I have experience developing and teaching units of work according to the relevant curriculum programs for year 7-12 education in Media, Drama and Theatre Studies. I have also taught junior English and VCAL Literacy where I worked with a team to create units of work and assessment tasks. I bring industry experience having been a Television Producer for 8 years before teaching and running my own Production company part-time for the past 15 years.
In my ten years at St Joseph's College Mildura, I created the Media, Drama and Theatre Studies curriculum for years 7-12 ensuring development in subject-specific terminology from junior to senior studies in these subjects. At Mildura Senior College I have utilised the VCE Study Designs to further improve unit plans and have had two subjects audited by VCAA and met their strict criteria. I have embedded several literacy strategies, including creating websites of subject keywords (example). In addition to this, I have created several resources and games designed to ensure students' frequency of use of terminology related to the subject. An example of this is a series of escape rooms with puzzles and clues where the answers are keywords from the subject. The students find the competitive, fun nature of the task particular engaging.
I have also created a series of instructional micro-videos such as ‘Decoding the Question in Drama’, ‘VCE Media, how to write a visual scene analysis’ and a series of ‘Theatre Styles in Two minutes’. These are freely shared with other teachers across the district and state and are a key study tool for my students. They are short in nature and therefore able to hold the student's attention and are suggested revision in the lead up to SACs.
Across the Arts faculty, I have demonstrated a strategy for unpacking exam questions called 'decoding the question'. This has assisted with students in visual and performing arts understanding what exam questions are actually asking them to do by also focusing them on instructional verbs and their meaning. This strategy utilises an acronym ABCPE (annotate the action word, bracket the parts of the question, count the marks, plan and evidence) and allows short answer questions to be more accessible. I have also been involved in faculty PD for Visual Thinking Strategies (VTS) and use this weekly with my Media class to assist students literacy skills in annotation by getting them to orally express what they see first, then practice paraphrasing and written annotating using the prompts Identify, Describe and Explain. This VTS practice allows students to target the analyse and evaluate tier of Bloom’s Taxonomy in a weekly practice, building skills that they can then apply to create in Media when the time comes with practical work.
With a focus on differentiating at a whole school level, I have identified many needs in my class and used this to inform my teaching practice. One area I am targeting this year is to meet EAL students where they are. This has led me to create scaffolds and thinking routines for these students as well as cloze activities to allow them to demonstrate their key knowledge and skills of outcomes with the consideration that English is their second language. These resources are also good starting points for all students who have been identified as below literacy standards through transition notes or LLN testing as well as written work completed earlier in the Unit.
I also worked with two of my EAL students to translate all of the Drama Terminology into their language to help them initially understand what each word meant. We then designed classroom posters to display these words in English, Chinese and Malay making the language more accessible to them.