EDU338 Teaching Senior Secondary Arts 1

The goal of this task is for you to demonstrate your capacity to critically reflect on your learning by undertaking the making of a creative artefact for an assessment, marking and moderation cycle of an Internal Assessment.

This task has four parts:

Part A (formative):
Adopting the role of a Year 12 student, you will create a sample response (specifically, a creative artefact) to an appropriate IA task from Unit 2 or 3 in your syllabus.

Part B (formative):
In the role of teacher, you will then mark your sample response using the ISMG for that Unit. Though you will only need to indicate the specific performance-level achieved, you should note down the specific features/characteristics of the response that match these descriptors. 
 
Part C (summative):
In the Week 4 tutorial, you will bring your marked response and creative artefact and, with your peers: a) interrogate the marking decisions, b) engage in discussion about the purpose of the task and how it aligns to syllabus objectives, c) discuss the challenges that students may face in the completion of the task, and d) reflect upon how the experience will assist you plan in supporting your future students complete the task. 

Part D (summative):
You will then write a critical reflection on:

1.	what you learned about the IA from the process of making the response
2.	what you learned from the process of reviewing your marking
3.	how your learning from this task will impact your future teaching.

This written piece is to include references to the syllabus, education policy frameworks, and academic literature, to demonstrate your capacity to connect your own experiences with the wider field of your discipline and education.

Communication, Collaboration, Problem solving, Organisation, Information literacy

The goal of this task is to review and Arts TLAP, plan a consecutive sequence of Year 12 lessons in your Arts discipline and provide a rationale outlining the learning.

This task has 3 components:

1: Summative: Review of Teaching, Learning and Assessment Plan (10%)
You will use your knowledge and understanding of curriculum requirements to review and discuss in class a Teaching Learning and Assessment Plan (TLAP) from Unit 3. This review will consider the alignment with the General Senior Syllabus requirements for your discipline area, the syllabus objectives and assessment tasks in the unit. Time will be allocated during your Week 6 tutorial to complete the review template available on Canvas. This component is worth 10%, and you will be given feedback to inform your work in the Arts lesson sequence. 

2 & 3: Summative: Arts lesson sequence and rationale (25%)
Based on the subject matter and objectives of Unit 3, you will design a sequence of three consecutive 70-minute lessons. Your lessons must adhere to syllabus objectives and other requirements in your Arts discipline. You will indicate opportunities for formative feedback, and ensure that the lessons are aligned with and attend to the summative assessment task/s for the unit. 
.Your lesson sequence should be planned so they: 
- embed Aboriginal and Torres Strait Islander perspective, using appropriate protocols for your discipline; 
- meet the needs of a diverse range of learned and provide opportunities for all students to succeed through differentiation and UDL strategies; 
- include meaningful links to literacy and numeracy within the plans; and 
- incorporate effective and safe use of ICT relevant to the learning activities you have devised. 

The lessons should include explicit teaching, spacing and retrieval practices, modelling/worked examples, and scaffolding, and be based on students' familiarity with the content. You should allow ample opportunities for students to practise recall and retention, and show that independent problem-solving activities are presented only once the students approach proficiency from opportunities to practise progressively challenging tasks. You will include a range of evidence-based assessment practices to evaluate student learning, adjust instruction, provide targeted feedback and support learning, including a diagnostic assessment activity to identify students' prior knowledge so the introductory lesson can be pitched to the appropriate level before continuing the lesson sequence. 

Your rationale will justify the choices of pedagogy, curriculum content, assessment and resources, and should include references to the course readings, academic literature, education policy frameworks and the curriculum documents.

Communication, Collaboration, Problem solving, Organisation, Applying technologies, Information literacy

The goal of this task is to teach a segment of one lesson for a Senior Arts classroom

You will present a 10 minute segment of one of your lessons from Task 2 in the tutorial, as if you were teaching it to Year 12 students. 

Show clear communication of content knowledge and teaching skills, and differentiate for diverse learning needs, using a range of pedagogical strategies including explicit teaching, sequence and retrieval, modelling/worked examples and scaffolding, providing an opportunity for students to practise recall and retention. Include in your teaching segment general capabilities including embedded ICT and numeracy and literacy skills. Include a formative assessment/ feedback component. 

Submit your written lesson plan (with references) to the submission point by the due date.

The presentations will take place during the Week 9 and 10 tutorials. It is crucial that you attend both weeks for the entire session, to provide a "class" of students for your peers.

Communication, Organisation, Applying technologies