COLLEGE OF EDUCATION

APPLIED CURRICULUM PROJECT REPORT

YEAR 2
Bachelor of Education P - 12 (ABED)
Preservice teachers are required to complete an Applied Curriculum Project Report (using this proforma) on completion of their project. This form
is to be completed by the preservice teacher(s). Reference should be made to the ACP Plan developed earlier in the year. A brief comment by the
School Partnership Coordinator (or nominee) is also required. This document must be word processed.
This Final 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 included in the Plan and advise of any changes to this plan and the reasons for any
amendments
Evaluate the success or otherwise of the expected measurable outcomes with reference to the evaluation methodology described in the plan.
Describe how each of the five, or more, professional skills (planning, negotiating, project management, problem solving, team work, time
management, evaluating, communicating, reporting and researching) you nominated in your plan where used/applied during your ACP.

Submission Deadline: Each preservice teacher is required to submit this report to their Praxis Inquiry lecturer no later than the week
commencing 12thOctober, 2015.
Preservice Teacher to complete Sections 1 - 5
ACP Mentor Teacher to complete Section A

Preservice Teacher submitting this report: Lucy Anderson Student ID: s4486525
ACP Title TIMES TABLES ANCHOR CHARTS
School/Setting LARA LAKE PRIMARY SCHOOL
Address 89 FOREST RD, LARA, VIC 3212
Phone (03) 5282 1261 Fax
Partnerships Coordinator
ACP Mentor(s) Randall Hill
Additional ACP Preservice Teacher (PST) team members (where applicable)
PST Name ___________________________________ Student ID _________________ Campus_____________
PST Name ___________________________________ Student ID _________________ Campus_____________
PST Name ___________________________________ Student ID__________________ Campus____________
PST Name ___________________________________ Student ID__________________ Campus_____________

1. Brief Description of the Project and its Outcomes

The Timetables Anchor chart project was designed to be implemented as a visual aid in the classroom to enhance the students multiplication skills
and to provide an engaging chart for both the students and the teacher to continually use as a reference. Through student results it is evident that
almost all of the students skills in multiplication have increased and continue to perform better in their second round of testing. This is a tool that
the mentor teacher can continue to take with them each year into their new classroom as it is designed with bright colours in a simple format,
designed in a way that everyone can easily read and understand.

Bachelor of Education (P-12) Year Two ACP - Report 2015 Page 1 of 4

 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.
As school policy at Lara Lake Primary, the principle requests that teachers collect student results and record the data on
an excel document that is then saved and kept for student and teacher records. This tied in nicely with my ACP and
having results recorded would give me a clear indication as to whether or not the anchor charts were an effective visual
aid in the classroom. The anchor charts were designed to be big, simple, clear, colourful and in the same font, to allow
maximum learning and dramatically increase comprehension and retention (Eline 1984).

On a weekly basis students would undertake multiplication tests on a certain number from 1 to 12. These would be done
once a week for 2-3 consecutive weeks and each reulst the student got was inserted into an excel document, which
indeed shows that most students improved on their multiplication after their first attempt. A few noticeable results are as
follows:
4 Timetables
Out of 22 students in total whom completed all 3 weeks of testing:
In week 3 - 19 students improved on their first score

3 Timetables
Out of 22 students who completed all 3 weeks of testing:
In week 2 19 students improved on their first score
In week 3 13 students improved on the second score

5 Timetables
Out of 16 students who completed both 2 weeks of testing:
9 students improved on their second score

Mixed Timetables (the third week was deemed inconsistent testing)

Out of 18 students who completed both 2 weeks of testing:
15 students improved on their first score

Bachelor of Education (P-12) Year Two ACP - Report 2015 Page 2 of 4

 3. Comment on progress according to your Action Plan and advice of any changes to this plan and these
reasons for any changes.
The action plan was completed and implemented successfully in an appropriate time frame, however the one element I
was not able to complete was to laminate the anchor charts themselves. This was due to the school office having no A2
size laminate sheets or a laminator of that size. The reason I was going to do this was to simply prolong the life of the
charts so the teacher could use them in his other classrooms over the coming years.
The project aims completed on the ACP plan were all met, with a bright colourful display that everyone could refer to,
therefore I would make no other changes to the plan.

4. Evaluation

The success of the anchor charts is undeniable, with recorded results proving they had an impact on the students
multiplication.
In my plan I aimed to run a multiplication lesson similar to the one they have already done and compare their individual
results which was successful and I am grateful for my mentor teacher to allow me to chance to run a few of these
sessions and for emailing me his data collection on the students results.

5. Professional Skills Utilised

Describe how each of the five, or more, professional skills (planning, negotiating, project management, problem solving, team work, time
management, evaluating, communicating, reporting and researching) you nominated in your plan where used/applied during your ACP.

Professional Skill #1 INITIATIVE

As soon as I had the chance I moved forward promptly in ensuring these anchor charts were going to be created
and used as an effective visual aid in the classroom. I used my initiative to design and create the charts using a
variety of resources and materials to complete them.
Professional Skill #2 COMMUNICATION
This skill is essential in most things, and with my positive communication skills I was able to discuss the plan
with my mentor teacher and discuss a range of ideas with him, resulting in the effective final result.

Professional Skill #3 PROJECT MANAGEMENT

Before starting my research and making the anchor charts, I brainstormed on paper first what it was I wanted,
how I was going to do it and what the final result would look like. To me this is an important element of project
management and having an idea of the end result gave me a good indication of how I was going to complete the
task.
Professional Skill #4 RESEARCHIING
In order to make an impacting chart I conducted research into what made an effective visual aid in the classroom,
through books and the internet, and implementing this into my ACP.

Bachelor of Education (P-12) Year Two ACP - Report 2015 Page 3 of 4

 Section A Professional skills displayed by the preservice teacher in the completion of the project (ACP
Mentor Teacher (or nominee) to complete)
e.g., problem solving, negotiating, project management, planning, team work, time management, evaluating,
communicating, reporting, researching. Also, whether expected outcomes, as identified in ACP Plan, were met.

Lucy and I discussed her ACP Plan and what she could do that would be both effective and useful in the classroom. We
came up with the multiplication anchor charts idea and Lucy started on it almost straight away. She showed good
independence on creating these herself and was really efficient in getting the job done. She completed the charts promptly
and then we were deciding where to put them up when Lucy suggested we hang some cord across the windows (up high)
and have them hanging down and attached by some pegs. This worked great and added a good splash of colour to the
classroom. Well done Lucy and a big thank you for all your work.

Please note Additional pages may be added if space provided is insufficient.

Signatures Date

Applied Curriculum Project Mentor Teacher: Randall Hill 16-10-2015

School Partnership Coordinator: Gregory Quirk 16/10/2015

Preservice Teacher: Lucy Anderson 16/10/2015

Please Tick Victoria University may use this information to advertise and report on the work of Project Partnerships
Note
Preservice teachers must ensure that all signatories (above) receive a copy of this ACP plan. Preservice teachers are to
submit a copy of this Report to their Praxis Inquiry lecturer no later than the week commencing 12th October, 2015.
This report is downloaded from the PP Website at http://education.vu.edu.au/partnerships/

References

Eline, L 1984, How to prepare and use effective visual aids, ASTD Press, Virginia, pp.1

Bachelor of Education (P-12) Year Two ACP - Report 2015 Page 4 of 4