and model my
value statement Consideration, Learning, Understanding, professional conduct around the CLUES statement.
Environment, Safety (CLUES). CLUES is a program that
articulates the expectations of student behaviour and interaction
with peers. Teachers will run a CLUES lesson once a week to
ensure the students are learning of the school’s values, focusing
around the welfare of students. (Obtained from Erskine Park
High School Staff Handbook, 2019).

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 Professional Goals (4-6)
Goal 1 Ongoing evaluation and reflection
Differentiate content between the different ability of students. Date: 17/10/19
My mentor teacher and I look over the term 3 theory test results to reflect on
Strategies: the different ability of the students. Due the varying results of the class, this
 Providing various resources to accommodate to the ability of every called for the need provide strategies to differentiate the content between
student students. My mentor teacher also raised concerns of the various levels of
 Provide different instruction and feedback for every individual practical skills of the students, explaining that most students who receiving
student and consider their areas of improvement tutoring and music lessons outside of school are disengaged due to content
 Allowing additional or less time for set activities for certain students not be challenging enough for these students. However, there were students
depending on their ability on the other hand that were disengaged due to the content being too
 Flexible class work options (e.g. group work or individual work) challenging.

Discussions made with the mentor teacher called for the need to develop
strategies to differentiate the learning to accommodate to the learning needs
of all students in this class

Date: 21/10/19
After delivering lesson 1 to the class, I been able to assess and observe the
current performance ability of every student. Some students will need to be
challenged with more complicated repertoire, while others are still working
on set pieces provided in lesson 1. I will need to ensure that I am able to
visit every student individually to provide separate feedback and assessment
for their performance. In terms of theory, most students are able to clearly
connect the theory to practical tasks though others need additional
scaffolding to understand these connections.

Date: 01/11/19

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 By lesson 2, I had provided different resources and repertoire for Student 1
to rehearse during practical time.

Student 2 was still working on set pieces provided in lesson 1 during lesson
3 but with clear instruction and individual feedback, this student was able to
successfully the set pieces by the end of lesson 3.

Student 3 was able to increase their music reading skills, able to correctly
identify different note names and perform them on keyboard during
practical lesson.

Most students in the class were all at stages of their learning and it was
important for me to allow extended time for the practical tasks to ensure I
was able to visit every student to provide individual feedback and
instruction.
Goal 2 Ongoing evaluation and reflection
Improve and develop individual behaviour management strategies Date: 16/10/19
The mentor teacher and I looked over the CLUES statement, reading over
Strategies: the content that is delivered to year 7 students. Using the information
 Using the language surrounding the school values (CLUES) discussed with the mentor teacher, I am able to understand the language
 Using merit systems to reward positive behaviour used the CLUES statement, planning how using the language surrounding
 Implementing consequences to raise concerns of negative behaviour these school values will be used when addressing any challenging behaviour
(e.g detentions, phone calls home) that I may face in my future lessons

Date: 29/10/19
During detention with students, I had discussed with students individually
what they had done wrong in the lesson reminding them that their behaviour
in lesson 2 was unacceptable. Some students were under the impression that
they had not done anything wrong. These students were not dismissed from
detention until they were able to properly reflect on their actions in lesson 2.

In this detention, I continued to use the language surrounding CLUES,

reminding students that they must “respect their teachers and peers”, and
“be prepared for all learning experiences.”

Students were also reminded of the responsibly that I hold as preservice

teacher, informing them that detentions and phone calls home will be
actioned if challenging behaviour persist
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 Date: 01/11/19
Lesson 3 presented less challenging behaviour. While students were
unsettled during the start of the lesson, the quick Kahoot quiz at the
beginning of the lesson got their attention and shortly after completing this
quiz, students moved straight onto practical tasks. I feel that the set structure
of lesson 3, combined with previous discussions with student during their
detention had helped students regulate their behaviour and focus on the task
at hand.
Goal 3 Ongoing evaluation and reflection
Encourage and enable student self-direction, teaching students how to self- Date: 21/10/19
assess and learn autonomously After the end of the lesson, my mentor teacher and I discussed the feedback
that I provided to students during the practical component of the lesson. The
Strategies: feedback was effective and concise and students were able to work
 Providing effective feedback to encourage self-direction autonomously
 Encourage students establish self-assessment tools
 Effectively move between teacher-centred and student-centred
learning during lessons Date: 28/10/19
At the end of lesson 2, my mentor teacher and I discussed what needs to be
done to improve student engagement. I mentioned that the lesson felt to
teacher directed and that a more student-centred approach may be necessary
to allow students to thrive in class. With this in mind, I had agreed with my
mentor that in lesson 3 would be an opportunity for students to complete set
tasks freely, increasing the amount of time for the practical component to

Date: 01/11/19
With the additional time given for students to complete practical tasks in
lesson 3, I was able to provide feedback for every student on what to focus
on and their areas of improvement. After providing such feedback, students
had made an overall improvement to their work and
Goal 4 Ongoing evaluation and reflection
Deliver curriculum content that improves a student’s music theory Date: 14/10/19
knowledge across the terms focus concepts of music, encouraging students My mentor teacher and I discuss and review the plans for the term 4 unit of
to create clear connections between the theory and practical components of work in preparation for my lesson plan. As I am informed by my mentor
music that students assessment task for this term will be a practical performance

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 task, this becomes a guideline for me to develop and plan lessons that
Strategies: address and work towards improving student’s performance skills.
 Using past theory results and data to establish student’s theory
knowledge Date: 28/10/19
 Provide discussion and lessons that explicitly address requirements My mentor and I discussed the content that was looked at over lesson 1 and
of the syllabus, heavily researching and developing effective lessons 2. Lesson 1 effectively delivered and revised students on pitch and students
to deliver content were able to identify note names and read standard music notation. This
 Using the metalanguage of the music curriculum when providing translated well with the set pieces students were given to perform during
performance feedback practical tasks. As lesson 2 introduced a new topic of music, students still
needed time to understand the metalanguage surrounding dynamics and
expressive techniques. Students lack of understanding may have been
reason behind their challenging behaviour, as the introduction of new
content may have been reason to why they were unable to complete most of
the set tasks during the theory component.

Date: 01/11/19
During lesson 3 was given an opportunity for me to apply the metalanguage
behind pitch and dynamics and expressive techniques

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 Case Study Report
Overview of Case Study Participants
Student 1
Student 1 is 13 years old with an English-speaking Australian background. This student presents an advanced music theory ability, which can be seen
through test scores for the year 7 written test completed in term 3 (scoring 90 percent). This could be from his previous experience in music outside of
school, as they have previously learnt how to play saxophone through individual lessons. Student 1 often becomes disengaged due to the work not being
challenging enough, as they are able to complete most set tasks in class quite easily. During practical tasks, student 1 takes a liking to keyboard/piano prac.
As students in term focus on the topic of Music for Film, Television and Multimedia, this student has discussed and presented relevant repertoire that they
would personally enjoy playing for the set assessment task for this term (performance task). This will give me opportunity to improve on my
differentiation skills, as I may be able to accommodate and assist this student in establishing their own individual learning goal for this term’s unit of work.
While this student has taken a liking to keyboard/piano, their ability of playing may need improvement in order to complete the set tasks. During class
discussion, student 1 will regularly put their hand up to participate in class discussion and in most cases is able to answer set questions confidently and
correctly.

Student 2
Student 2 is 13 years old and is of an Australian English-speaking background. While this student endeavours to complete set tasks provided, their overall
music theory knowledge needs improvement. This can be seen through his low scoring tests for term 3, only scoring 24 percent for this written test. They
also struggle to understand and interpret most music theory discussions in class, which could be reason as to why student 1 does not participate or engage
in class discussion. While their music theory ability is lacking, this student presents highly capable music playing ability, as they perform intermediate
graded pieces on piano. Their preferred method of learning music is through set online tutorials (for example, YouTube videos) that combine a visual and
audio stimulus of how to play set pieces on piano. This gives an indication that the student may be a visual learner, as they are able to perform pieces
through visual guide but are unable to create the connection between music theory and practical tasks.

Student 3

Student 3 13 years old and is of an Indian (Gujarati) speaking background. This student works diligent in complete all set tasks, though music theory is
limited. This is evident in their results of the music theory test sat in term 3 (40 percent). Their practical skills are at a sound standard for stage 4
mandatory music, though there are areas of improvement for technique of playing that needs improvement in order for this student to successfully
complete the set performance repertoire that will be delivered to the different classes. During classes, without active engagement during practical tasks,
this student will lose focus and does not use practical time to work effectively. This may be due to the fact that their overall skills and knowledge in this
subject area are of a lower ability, meaning that the work is too challenging for the student to understand. This tells me that this student needs additional
one-on-one instruction during practical time and by doing so, this may increase their level of autonomy as we work towards improving student’s self-
direction during practical components of the lesson

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Lesson Plan 1
Title: Music for Film, Television and Multimedia Date: 21/10/19 Period: 1
Year & Subject: Year 7 Music Mentor teacher’s signature:

Learning Intention Success Criteria

 Students learn how to interpret accidentals on music notation  Students are able to read and interpret accidentals identify the
 Students learn to perform a variety of repertoire relevant to the different sharps and flats on keyboard/piano or are able to
topic of music on keyboards or guitars, in preparation for their interpret pieces for guitar tab
assessment task (performance)  Students complete and understand worksheet, gaining a better
 Incorporate an understanding of the aspects of music theory understanding of music accidentals
(particularly pitch) with practical learning tasks  Students improve their music literacy, being able to identify note
names on treble clef and play them on piano
 Practice time is being used effectively. Students engage in prac
work for their performance looking at repertoire relevant to the
focus topic
 Students are able to combine theory components with their
performance
Syllabus outcomes and content/skills
Outcomes Content/Skills
4.1 performs in a range of musical styles demonstrating an  Students will learn to interpret different accidentals in music
understanding of musical concepts notation (sharps, flats natural symbols)
4.2 performs music using different forms of notation and different types  Students will use their current background knowledge of pitch to
of technology across a broad range of musical styles read and performance pieces from sheet music provided to them
4.9 demonstrates musical literacy through the use of notation,  Students will use practical component of lesson to improve their
terminology, and the reading and interpreting of scores used in the skills on an instrument
music selected for study Literacy and numeracy skills
4.12 demonstrates a developing confidence and willingness to engage in  Literacy combined with music notation tasks provided on
performing, composing and listening experiences worksheet
 Numeracy skills through understanding complex rhythmic
patterns of a piece during performance

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Resources:
Music excerpts:
 Keyboards
 Guitars
 Power Point presentation slides
 Sheet music and guitar tab for pieces
Teaching and Learning Activities
Introduction and theory worksheet (10 minutes)
 Introduce topic to students, discussing the learning intentions for lesson
 Present repertoire that uses music accidentals
 Present theory worksheet to students to complete
Theory task (20 minutes)
 Discuss with students’ different pieces of music with accidentals, going through how to identify them when reading music and how to
perform them on an instrument
 Listen to different excerpts that use accidentals, having students identify them in order for their prac time
 Provide demonstrations for set pieces students are to perform for their assessment
Practical time (30 minutes)
 Provide demonstration of pieces to students, giving instruction on how to perform set pieces and ensuring accidentals are taken into
consideration
 Students will perform set repertoire or can research their own repertoire from film music
Packing up/Reflection time (15 minutes)
 Pack up instruments
 Recap on the work provided to students
Differentiation
 Students will learn through visual presentation of work as well as explanation
 A combination of different forms of music notation, as well as music demonstrations are used to guide students for their prac tasks.
 Students are provided with a range of different repertoire to choose from relevant to the focus topic
 Students of different ability will all be at sitting at different stages and timestamps of the lesson
Assessment Strategies
 Revise student’s ability to understand music theory through class discussion and observations gathered during discussion
 Worksheet for students will be used to assess their ability to understand different accidentals in music
 Provide feedback and read over worksheets provided to students
 Observe students during set task time, allowing time to look over students work during the lesson

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 Pre-lesson Discussion 1
Completed by Teacher Teacher Education Student: Mizael Santos
Education Student and Mentor Mentor Teacher/ Observer: James Dallas
Teacher Date: 21/10 /19
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and how
they learn
The classroom presents a highly mixed ability in both music theory and
performance skills. This is due to fact that some students have access to
music tutoring outside of school while other students do not. These
different levels of expose to music education becomes to result of mixed
ability throughout the whole class.

Students with higher level of music ability become disengaged as the work
is not challenging enough. This level of disengagement can be seen through
students who find the work far too challenging. Another factor of student’s
level of engagement may be dependent on their interests of set repertoire
presented to the class.
What is the content or curriculum area you intend to cover? Know the content and how to
teach it
4.1 performs in a range of musical styles demonstrating an understanding
of musical concepts
4.2 performs music using different forms of notation and different types
of technology across a broad range of musical styles
4.9 demonstrates musical literacy through the use of notation,
terminology, and the reading and interpreting of scores used in the music
selected for study
4.12 demonstrates a developing confidence and willingness to engage in
performing, composing and listening experiences
What is the lesson outcome or learning intention for this lesson? Plan for an implement
Students are to learn and interpret where different accidentals are (sharps, effective teaching and learning
flats) on treble clef notation. The learning intention is to improve student’s
music reading skills, and connect this learning to performance as they read
and interpret music notation for various repertoire relevant to the set topic
of music for the term in preparation for their assessment.

What classroom routines will you use to encourage engagement and Create and maintain a
manage behaviour? supportive and safe learning
environment
Punishments
- Implementing detentions
- Removal of students who are distracting the class
 Using a countdown (“3, 2, 1”) to get students attention, followed
by long periods of waiting until are completely silent
 Confiscating items that are a distraction that put students at risk in
the classroom (e.g. confiscating sporting items such as soccer
balls), to prevent students from throwing items in class causing
injury
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Positive behaviour reinforcement
 Using teacher awards (merit system) to recognise positive
behaviour
 Positive language and encouragement to motivate students to
engage in class work
How will you differentiate the learning to meet the needs of the three focus Know your students and how
students (case study participants)? How will you connect the learning for they learn
students?
 Pacing and stage of the lesson is different for every student at every
ability. Students may be working on different stages of the lesson
to cater for specific learning ability
 Music resources provided to students cater for various musical
ability
 Level of feedback and guidance for students may differ for the
different musical ability of every student. More advanced music
students are given more freedom to work autonomously, while
being giving more option to research and find their own repertoire
for their performance assessment
 Different instructions and direction for students will be considered
to accommodate to the different ability to every student. Set
allocated time is considered for students
Describe the teaching strategies you intend to use to share new information Plan for an implement
and give students the opportunity to demonstrate understanding (e.g. effective teaching and learning
ALARM, group work, project-based learning, etc.)

The purpose is to connect students understanding of theory to practical

components. Set activities link to past prior learning of theory and are
maintained and considered during the presentation of content.

Set tasks and worksheet is scaffolded to share new information and theory
tasks and set questions provided on worksheet provide opportunity for
students to demonstrate their understanding. Class discussion allows
students to share their responses to the class, which allows student to
demonstrate their learning.
How will you ensure review of learning occurs? Assess, provide feedback and
Assessment strategies report on student learning
 Reviewing worksheet during written time
 Class discussion to gain an understanding of student’s theory
knowledge
 Observation and feedback during practical component of the class

Using their test papers from terms 3, this formative assessment is valuable
data to assess the students current understanding of music theory and has
acted as a guide when formatting worksheets and has determined the goals
set in the lesson plan.

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 Adapted from Cambridge Park H

Lesson 1 Observation Feedback

Agreed focus area(s) Teacher Education Student: Mizael Santos

 Diferentiation
Mentor Teacher / Observer: James Dallas
 Ability to deliver syllabus /curriculum content
Date: 21/10/19

What did the Teacher Education Student say/do? Evidence What did the students say/do? Evidence
 Introduced topic to class. Clearly presented set expectations for the  Students completed worksheet, completed worksheet
lesson  Students engage in class discussing, showing that they
 Provided worksheet for students, explaining the connection are able to complete and understand the work
between worksheet and practical component  Students successfully identify note names for set
 Set syllabus content was explored in lesson. Effective use of pieces of music. Moving onto practical component
metalanguage was used appropriately being able to make connections between theory task
 Engaged class discussion with students, assessing and revising and performance
students on their prior knowledge of music  Feedback provided to students is considered and
 Used set behaviour management strategies listed in pre-lesson students are able to improve their work with given
discussion to manage challenging behaviour feedback
 Made appropriate connection between theory work and practical
tasks before moving students to practical component of the lesson
 Provided effective feedback that allowed students to improve their
playing individually
 Students were encouraged to work in either groups or individually
 Difficulty level of set repertoire was different to accommodate to
the musical ability of various students, students at a more advanced
level were encouraged to find their own set repertoire to perform
and practice for their performance assessment

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 Post Lesson Discussion 1
Teacher Education Student: Mizael Santos
Mentor Teacher Signature: _______________________________
Completed by Teacher Education Student
Date: 21/10/2019

Piece of Connections Next Steps and Suggested

Evidence (Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
Work Samples: 1.2 Understand how students learn Next lesson will introduce a new
Completed theory This lesson provided an opportunity for me to understand the most effective way to engage concept of music (Dynamics and
worksheet students in learning. During theory lessons, students are able to work autonomously, though Expressive Techniques), looking
Lesson plan scaffolding of set tasks is needed in order for students to understand and complete the content. at how this concept is combined
The pacing of the theory work was extended from what was expected in the lesson plan to allow with current concepts that have
Observation notes additional time for students to complete the work. been taught (Pitch).
made during
practical tasks 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of Certain students need to be
abilities engaged individually in order to
Differentiation was implemented during practical components of the lesson. Students needed assist them to improve their
different instruction and set feedback in order to improve their playing during this time. playing. Without clear instruction
Different instruction included demonstration of tasks, as well as resources for students catered during individual prac time,
to different musical ability of individual students. Students with more advanced level of music students of lower music ability
were able to gather resources and music repertoire for their performance assessment task that become disengaged and lose focus
was appropriate to their ability. Set practical tasks leave space for students to practice both on set tasks. Students that have
individually and in groups. been noted will receive individual
instruction during the next lesson
2.2 Content selection and organisation
The lesson was structed to deliver content through composing, followed by performing learning
experiences. This set structure that was implemented allowed students to apply their knowledge
of understanding of theory into their practical learning, as students gain a better understanding
of how to perform and play set pieces in lesson while using the knowledge acquired from the
theory component of the lesson.

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Lesson Plan 2
Title: Film and Multimedia music Date: 28/10/19 Period: 4
Year & Subject: 7R Music Mentor teacher’s signature:

Learning Intention Success Criteria

 Students learn how to notate different dynamics and expressive  Worksheet is completed by students
techniques into standard notation  Students are able to interpret dynamics and expressive techniques into
 Students learn to interpret and perform dynamics and articulations their own playing
into their playing  Practical time is used productively, students are able to work
 Use different dynamics and expressive techniques to establish mood independently
in performance  Students are making continuous improvement during practical tasks
Syllabus outcomes and content/skills
Outcomes Content/Skills
4.1 performs in a range of musical styles demonstrating an understanding  Students prior learning on treble clef and music accidentals will be
of musical concepts incorporated with new content that is presented in the lesson
4.2 performs music using different forms of notation and different types of  Students will work to improve their performance skills during the
technology across a broad range of musical styles practical component of the lesson
4.4 demonstrates an understanding of musical concepts through exploring, General Capabilities
experimenting, improvising, organising, arranging and composing 4.12  Numeracy skills through understanding complex rhythmic patterns of a
demonstrates a developing confidence and willingness to engage in piece during performance
performing, composing and listening experiences  Students performing in groups learn how to collaborate with peers,
learning to work with others and in teams
Resources:
 Keyboards
 Guitars
 Power Point presentation slides
 Sheet music and guitar tab for pieces
 Music and film excerpts
Teaching and Learning Activities
Introduction and theory worksheet (10 minutes)
 Introduce topic to students, discussing the learning intentions for lesson
 Discuss with students’ dynamics and expressive techniques
 Provide students with worksheet, going through the content that will be presented in the lesson
Theory task (20 minutes)
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  Complete table at the front of the worksheet, presenting the slides for students to fill in the table
 Engage in discussion about mood setting in film music, playing set excerpt to the class
Practical time (30 minutes)
 Provide demonstration of pieces to students, giving instruction on how to perform specific playing techniques of dynamics and expressive techniques
 Students will perform set repertoire or can research their own repertoire from film music
Packing up/Reflection time (15 minutes)
 Pack up instruments
 Recap on the work provided to students
Differentiation
 Students will learn through visual presentation of work as well as explanation
 A combination of different forms of music notation, as well as demonstrations are used to guide students for their prac tasks.
 Students are provided with a range of different repertoire to choose from relevant to the focus topic
 Students will sit at different areas of the set lesson timestamps to accommodate to the different level of learners
Assessment Strategies
 Worksheet for students will be used to assess their ability to understand dynamics and expressive techniques
 Observations and effective questioning will be used to assess students understanding to connect their understanding of music theory during class
discussion
 Provide feedback and instruction during practical tasks in ways student can improve their playing
 Observe students during set task time, allowing time to look over students work during the lesson to ensure they are completing set tasks

16
 Pre-lesson Discussion 2
Completed by Teacher Teacher Education Student: Mizael Santos
Education Student and Mentor Mentor Teacher/ Observer: James Dallas
Teacher Date: 28/10/2019
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in respect to Know your students and how
the implementation of Lesson One. they learn

With students clearly showing their ability to understand the set concepts
of music (pitch) discussed in that lesson, this lesson introduced a new topic
of music; dynamics and expressive techniques. As students have responded
positively to the topic of music for this term, this has been a contributing
factor to the high levels of student engagement in lesson 1.

As students respond to feedback provided in lesson 1, most students should

be able to work individually in practical component of the lesson, reflecting
on individual ways to improve. Students who need additional support
(including student 3 of the case study) will be approached during the lesson
to receive more one on one time.

What is the content or curriculum area you intend to cover? Know the content and how to
teach it
4.1 performs in a range of musical styles demonstrating an understanding
of musical concepts
4.2 performs music using different forms of notation and different types
of technology across a broad range of musical styles
4.4 demonstrates an understanding of musical concepts through exploring,
experimenting, improvising, organising, arranging and composing 4.12
demonstrates a developing confidence and willingness to engage in
performing, composing and listening experiences
What is the lesson outcome or learning intention for this lesson? Plan for an implement
The main outcome of this lesson is for students to understand how effective teaching and learning
dynamics and expressive techniques are used to create musical interest. In
the context of the set topic of music, the aim of the lesson is for students to
understand how certain articulations in dynamics and expressive
techniques are used to create or enhance mood in film or multimedia.

Students learn to identify and notate different dynamics and expressive

techniques in standard notation, while understanding how to apply these
techniques in practical tasks.

What classroom routines will you use to encourage engagement and Create and maintain a
manage behaviour? supportive and safe learning
environment
- Implementing detentions
- Removal of students who are distracting the class
 Using a countdown (“3, 2, 1”) to get students attention, followed
by long periods of waiting until are completely silent
17
  Confiscating items that are a distraction that put students at risk in
the classroom (e.g. confiscating sporting items such as soccer
balls), to prevent students from throwing items in class causing
injury

Positive behaviour reinforcement

 Using teacher awards (merit system) to recognise positive
behaviour
 Positive language and encouragement to motivate students to
engage in class work

How will you differentiate the learning to meet the needs of the three focus Know your students and how
students (case study participants)? How will you connect the learning for they learn
students?

Student 1

Student 1 has shown that they are able to complete set practical tasks and
understand the theory taught to the class. Student 1 clearly presented an
understanding of the connections between theory and applied this
knowledge to the practical component of the lesson. I intend to provide
minimal instruction and feedback for this student, as they have clearly
shown that they are capable of being able to self-assess and improve their
playing with minimal guidance.

Student 1 has also mentioned that the repertoire and resources provided to
the class are not challenging enough, and shown an expression of interest
to a particular piece of music that they would like to use for their
performance task. In lesson 1 I had agreed to create and provide a resource
for this individual student and this piece of music was more challenging
than the pieces provided in lesson 1.

Student 2

With student 2 still needing extra assistance in understanding the theory

behind the focus concepts of music, this has become a hinderance to their
overall practical skills as the student slowly learns establish the connection
between theory and certain metalanguage into their playing.

I intend on spending extra individual time during the practical component

of this lesson to assess and provide feedback on students’ performance
skills and their theory knowledge.

Student 3

Student 3 successfully completed written worksheet provided during the

theory component of the lesson. However, this student was not able to
make a clear connection between the theory and practical component of the
task. This was present in the disengagement of practical component of the
lesson, as the student was distracted and chatting with peers instead of
using practical time effectively for their performance assessment.

Due to time constraints and time spent on other students of the lesson,
student 3 received less individual feedback for during practical time and
18
had resulted in an ineffective use of practical component of the lesson. I
intend on spending extra time with student 3 during practical tasks
explaining the content and providing feedback in order for this student to
develop the ability to self-assessment strategies to improve their playing.

 Pacing and stage of the lesson is different for every student at every
ability. Students may be working on different stages of the lesson
to cater for specific learning ability
 Music resources provided to students cater for various musical
ability
 Level of feedback and guidance for students may differ for the
different musical ability of every student. More advanced music
students are given more freedom to work autonomously, while
being giving more option to research and find their own repertoire
for their performance assessment
 Different instructions and direction for students will be considered
to accommodate to the different ability to every student. Set
allocated time is considered for students
Describe the teaching strategies you intend to use to share new information Plan for an implement
and give students the opportunity to demonstrate understanding (e.g. effective teaching and learning
ALARM, group work, project-based learning, etc.)
The main purpose of using dynamics and expressive techniques is to share
with students how certain performance and composition techniques are
used in the context of set topic of music, ensuring students understand how
certain technique is used to affect the mood of a film and scene of the film.

I aim to continuously apply past content taught to students, ensuring that

create connections to previous concepts of music that have been explored
(pitch) and apply them with the newly introduced concepts (dynamics and
expressive techniques).

Worksheet will be used to deliver the theory component of learning, while

relevant repertoire will be examined to use as an example of how certain
concepts of music are applied.
How will you ensure review of learning occurs? Assess, provide feedback and
Assessment strategies: report on student learning
 Reviewing worksheet during written time
 Class discussion to gain an understanding of student’s theory
knowledge
 Observation and feedback during practical component of the class,
observing student’s ability to apply new concepts of music into
their playing

19
 Lesson 2 Observation Feedback
Agreed focus area(s) Teacher Education Student: Mizael Santos
 Ability to deliver syllabus /curriculum content Mentor Teacher / Observer: James Dallas
 Behaviour management strategies Date: 28/10/2019

What did the Teacher Education Student say/do? Evidence What did the students say/do? Evidence
 Pre-service teacher introduced the new topic of music to the  A small number of students are able to follow and complete
class, providing clear goals and purpose for the lesson set written tasks provided by preservice teacher, listening to
 Worksheet provided provides clear guideline and scaffolding instructions set in the lesson
to assist student in understand the metalanguage surrounding  Most students have trouble understanding the work due to
dynamics and expressive techniques the challenging behaviour that needs to be addressed by the
 To address challenging behaviour, teacher effectively uses preservice teacher. While preservice teacher endeavours to
voice and body language to gain student’s attention explain certain content to individual students these students
 Preservice teacher uses the “3-2-1” strategy to gather the  While students in most cases reacted to and responded to
student’s attention set behaviour management strategies implemented by the
 As challenging behaviour persists, preservice teacher preservice teacher, this only lasted for a short period of
implements a whole class detention and a timer to determine time, as students became disengaged after a short period of
how long the student detention will run for time
 Set timestamps and theory component is not completed
within allocated time determined in lesson plan. The
preservice teacher reminds students that practical time has
been taken away due to the class’s inability to complete set
work in theory lesson.

20
 Post Lesson Discussion 2
Teacher Education Student: Mizael Santos
Mentor Teacher Signature: _______________________________
Completed by Teacher Education Student
Date: 28/10/2019

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
Lesson Plan 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and
lesson plans. Modifications to lesson plan 3
Worksheet will be made to consider the result
Lesson plan 2 was developed around the observation made in class during lesson 1. Most of today’s lesson. The theory
students had confidently shown that they were able to grasp concepts of pitch and needed component of the next lesson will
would benefit from moving onto a different concept of music. be reduced to gauge if students
work more effectively in either
The sequencing of the lesson uses learning experiences based on the music curriculum. practical or theory aspects of the
The lesson first implements theory and listening tasks to discuss set concepts of music, lesson.
followed by performance learning experiences to provide students an opportunity to
connect the theory into performance. While set expectations were made for this class, Most of the content discussed in
students had failed to meet these expectations and the proposed structure for this lesson this lesson will be reviewed
was not actioned. briefly in lesson 2, ensuring that
students are given sufficient
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support practical time due to the practical
student engagement. component

With the challenging behaviour present in this lesson, students were not able to move onto
the practical component of this lesson. Most students in class perceive this as a form of The class detention that students
punishment, as they are under the impression that theory components of the lesson are the will be attending will be used as
result of punishment. an opportunity to allow students
to reflect and on their actions and
During the lesson, I had communicated to students the importance of music theory and to remind them of the rules and
that since they were not able to move onto prac without learning the content that was responsibilities that they must
intended to be delivered. This was to remind students that learning music theory is not a follow.
form of punishment but more of essential learning experience in music education.

21
Students were able to come to an understanding after this discussion with the class and the
level of class participation had increased.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour

Using the “3-2-1” countdown, I was able to gather most student’s attention, though overall
the class continued to be disengaged. As the whole the class presented challenging
behaviour, punishment was implemented remind students that there are consequences for
their actions.

During the lesson, I also ensured to use the language surrounding the CLUES statement,
remind students that they need to show “respect” and be “considerate of others”. Using the
values based of this whole school program was designed to remind students of the
expectations that have been set by the school, reminding students that their behaviour in
class was unacceptable.

22
Lesson Plan 3

Title: Film and Multimedia music Date: 01/11/19 Period: 4

Year & Subject: 7R Music Mentor Teacher’s Signature:

Learning Intention Success Criteria

 Students learn to incorporate a combination of pitch and dynamics  Students are able to understand the concepts of playing learnt
and expressive techniques into their performance in theory components of the lesson
 Students will present their knowledge of theory learnt from weeks  Students are able to work autonomously during practical task,
1-3 of this term using feedback provided effectively to improve their work
 Connects set dynamics and expressive techniques with film and  Students are able to combine theory components with their
mood setting, using emotional language to understand why certain performance
technique of playing is being used

Syllabus outcomes and content/skills

Outcomes Content/Skills
 4.1 performs in a range of musical styles demonstrating an  Students prior knowledge of pitch will be utilised in order to
understanding of musical concepts perform and play set repertoire
 4.2 performs music using different forms of notation and different  Students need to have a grasp of the theory component of
types of technology across a broad range of musical styles dynamics and expressive techniques in order to apply this
 4.9 demonstrates musical literacy through the use of notation, knowledge into practical tasks
terminology, and the reading and interpreting of scores used in the  Students should have the skills and ability to play set pieces on
music selected for study an instrument that has been taught in previous lesson
throughout the year (keyboard or guitar), being able to
understand and read the different notation that used for these
instruments
General Capabilities
 Numeracy skills through understanding complex rhythmic
patterns of a piece during performance
 Students performing in groups learn how to collaborate with
peers, learning to work with others and in teams
Resources:
 Sheet music for practical tasks
 Keyboards
 Guitars
23
  Laptops
 Kahoot quiz
Teaching and Learning Activities
Introduction and Kahoot Quiz (20 minutes)
 Introduce topic to students, discussing the learning intentions for lesson
 Revise dynamics and expressive techniques discussed in previous lesson
 Present Kahoot quiz to class
Practical time (50 minutes)
 Provide additional demonstrations to students in order to perform set pieces to the class
 Students will move over to instruments of their choice and start practicing set pieces in preparation for their performance assessment
 Students will be visited individually, in order to assess and provide some final feedback to students for them to improve their work
Packing up/Reflection time (15 minutes)
 Pack up instruments
 Recap on the work provided to students
Differentiation
 Set repertoire for students are more challenging to cater the different music ability of students
 Students are given the option to perform their pieces on different instruments
 Group work or individual work are both encouraged
 Different types of instruction and feedback are used when demonstrating set pieces to students individually
Assessment Strategies
 Kahoot quiz will act as a small formative task to assess students understanding of music theory
 Observation and feedback will be used to continue assisting students to improving their work
 Observe student’s ability to perform set pieces, taking note of their ability to read music notation as well as applying the concepts of music
into their performance

24
 Pre-lesson Discussion 3
Teacher Education Student: Mizael Santos
Completed by Teacher
Education Student and Mentor Mentor Teacher/ Observer: James Dallas
Teacher Date: 01/11/19
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in relation to Know your students and how
implementation of Lesson One and Lesson Two. they learn
Students are better engaged during practical components of the lesson
though it is important that students understand the theory before moving
onto performance tasks. Between lesson 1 and 2, I have been able to
establish where most students are sitting in terms of their progress for their
performance.

What is the content or curriculum area you intend to cover? Know the content and how to
 4.1 performs in a range of musical styles demonstrating an teach it
understanding of musical concepts
 4.2 performs music using different forms of notation and different
types of technology across a broad range of musical styles
 4.9 demonstrates musical literacy through the use of notation,
terminology, and the reading and interpreting of scores used in the
music selected for study
What is the lesson outcome or learning intention for this lesson? Plan for an implement
The purpose of this lesson is for students to connect the two concepts of effective teaching and learning
music (pitch and dynamics and expressive techniques) into their playing.
After exploring the theory behind these two concepts over lessons 1 and 2,
students should be able to apply such knowledge into a practical setting,
achieving a performance standard suitable for Stage 4 music.

What classroom routines will you use to encourage engagement and Create and maintain a
manage behaviour? supportive and safe learning
environment
 Using a countdown (“3, 2, 1”) to get students attention, followed
by long periods of waiting until are completely silent
 Confiscating items that are a distraction that put students at risk in
the classroom (e.g. confiscating sporting items such as soccer
balls), to prevent students from throwing items in class causing
injury
 Reminding students of their responsibility and using the language
CLUES statement to address challenging behaviour
Positive behaviour reinforcement
 Using teacher awards (merit system) to recognise positive
behaviour
 Positive language and encouragement to motivate students to
engage in class work

25
How will you differentiate the learning to meet the needs of the three focus Know your students and how
students (case study participants)? How will you connect the learning for they learn
students?

Student 1

Student 1 will be practicing and performing music that is at a more advance

level than the rest of the class. After discussing with this student in lesson
1 what pieces of music they were interested in performing, I have prepared
the score for a specific piece of music that this student will learn for their
performance.

Student 2

Student 2’s understanding of the theory and ability to read music notation
has improved over lesson 1 and 2. With the current standard they have
achieved with reading music, the next focus area is to improve the student’s
ability to incorporate dynamics and expressive techniques. My goal is to
review articulations in class then provide individual instruction for student
2 during practical time.

Student 3

While student 3 did not use practical time in lesson 1 effectively and lesson
2 did not involve any form of music rehearsal, this student will need
additional support during this lesson to provide clearer instruction on how
to achieve or work towards achieving the performance standard of stage 4
music.

Describe the teaching strategies you intend to use to share new information Plan for an implement
and give students the opportunity to demonstrate understanding (e.g. effective teaching and learning
ALARM, group work, project-based learning, etc.)

Students will be given an opportunity to share their learning their peers, as

I aim to have students to provide a class demonstration of their
performances and their progress. If students do not feel as confident, they
can perform either in front of their separate groups, or individually with
myself. Class demonstrations are strongly encouraged as students may set
an example for their peers the expected standard of performance that must
be achieved.

How will you ensure review of learning occurs? Assess, provide feedback and
report on student learning
 Kahoot quiz is used as a tool to measure what students have
achieved in the past 2 lessons
 Observation and feedback during practical component of the class,
observing student’s ability to apply new concepts of music into
their playing

26
 Adapted from Cambridge Park HS

Lesson 3 Observation Feedback

Agreed focus area(s)

 Encourage and enable student self-direction, teaching students how to self- Teacher Education Student: Mizael Santos
assess and learn autonomously Mentor Teacher / Observer: James Dallas
 Differentation
Date: 01/11/19
What did the Teacher Education Student say/do? Evidence What did the students say/do? Evidence
 Preservice teacher introduced Kahoot quiz to the class  Students started devices, logging into Kahoot quiz
 Preservice teacher used incentive (lollies) to reward students on  Most students are able to correctly answer most questions about
their scores in the Kahoot quiz pitch, though most students incorrectly answered questions based
 Theory lesson was kept short, completing quiz and then moving on dynamics and expressive techniques
straight onto practical task  High levels of engagement and enthusiasm presented by students
 Time was spent to visit all students individually to see the progress during the Kahoot quiz due to the competitive nature of the class
of their performance  Some students are able to identify what piece of music is being
 Preservice teacher provided effective feedback to assist in making displayed in the question only by reading the notation during the
improvement. Feedback tailored to every individual student and quiz. Other students waited for demonstration to be performed by
addressed their specific areas for improvement the teacher
 Provides demonstration of music to students when requested.  Students are able to use feedback provided by preservice teacher to
Provided instruction and demonstration which served as a visual improve their playing during practical time. Students were able to
and aural guide for students self-assess and identify what needs to be improved after given
instruction by preservice teacher

27
 Post Lesson Discussion 3
Teacher Education Student: Mizael Santos
Mentor Teacher Signature:
Completed by Teacher Education Student
Date: 01/11/19

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
Kahoot quiz and data 1.1 Demonstrate knowledge and understanding of physical, social and intellectual
from quiz development and characteristics of students and how these may affect learning. The data acquired from the
Kahoot quiz, as well as the
Observation and This lesson was completed on a mufti day Friday last period. My mentor and I were observation and feedback
feedback notes concerned that students may be disengaged under these circumstances, I kept the theory provided to students has been
component of the lesson short as students were eager to move to the practical task. It was reported to my mentor.
Lesson plan and important for me to consider the physical space and certain characteristics of students and
resources how this may have an impact on their concentration and learning. My mentor teacher can use this
information and develop his
4.1 Identify strategies to support inclusive student participation and engagement in future lessons with this
classroom activities. information. This data and
information have become a
While the theme for mufti day was for Halloween, I decided to challenge students to gain valuable resource when preparing
a certain score in the Kahoot quiz in order for them to receive a reward from my students for their performance
“pumpkin pail of treats”. My plan to use an incentive to increase student participation assessment, as my mentor can use
which was combined with the set theme set for the mufti day I feel had been an effective this information to understand the
motivational tool to increase student participation. level they are at now and areas
need improvement.
5.1 Demonstrate understanding of assessment strategies, including informal and formal,
diagnostic, formative and summative approaches to assess student learning.

The Kahoot quiz was a simple and effective summative tool that allowed me to gather
data in assessing students understanding of music theory. Certain questions provided to
students involved a combination of aural identification as well as extensive reading and
interpreting of standard music notation.

28
With additional practical time allocated to students for this lesson, I was able to use this
time to observe and assess students’ improvements in their performance skills. Most
students were able to use this time effectively, presenting a standard of performance that
fits the standard for Stage 4 Mandatory music.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate

feedback to students about their learning.

Practical time was used to instruct students individually and provide feedback for their
performance. With additional time allocated to practical tasks, I was able to visit every
student during the lesson to see their progress in preparation for their performance
assessment. Student used the feedback provided effectively to improve their playing, as I
corrected them of certain areas such as note names and the rhythm in which the melody
for each piece needed to be played. After seeing students individually and then returning
to observe their playing, I noticed a significant improvement to their playing. With the
feedback and guidance giving to students between lesson 1 and lesson 3, there has been an
overall improvement to all of student performance skills as well as their ability to work
autonomously.

29
 Summary of Impact
Teacher Education Student: Mizael Santos
Completed by Teacher Mentor Teacher/ Observer: James Dallas
Education Student
Date: 01/11/19
Case Study Participants (Focus students)
Student 1, Student 2 and Student 3

Discussion Link to Graduate Teacher

Standards
Provide a summary of impact on the learning of the three Case Study Participants 1.2 Understand how
All students in this class showed an overall improvement to their knowledge of music students learn
theory in relation to pitch and dynamics and expressive techniques. Students made clear Demonstrate knowledge
connections between the theory and practical component of their lesson, applying such and understanding of
knowledge acquired in theory into their performance.
research into how students
Student 1 learn and the implications
Student 1 needed minimal direction and was able to complete work independently as for teaching.
they were able to clearly understand pitch and read music notation. It seems that overall
the work was not challenging enough for this student, as the student completed the work 1.5 Differentiate teaching
faster than others and often became distracted due completed the work easily. In to meet the specific
practical tasks, this student was given more freedom to choose and perform pieces learning needs of students
during practical tasks, as set pieces provided for the class was not challenging enough across the full range of
for this student. Student 1 was able to effectively read standard music notation and then abilities
perform and play these notes on keyboard, learning the set pieces provided to student Demonstrate knowledge
faster than the rest of their peers. Additional scaffolding and instruction were needed and understanding of
once introducing dynamics and expressive techniques. This student was able to
strategies for differentiating
understand this concept of music but was not able to interpret the metalanguage
surrounding this topic. When spending individual time with this student, I explained the teaching to meet the
them the importance of dynamics and expressive techniques and reviewed the specific learning needs of
metalanguage used for this concept of music. Using our set topic of music (Music for students across the full
Film, Television and Multimedia) I explained to this student how music would gradually range of abilities.
get louder and the volume of music would change to create climax to a scene. As
students were learning to play The Avenger’s Theme on them on keyboard or guitar, I 3.1 Establish challenging
demonstrated to student 1 how they could create this climax in their own playing, learning goals
explaining the metalanguage that would be used in this instance (Forte and Crescendo). Set learning goals that
After providing set instruction, this student was able to apply this knowledge in their provide achievable
performance, being able to effectively the focus concepts of music in performance. challenges for students of
Student 1 learnt to apply this knowledge to their own individual repertoire of their
varying abilities and
choice.
characteristics.
Student 2
Student 2 had displayed advanced practical skills and had learnt how to play music on 3.4 Select and use
piano through visual guides that they found online. However, additional support was resources
needed when reviewing the theory component of music. With this support, Student 2 Demonstrate knowledge of
was able to perform set pieces provided to the class simply by reading the standard a range of resources,
music notation presented for performance. Once this student made improvements to including ICT, that engage
their music reading, the student was able to clearly and easily read and play music students in their learning.
together, quickly learning all three main pieces of repertoire quickly within lesson 1 and
3 (The Avengers Theme, The Simpsons Theme and Hedwig’s Theme). In term 3, I 5.1 Assess student
noticed Student 3 playing a piece of music from the film Up and I used this as a tool to learning
demonstrate to the student how and why certain dynamics and expressive techniques are
Demonstrate understanding
used. I explained to this student how music changes in a film to suit the mood or
emotion, discussing how the music from the film Up moves between staccato and legato of assessment strategies,
to contrast between happy and sad. Student 2 was able to understand this and apply these including informal and
articulations in their playing. Through additional support and instruction provided to this formal, diagnostic,
formative and summative
30
student, Student 2 was has successfully shown that they are able to read and perform approaches to assess student
music together. learning.
Student 3 5.2 Provide feedback to
Student 3 was provided with additional scaffolding to help them interpret and read students on their learning
standard music notation as well as additional instruction to improve their practical skills.
Demonstrate an
While this student becomes distracted during practical tasks due to the work being too
challenging for them, they present high models of enthusiasm towards their learning, understanding of the
always willing to participate and engage discussion when opportunity arises. During purpose of providing timely
theory components of the lesson, this student would answer questions at any opportunity and appropriate feedback to
given and answer most of them correctly. As this student was still learning to interpret students about their
pitch, there was no opportunity to discuss dynamics and expressive techniques during learning.
individual time. With extra support and instruction this student was able to successfully
read music notation and perform set pieces that required reading. Student 3 was able to
connect the theory and practical aspects of pitch together, presenting pieces of music in a
performance that meets the standards of Stage 4 Music.
Write a critical reflection on your own classroom teaching practice in terms of the teaching
cycle of planning, teaching and assessing, reflecting on feedback/observation/ student 2.1 Content and teaching
data. strategies of the teaching
The teacher learning cycle has become an effective tool in which I have been able to use area
to prepare lessons and resources for students. When assessing student’s prior knowledge, Demonstrate knowledge
I have been given necessary data from their theory test they sat in term 3. By using this
and understanding of the
data, I had gained an understanding of the student knowledge of music theory, in particular
pitch. During practical lessons, I made observations on the students’ performance ability, concepts, substance and
as well as reviewing feedback written for students by my mentor teacher. Using such data structure of the content and
become the basis of my preparation of lessons, as I students’ prior knowledge to assess teaching strategies of the
what areas of the NSW music curriculum need to be delivered to students. teaching area

After discussing with my mentor teacher goals and criteria for their performance
assessment, I was then able to compare what students know (from analysing their prior
knowledge) to where they need to be in order to meet the criteria for their assessment. 2.2 Content selection and
When creating learning activities, it was essential for me to ensure I was differentiating organisation
the tasks and instruction to accommodate to the different ability of students and to the Organise content into an
different types of learners. When understanding all of the student’s different interests and effective learning and
musical ability, I was then able to provide numerous resources and instructions to teaching sequence.
accommodate to every student according to their musical ability and personal interests.
After scaffolding work and providing individual instruction to students, students move
from guided practise with feedback and would then take this knowledge to work
2.3 Curriculum,
independently self-assess areas of improvement when completing practical tasks. These
steps undertaken are important to consider when implementing the teacher learning cycle. assessment and reporting
Use curriculum, assessment
and reporting knowledge to
design learning sequences
and lesson plans.

3.2 Plan, structure and

sequence learning
programs
Plan lesson sequences
using knowledge of student
learning, content and
effective teaching strategies

4.2 Manage classroom

activities
Demonstrate the capacity to
organise classroom
activities and provide clear
directions.

5.1 Assess student

learning

31
 Demonstrate understanding
of assessment strategies,
including informal and
formal, diagnostic,
formative and summative
approaches to assess student
learning.

5.4 Interpret student data

Demonstrate the capacity to
interpret student assessment
data to evaluate student
learning and modify
teaching practice.

From your critical reflection, what future professional learning would you undertake to 6.1 Identify and plan
improve your teaching practice. professional learning
When reflecting on my teaching practice, I hope that I give myself opportunity to stray needs
away from heavy teacher-directed learning, giving students more opportunity to Demonstrate an
collaborate and engage in discussion with the class. As a music teacher, it is important for
understanding of the role of
me to consider how student-centred learning can benefit the performance space, as group
and ensemble work involves collaboration with others. the Australian Professional
Standards for Teachers in
I also hope that in my future practice I am able to learn how to collaborate with my identifying professional
colleagues, as it is important for me to understand the value of collaboration before I am learning needs.
able to facilitate this type of learning in my classes.

6.2 Engage in professional

learning and improve
practice
Understand the relevant and
appropriate sources of
professional learning for
teachers.

6.4 Apply professional

learning and improve
student learning
Demonstrate an
understanding of the
rationale for continued
professional learning and
the implications for
improved student learning.

32
 Supporting Appendices

Parent/Caregiver Consent Forms

33
34
35
Term 3 Test Results
Student 1

36
37
Student 2

38
39
Student 3

40
Lesson 1 Worksheet

41
Lesson 1 Worksheet Student 1

42
Lesson 1 Worksheet Student 2

43
Lesson 1 Worksheet Student 3

44
Lesson 2 Worksheet (samples not collected by students)

45
Music Resources and Repertoire

46
Music Resources and Repertoire (Student 2 writing down note names on
scores)

47
Music Resources and Repertoire (Student 3 writing down note names on
scores)

48
Separate performance piece for Student 1

49
Separate performance piece for Student 2

Term 1 Reports Student 1

50
Term 1 Reports Student 2

Term 1 Reports Student 3

51