ACP AT2 statement of intention

In developing the learning sequence, I first explored the Art Creative Practice Study Design to extend my knowledge of the VCE content areas and understand the scope of the study across the depth of each unit. In parallel to this, I conducted a deeper inquiry into the study specifications that inform each unit outcome and learned how they are applied to support and advance student objectives. Through engaging with this process, I developed an affinity towards Unit 1 and the learning possibilities that are available from exploring the creative practice and ‘meaning-making’ through its early stages, deciding to focus on creating a learning sequence for areas 1 and 2. With this established, I extended my research into the key knowledge, skills, and assessment outlines for the AOS, aiming to build a greater understanding of how the study guidelines are implemented to foster success through student outcomes.

To approach developing the AOS content I first engaged with planning through the Backwards Design process, identifying the desired results and determining the required student outcomes before considering the learning activities, and instructional planning that will be set to achieve assessment objectives (Wiggins and McTighe, 1998). Alongside the study sequence, I have developed a ‘learning hub’ within the unit 1 overview area where students can refer to and access additional supporting pages that house key curriculum information and all the most important analysis resources in one easy-to-access location. Both teachers and students will engage with this resource area, where provided is an overview of the content students will engage with throughout Unit 1, and a variety of general resources such as reading suggestions and Art Elements and Principle adjectives that will help students further their knowledge and approaches to each outcome. In this same Unit 1 area, students will find a collection of pages including both AOS 1 and 2 learning sequences, as well as additional resource pages that provide detailed outlines of the study design's content information such as the ACP field terms, practice approaches, and Interpretive Lenses (VCAA, 2023).

To engage with the AOS 1 sequence, stakeholders can view the AOS overview, key knowledge, outcome requirements, and AOS timeline at the top of the sequence, providing students with convenient access to the study expectations and guiding task specifications. Directly under this, students will find a section that outlines the assessment task, where they will choose from a series of crafted pathways that analyse the meanings and messages of artworks and artists using the Structural and Personal Lenses (VCAA, 2023). Furthermore, a range of valuable resources are provided within the page’s navigation to support student progression through tasks, demonstrating approaches to art analysis and presenting questioning avenues to explore. Much like the AOS 1 sequence, AOS 2 follows the same site structure, with important content and assessment guidelines through the top of the page, followed by an outline of the assessment task and resources that will help advance student outcomes. However, in the AOS 2 sequence, students will focus on exploring the Creative Practice through experiential learning tasks, working with at least 3 art forms while “respond[ing] to a range of artworks, ideas, and the practices of artists through experimentation” (VCAA, 2023).

Within each learning sequence, a range of pedagogical approaches are employed to support the diverse learning needs of students and supply teachers with High Impact Teaching Strategies (HITS, 2019) designed to enhance the delivery of learning outcomes. Featured frequently throughout both sequences are questioning strategies, implemented to engage and challenge students while checking for understanding and inviting the potential for open responses (Churchill et al., 2021). Furthermore, the inclusion of ‘worked examples’ are utilised to support students with the initial acquisition of cognitive skills and provide assistance towards visual comprehension, while ‘multiple exposures’ are included to give students opportunities to engage with resources that will improve their concept knowledge (HITS, 2019). Additionally, secondary HITS strategies such as setting goals, planned structure, and the differentiation potential are outlined throughout the sequence; Each strategy is highlighted at the top or bottom of each content section. The learning sequences for both AOSs’ are developed through an inquiry approach, emphasising the learning process over the outcome while encouraging students to initiate questioning and search for deeper understandings (Churchill et al., 2021).