learning resource:
folio
"Art is the result of a process, not the pursuit of a result." (Eleanor Blair, painter.)
This worked example is designed to offer teachers structured guidance for delivering the content of this inclusive visual arts learning unit. It also serves as a resource for students, helping them understand what successful outcomes look like and providing a clear pathway toward achieving them. This approach encourages students to focus on the learning process rather than becoming overwhelmed by the end task (Arc, 2023). Booth et al. (2015) highlight that the Worked Example Principle is effective because it prompts students to study and reflect on the process rather than rely on rote problem-solving. A resource of this kind can also support assessment by clarifying expectations, guiding students through the steps needed to meet learning goals, develop skills, and reduce the cognitive load often associated with new learning (NSW Government, 2024).
The folio is intended to complement the unit guide, providing teachers with a visual reference to help assess students’ demonstration of knowledge and skills, track responses to feedback, and support the setting of future learning goals. To enhance usability for time-pressed teachers, the folio has been colour-coded to align with the weekly lesson content outlined in the unit plan.
I have drawn on ACARA’s (2018) Aboriginal and Torres Strait Islander Histories and Cultures conceptual framework in the design of this resource, as it is built around the core elements of Identity and Living Communities, alongside the key concepts of Country/Place, Culture, and People. The framework positions Aboriginal and Torres Strait Islander identities at its centre, highlighting the interconnected relationships that reflect the deep knowledge traditions and holistic worldviews of Aboriginal and Torres Strait Islander communities.
The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) affirms that “Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning” (UNDRIP, 2007, p.20). Aligned with this principle, the resource encourages teachers to create opportunities for Aboriginal and Torres Strait Islander students to express their ideas in their Indigenous language during class activities and folio work, fostering a safe and inclusive environment where students can engage with greater confidence, agency, and a stronger sense of belonging. Edwards (2019) reinforces this, arguing that it is essential for Koorie learners to have opportunities not only to validate their language skills and those of their community but also to understand the significance of language to their learning, and how socio-historical influences may be embedded within their own linguistic heritage. Activities included in the resource, such as “Language of Lines” and “Skin Names” topic, addresses differentiated learning strategies by introducing an awareness of Koorie English for all Indigenous and non-Indigenous students to understand that underlying experiences and backgrounds that may change the meaning of words and expressions for them when interpreting and creating texts in the classroom (Edwards, 2019).
The resource can also be understood conceptually through the lens of the 8ways pedagogical framework, as it embodies both “Story Sharing” and “Learning Map” (8ways, n.d). Its journal-like format visually represents learning processes, highlights connections across learning areas, and supports a narrative-based approach to knowledge construction.
View the PDF guide below (zoom to enlarge) or download here -