A major work can be challenging for both students and their parents. Parents may feel that they do not have the content knowledge or skill to fully understand the project or support their child. However, parents can play an important role in the development of the major work and are vital to a child’s success. Parents can support their child in the following ways:

Understand what is being asked of them - Each major work has set requirements and a marking criteria. Ask your child to share this information with you. Alternatively, you can access the criteria from the Board of Studies Website. This information is generally available in the Assessment and Reporting documentation. (See links provided below.) Speak to your child about what is required and help them develop a written plan of attack or a to-do checklist.

Provide them with opportunities for creative inspiration - Each major work challenges students to think creatively and critically. However, creative inspiration and ideas are not easy to come by and can be difficult to muster particularly in times of stress. Take your child to the theatre, an art gallery, a concert, museum or even on a simple bush walk. This will trigger new ideas and refresh the brain for creative inspiration.

Help them create a project work area - Ideally it would be great if your child had a designated space in which they could work and leave their project. If the work is consistently laid out students will be more inclined to stop and ponder as they walk by. A designated space can also save time particularly in the design process. You could even encourage your child to create a vision board full of visual ideas and inspiration to hang in this space.

Speak to them about their work - Show an interest and encourage them to share their ideas with you. Ask them questions about their work to stimulate their thought process. If you see a problem with their plan provide them with critical feedback…. but approach it gently!!! Using the phrases “I like” and “I wonder” can be a subtle way to affirm their work and give suggestions. Eg. I like how you have used texture in this design. However, I wonder if the colours you have chosen could be more vibrant. Many major works include a portfolio or logbook. If they are willing, ask them to share it with you. Reading their portfolio or logbook could give you some great starting points for discussion

Encourage them to set time aside during the week to work on their project without interruptions - Help them find a set time where they can work uninterrupted each week for an hour or two on their project. Having a large block of time to really immerse themselves in the process is important if they are to make adequate progress. If possible, ensure this time is uninterrupted by occupying siblings or reducing noise in the house. 

Love them - Most importantly they need you to love them through the process. They will get stressed, they will get tired and they will want to give up. In these moments reassure them that you love them no matter what. Make them a cup of tea, bake them brownies, give them a pep talk, generate laughter in the house, watch a movie together and most importantly forgive them when they take their stress out on you
                                        …because in the end their mark doesn’t matter, they do.

Links
Design and Technology
- https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/design-technology-assessment-reporting.pdf 
Drama
- http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/drama-assessment-reporting.pdf 
Music 1
- https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/music-1-assessment-reporting.pdf 
Music 2
- https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/music-2-assessment-reporting.pdf
Society and Culture
-http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/society-culture-assessment-reporting-2014.pdf
Visual Art
​- http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/visual-arts-assessment-reporting.pdf

Image by Tim Arterbury, Sourced from Unsplash.

A few years back a dear friend introduced me to the concept of Augmented Reality and I have been fascinated by it ever since. Augmented reality is when technology is used to create a  live view of an alternative, augmented world by generating sensory information through a computer or tablet. (This was the first video I saw that demonstrated Augmented Reality and I was awed by it!)  I have found it to be an effective tool to encourage deeper thinking and maximise instructional time in my classroom. The kids love it, other teachers are awed by it and you will have fun experimenting with it.

There are many ways you can approach the application of Augmented Reality in you classroom. I have found the simplest to be Aurasma. Aurasma is an app for iPhone or iPad that can allow for augmented experiences to be embedded simply in your day-to-day teaching. 

How can you use it in your classroom?

Peer Teaching and Self-Directed Instruction - One way I immediately implemented this tool was in my VET classroom. In this class students are required to use high-tech gear (audio, lighting and vision equipment) on a regular basis. My Year 12 students who were comfortable with the equipment created instructional videos for each element. We then layered these videos over an image of each device. My Year 11’s then utilised their iPads to bring up the instructional videos which assisted them in recalling the various elements of the equipment. This freed up my time to work with other students on different elements of production. My Year 12 students had the benefit of teaching their knowledge allowing them to reinforce the concepts for their own studies. My Year 11’s had the benefit of accessing this information whenever they required it, not just when I had five minutes spare to show them. 

This type of routine could be used in a number of classes for specific equipment or tools. Think Science, Art, DT, PE or Maths. It could also be used to reinforce concepts. Eg. In Maths, you could have a number of posters with formulas. These formulas could be posted around the room with embedded video examples of these formulas in action (maybe created by the more G&T students). When students forget how to apply them or where they can be of use, they can visit the posters and watch a live example. This encourages students to be more self-directed in their learning and saves the teacher valuable time explaining it again. Alternatively, in the Music classroom students could embed performances onto posters centred around a specific musical concept such as time signature or a particular musical instrument, to teach other students via sound, rather then through descriptions of sound. In Food Technology students could video a cooking demonstration and embed it on a recipe for other students to access when they attempt to create the recipe. This are just a few examples, but the possibilities are endless!

To Aid Deeper Thinking - Recently I moved to a new school. The girls in my senior class were intelligent, hard working kids that knew perfectly well how to play the game otherwise known as ‘mainstream education’. Within a term I was well aware of this and decided that for our second unit of work I was going to challenge them to become deeper thinkers. We were studying the History of Western Theatre which at times can be dry, but we completely shook it up. You can find the whole unit here, but to cut a long story short the students had to produce an interactive timeline of Western Theatre History for our classroom. Students created infographics which were printed for display as a large timeline. Using Aurasma we overlaid performances that displayed the theatrical traditions and performance styles in action. The students had to perform, direct and film their practical examples. At one stage during the project one of my girls said, ‘Miss, why can’t we just do a research report? This is difficult.” I had changed the game and she was unsure how to play. My response was this, “I want you to dissect information, apply information, create, collaborate and most importantly develop a deeper understanding of the impact theatre has on it’s world and it’s people. Completing a research report is only going to show me that you know how to use google and structure an essay.” She understood. By using Aurasma in this project I could physically fuse our theory with our practical work making it come to life for the students. These students still continually refer to this timeline drawing techniques and conventions from our prior learning to apply to our current performance work. Younger students also use it to gain an understanding of each of these theatrical styles. 

This type of project encourages deeper thinking. In Science students could complete a research paper and embed film of their experiments over the top of the report showing not only the final product, but the process that led them to their conclusion. In Art students could overlay a time-lapse of the art work being produced which would provide the viewer with another perspective on the art work in front of them. I said it before and I will say it again, the possibilities are endless. It is an awesome and innovative way to connect the thinking process with the product. 

To Give Students A Voice - Students could film themselves giving an opinion on a topic and overlay this recording on a given image which could be accessed by other students to enhance their learning. Imagine if all the books in your classroom had embedded book reviews by other students stimulated by the image on the front cover. I haven’t tried this yet, but it is on my list of things to do! Alternatively, students could voice their opinions on climate change or another current issue in a panel discussion, film this discussion and embed it on an image which other students could readily access throughout the school stimulating further meaningful conversations. 

I am sure there are many more ways Augmented Reality could be applied in your classroom. I know I am just touching the surface and I am excited about the future possibilities of this technology. I challenge you to experiment with this new dimension. When the posters in your classroom come to life for the first time your students may momentarily think they have transported to Hogwarts. Believe me, they will be suitably impressed and even a little bit dazzled by the magic you can weave with this technology.

1. Know your students - As they enter the room greet the students and touch base with them about something you know they have been doing; find out about their interests; learn the names of their friends; comment on things you have heard they have succeeded in outside your classroom. I begin each lesson in a circle (easy when you teach drama!) and finish each lesson in circle. This gives me the opportunity to make eye-contact with all my students, smile at each and everyone of them and check in and out with them as they come to and from the space.

2. Practice gratitude daily - There are many ways you can bring gratitude to your classroom. (Check out The Up Jar for one awesome way.) Make gratitude a daily practice. Give students an opportunity to thank each other for their contributions in the lesson and make sure you thank them too. Reflect on your lesson by making a gratitude list (either in your chronicle or just in your head). Eg. Today I was grateful that John asked Alice to work with him. Today I was grateful that the technology worked! Today I was grateful the Katrina actually made it to class for the first time this week. Today I was grateful for the effort Lauren applied when completing her written work. You will start seeing your students in a new light. 

3. Use music as a way to set the tone of your classroom - If you walk past my classroom you will often hear music seeping through the door. If I want my students to be energetic and full of life for the lesson I will play upbeat music as they enter the classroom. If I want my students to be calm and focussed, the music they hear as they enter let’s them know this. Classical music signals that they need to write quietly, mellow music is used to accompany serious group discussion. I have music for all moods, all occasions and all classes on my computer waiting to be played whenever I need it. I also get students to make music suggestions (things they like or listen to), which forces me to expand my library and gives me another way to connect with them. Of course there is time for silence and listening too. My all time favourite thing to do though is have a dance break. Yes, a dance break. When my students have been working really hard, have hit a creative wall or need to a moment to reconnect with each other we dance…. dance = joy. 

4. Create a space that brings out their happy - Make the environment a space they like coming to and don’t want to leave. Decorate with bright colours, inspiration and your students work, A space that brings out happiness, celebrates creativity and oozes life will help your students feel happy, be creative and ready themselves for learning. Where would you rather be - a brown brick classroom with desks in rows and a whiteboard up the front or a colourful, collaborative space that celebrates learning and creativity? Primary teachers are great at this, but secondary teachers generally need to step it up!

5. Build in student choice - When students have a choice about how they learn, what they learn about and who they learn it with, then I find they a much happier. Yes we are governed by curriculum, but there are ways to creatively differentiate tasks and build in student choice. Check out the Learning Matrix for some starting ideas. It also forces students to take responsibility for their own learning and establish self-directed practices that will assist them long-term. 

If you would like to contribute 5 ways that you bring joy into your classroom I would love to hear from you. Please email me or comment below.