SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

Year 12/ VCD

NO. OF STUDENTS: 20

DATE:
LESSON DURATION: 50 mins

TOPIC/FOCUS: Designing their own brief

AusVELS/VCE STATEMENTS:
Key Knowledge

the contents of a brief and its role in guiding the development of visual communications

the constraints on visual communications

the purposes of visual communications

the characteristics of audiences that influence visual communications

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS/VCE):

The students will be able to:

understand what is involved in their final design folio and specifically for designing their brief.
Analyse and critique two student design briefs
Start brainstorming and researching ideas for their client and two different communication needs

SUMMARY OF RESOURCES REQUIRED:

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)

Opening:
Introduce lesson and state
objectives for the lesson
Lesson Development:
Go over the next stages of starting
their final design folio.
Hopefully some students would have
attended top designs in the holiday
break. If so, they will give some

Make clear that students will

be creating one brief but two
different communication
needs. They have to go
through the design process

GOALS & METHODS OF EVALUATION

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

feedback on some of the folios they

saw.

for both of these needs.

Formatively assess students to see
if they understand the main features
they have to include in their design
brief

Class discussion on what is included

in a design brief: The client, the
communication needs, the audience,
the purpose, the context and
presentation formats.
Students will analyse and critique
two past student design briefs. They
will use a worksheet to analyse
these briefs.
As a class students will discuss their
analysis
Students will start brainstorming
and researching ideas for their own
design brief. They will specifically be
looking at the client they want to
design for and communication
needs they want two design.

Make clear that a logo doesnt

suffice as one communication
need it can be created but
should also be down on
different advertising material
like a poster, business card
etc

Closure:
Homework: students continue their
research/brainstorming and should
have decided on a client for next
lesson
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.