SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

Year 12/ VCD

NO. OF STUDENTS: 20

DATE:
LESSON DURATION: 50 mins

TOPIC/FOCUS: Introduction to environmental, industrial and

communication design

AusVELS/VCE STATEMENTS:
Unit 3, Outcome 1: On completion of this unit the student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual
communications.
Key Knowledge fi
key design features of existing visual communications associated with the communication, environmental and industrial design fields
techniques for analysing visual communications
characteristics of audiences that influence visual communications, including age, gender, interests, location, socioeconomic status, cultural background
purposes of visual communications, including to advertise, promote, depict, teach, inform, identify, and guide
techniques for gaining attention and maintaining engagement of audiences using visual language
characteristics and functions of design elements and design principles
methods, materials and media used for different visual communications
appropriate terminology for the study.
Key skills
analyse existing visual communications in terms of their key features
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS/VCE):
The students will be able to:

Complete diagrams that break down each design field

Participate in class discussions centred around the design fields
Look at three particular artists and complete a a worksheet looking at the different areas these designs focus on

SUMMARY OF RESOURCES REQUIRED: worksheets, powerpoint presentation

LESSON PROCEDURE

TIMING

RESOURCES

STEPS OF THE LESSON

(key activities and key questions)

EXPECTED STUDENT
REACTIONS OR RESPONSES

TEACHER RESPONSES TO
STUDENTS
(including consideration of the
need to adapt, reteach or
extend)

GOALS & METHODS OF EVALUATION

(including specific informal and/or formal
assessment links to AusVELS/VCE)

Opening (links to previous lesson/s or new

topic, purpose of lesson):
5 mins

Introduce objective for the lessons

Lesson Development:

10
mins

20
mins

Powerpoint presentation introducing the

three design fields and definitions of each
one. Students provided with visual
examples of each design field and
designers that work in those fields
Students complete the provided
worksheets individually
Focusing on designers:

Letitia Buchan: illustrator

http://www.letitiabuchan.com

Marc Pascal: industrial/product

designer

http://marcpascal.com

Antoni Gaudi: architect

http://whc.unesco.org/en/list/320

5
mins

As a class students complete another

table together so that they all have a
thorough understanding of the different
design fields

Students will contribute to

discussions about design fields
and ask any questions they may
have

Students are firstly shown

images of different designs and
asked what design elements and
principles they see in the works.
Go onto think about the purpose,
target audience and contexts

Go over worksheet as a class so that all

students are on the right track with their
answers. This strategy is used as a
formative assessment to see the
students who may be struggling

Closure:

5
mins

Summary of lesson and clarify any

questions students may have

PRE-SERVICE TEACHERS POST LESSON REFLECTION

Student learning (Were the stated goals achieved by all students or only some?)

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining skills in
information and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation etc.)

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and teaching
and those changes you will make when planning and implementing your next Direct Lesson Plan)

SUPERVISING TEACHER FEEDBACK

Pre-service Teacher preparation for lesson, use of resources, teaching strategies, class room management. Lesson
introduction and closure. Acknowledgement of individual learning styles.