BACHELOR OF EDUCATION (P-12)

PROJECT PARTNERSHIPS
APPLIED CURRICULUM PROJECT - REPORT
Pre-service teachers are required to complete the Applied Curriculum Project (ACP) Report at the end of the project.
Reference should be made to the ACP Plan developed earlier in the year. A brief comment by the mentor teacher (for
the ACP) is also required. Pre-service teachers must submit a copy of the report to the Praxis Inquiry VU Collaborate
space for their Course / Year Level, according to the submission date specified in The Essentials. This document must
be word processed.
This report must:
describe the project and its outcomes
provide evidence of how the aims of the project were met or not met and why with reference to the relevant
educational theory and / or literature or policy cited in the plan
comment on the progress according to the action plan and advise of any changes to the plan and the reasons for
such amendments
evaluate the success or otherwise of the expected measurable outcomes with reference to the evaluation
methodology described in the plan, and
describe how each of the five, or more, professional skills nominated in the plan were used / applied during the
ACP.

PRE-SERVICE TEACHER AND SCHOOL DETAILS

Pre-service teacher name Daniel Suarez

Student ID 3797284
VU campus Footscray Park
ACP title Lunchtime Activities
ACP submission date
Partnership school Apollo Parkway
School Partnerships Coordinator Jann Love
Mentor teacher (for ACP) Gayle Lovelace
VU Praxis Inquiry lecturer Bill Eckersley

SECTION A: PRE-SERVICE TEACHER TO COMPLETE 1-5

1. Give a brief description of the Project and its outcomes
After extra time at my placement school, I made the decision to create a lunchtime arts program that involved the students
sharing art ideas, art techniques, iPad applications and drawing styles. Monday & Tuesday of my week block at each lunch
time, grade 6's of my grade and surrounding grades, had an opportunity to participate in my lunch time arts program. During
each program, one student would share the techniques when drawing on the board, where the student would step by step
explain in detail how to draw a particular object or person. Each lunchtime the student would change, giving the group a new
perspective and an opportunity to learn something new they would be able to use when drawing in the future. With each
lesson the groups grew larger and by the fifth week, the group was approximately thirty children in the lunchtime program.
Other than the students giving tips and techniques, I was able to take a program and give the students some lessons on how I
begin drawings and where to start. The project worked really well and I felt it was great to give the responsibility back to the
children and see them give each other tips and suggestions when creating their own artwork.

Seeing the children interact with each other, sharing their knowledge and learning new things about their class mates was a
joy to experience. During all of the lunchtimes, I got involved with most lessons, showing the children interest and providing
knowledge of my known in the arts field.
2. Provide evidence of how project aims were met or not met and why with reference to relevant educational
theory / or literature or policy cited in the plan.
The aims of my project were met as students were able to share knowledge with each other and I was able to create an
environment where students were able to be open with each other and create an atmosphere that allowed the kids to teach
and learn from each other. I feel I was able to create a program that students got involved in, were able to express their
feelings and share their information with the other students.
3. Comment on progress according to your Action Plan and advise of any changes to this plan and the reasons for
any changes.
Throughout the project, my action had to change week by week, depending on the number of students who attended and what
was needed for each lesson. Having new sources for the students to look upon and read off, gave the students more of a
reason to attend each week. Other than some minor changes in regards to what was brought along each week, I stuck to the
same plan as it seemed to work really well with numbers growing each week.
4. Evaluate the success or otherwise of the outcomes with reference to the evaluation methodology described in
the plan.
When I originally planned the project, I wanted to create an evaluation sheet for the students who attended to complete, but
due to the change of participants each week I decided to receive verbal feedback from the kids who attended. Students really
enjoyed the lunchtime activities and it was a great opportunity for me to get to know some students better especially from the
other classrooms. As the weeks went by, more students started to attend, which proved to my mentor and I that the project
was very successful. If I was to bring this project as a constant lunchtime activity at my own school, I would bring different
equipment for the students to test out new techniques, for example painting and arts and crafts. Overall I thought it was a
fantastic project that gave the kids an opportunity to learn from each other and have a different experience learning about the
arts from each other and in a more casual environment than the art room where the students pick what they want to draw. In
the last week of the program, I gave the students an opportunity to teach others how to use applications to create artwork. The
use of ICT throughout my project was planned, but seeing the kids use an application that was unknown to me, proved that my
project was great for the students and also for my mentor and I to learn a new teaching resource to use.