SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 11/12, VCE Visual Communication & Design.

DATE: Unit 4, Week 9.

NO. OF STUDENTS: 26

LESSON DURATION: 75 Minutes

TOPIC/FOCUS: Understanding the SAC (The Pitch).

VICTORIAN CURRICULUM STATEMENTS:
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):
The students will be able to:
- Apply critical and reflective working strategies
- Use appropriate and accurate visual communication terminology
- Understand and explain how the design process is structured
SUMMARY OF RESOURCES REQUIRED:
- Projector
- Past students pitches
- Whiteboard
- Whiteboard markers
- Handout Unit 4 SAC, The Pitch.
- Pen
- Paper
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)

5 mins

- Handout
Unit 4 SAC,
The Pitch.
- Pen
- Paper

Introduction:
- Welcome Students
- Introduce the SAC to students
(what is it? how will they be
marked?)
- Explain in detail what students will
need to do for this assessment.
- Handout the Unit 4 SAC, The

- Students to engage/listen - Inform the students

carefully to tasks.
- Questions may be asked
about what needs to be
completed or about the
SAC.

about the expectations

of the lesson (what will
be achieved during the
lesson).
- Make sure all students
have been given out a
handout.

- Able to listen quietly to the

instructions and
presentation given by the
teacher.

Pitch for students to follow.

25 mins

Projecto Lesson Development:

- Display past students
- Students should have
(Demonstration)
approaches to the SAC.
gained knowledge about
r
- Demonstrate past students pitches
the SAC that needs to be
Past
so students have an indication of
completed and what is
student
what
is
expected
and
how
they
can
expected.
s
approach
the
SAC.
pitches
- Questions about the SAC,
Whitebo
may be asked to clarify
ard
any confusion.
Whitebo
ard
markers
Handou
t Unit 4
SAC,
The
Pitch.
Pen
Paper

- Gain ideas/inspiration for

their own SAC/Pitch.

20 mins

15 mins

Whitebo Guided Practice:

- As a class devise a plan to create
ard
a pitch together to demonstrate
Whitebo
what needs to be achieved.
ard
(Brainstorm on the whiteboard).
markers
This will act as a guide to show
Handou
students how this SAC can be
t Unit 4
approached.
SAC,
The
Pitch.
Pen
Paper

- Students are to listen and - Generate discussion for

engage in class
discussion.
- Contribute ideas to the
class brainstorm on the
board.

the class brainstorm,

relating to the pitch.

Whitebo Evaluation:
- Assess students abilities to follow
ard
the criteria on the handout.
Whitebo
ard
- Students are to start working on
their own pitch.
markers
Handou
t Unit 4
SAC,
The
Pitch.
Pen
Paper

- Students are to apply what

has been learnt this far in
the lesson into their own
practice.

- Assess how students are

tackling the SAC.

- Able to contribute to class

discussions and
brainstorms.

- Able to apply what has been

taught and discussed this
lesson within their own SAC.

10 mins

- Pen
- Paper

Conclusion:
Class discussion:
- Discuss how the SAC can be
approached.
Homework:
- Students are to go home and work
on their pitch in preparation for
their designated presentation
dates.
- Dismiss class.

- Students to engage in
class discussion.

Unit4SAC,ThePitch.
UsethekeyknowledgeandkeyskillstobelearntinUnit4Outcome3andensurethatstudents:

understand the purpose and relevant components of a pitch

- Set homework (work and - Able to contribute in class

complete their pitch in
preparation for their
presentations).
- Dismiss class.

discussion.
- Answer questions based on
the SAC.

consider various methods of delivering a pitch to present and explain resolutions to a brief
develop criteria for evaluating the extent to which final presentations met the requirements of the brief
develop criteria for evaluating how the design process was used as a framework for creating visual communications
apply critical and reflective thinking strategies
use terminology appropriate to the study.

In relation to Unit 4 Outcome 3, teaching and learning activities could involve:

researching existing examples of pitching and presenting by designers

class discussions on what makes a successful pitch and possible techniques for presenting visual materials including final presentations
collection of data from testing and evaluating final presentations
gathering of feedback from focus group involving target audience
review of brief and development folio to gather evidence of the use of creative, critical and reflective thinking strategies
working in pairs to practise explaining concepts and design thinking.

Students are to present their final presentations to an audience (this may be to a single audience member, fellow students, members of the school community, visitors
such as practicing designers or the client). They will describe how they evaluated the finals against the brief and explain their thinking behind the decisions made.
The presentation may involve the use of visual materials other than the final presentations.
The performance descriptors can be adapted into a marking scheme, which should be explained to students before starting the task.
The task should offer a question or questions that relate directly to the key knowledge and key skills and provides the opportunity to meet the standard reflected in
the highest performance descriptor for the task.
This task is worth 20 marks towards the total marks allocated to School-assessed Coursework for Unit 4. A breakdown of marks are as followed:
Quality of the pitch and presentation of the final visual communications

(5 marks)

Explanation of how final presentations fulfill the brief

(5 marks)

Explanation of design thinking used to make decisions regarding methods,

materials, media, design elements and principles used in final
presentations.

(5 marks)

Use of appropriate techniques to evaluate the final presentations and design

(5 marks)
process.