This course is only for students with two teaching areas in the Arts. Learning experiences in this course will extend knowledge and understanding of content in EDU337 Teaching Junior Secondary Arts 1 and enrich your repertoire of pedagogical approaches for this second Arts teaching area and for integration of the Arts. You will undertake observations in school classrooms, evaluating how the curriculum is enacted and shaped by the school context. You will design learning experiences and assessment tasks that align with the Australian Curriculum.
|Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts.||2hrs||Week 1||10 times|
|Tutorial/Workshop 1 – You are required to participate in scheduled online tutorials. These will be held in Weeks 1, 3, 5, 7 and 9.||2hrs||Week 1||5 times|
|Fieldwork – You will undertake 10 hours of classroom observations in a secondary school. A Blue Card is mandatory for this activity.||10hrs||Week 3||Once Only|
|Seminar – Online||2hrs||Week 7||3 times|
300 Level (Graduate)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...||Professional Standard Mapping * Australian Institute for Teaching and School Leadership|
|1||Demonstrate knowledge of key curriculum and assessment frameworks linked to a specific Arts strand and to integrated Arts learning in Years 7 – 10.||Empowered||
2.1, 2.2, 2.3
|2||Reflect on learning, teaching and assessment in order to demonstrate your evolving development as an Arts Educator for Years 7 – 10 students.||
6.2, 6.3, 7.1, 7.2, 7.4
|3||Apply knowledge of specific strategies and teaching knowledge to engage Year 7 -10 students in Drama, Visual Arts, Dance, Media Arts or Music.||Empowered||
3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3, 5.4
|4||Demonstrate an understanding of how literacy, numeracy and ICT strategies, and Aboriginal and Torres Strait Islander perspectives may be embedded within the Arts.||Engaged||
2.4, 2.5, 2.6, 4.1, 4.5
|5||Use of oral and/or written communication for teaching, learning and assessment in junior secondary Arts for classroom and professional contexts.||Engaged||
3.5, 5.2, 6.3, 7.3, 7.4
|Australian Institute for Teaching and School Leadership|
|2.1||Content and teaching strategies of the teaching area|
|2.2||Content selection and organisation|
|2.3||Curriculum, assessment and reporting|
|2.4||Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians|
|2.5||Literacy and numeracy strategies|
|2.6||Information and Communication Technology (ICT)|
|3.1||Establish challenging learning goals|
|3.2||Plan, structure and sequence learning programs|
|3.3||Use teaching strategies|
|3.4||Select and use resources|
|3.5||Use effective classroom communication|
|4.1||Support student participation|
|4.5||Use ICT safely, responsibly and ethically|
|5.1||Assess student learning|
|5.2||Provide feedback to students on their learning|
|5.3||Make consistent and comparable judgements|
|5.4||Interpret student data|
|6.2||Engage in professional learning and improve practice|
|6.3||Engage with colleagues and improve practice|
|7.1||Meet professional ethics and responsibilities|
|7.2||Comply with legislative, administrative and organisational requirements|
|7.3||Engage with the parents/carers|
|7.4||Engage with professional teaching networks and broader communities|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program (AE304 and two of the following- a Screen Media or Theatre and Performance Major, and a Music Studies, Screen Media Studies or Theatre and Performance Studies Extended Minor)
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
The course coordinator and students will engage in regular dialogue about progress throughout the course. In Week 3, drafts of Task 1 will be reviewed by the course coordinator.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 4||Online Assignment Submission with plagiarism check|
|Week 7||Online Assignment Submission with plagiarism check|
|Week 10||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Journal|
The goal of this task is to demonstrate your knowledge and understanding of teachers’ professional knowledge required for teaching the Arts in Years 7 – 10 and your capacity to research and evaluate theory and practical application.
You are to write and format a feature article suitable for submission to a professional journal or magazine that demonstrates your knowledge of a specific aspect of your Arts discipline. Your audience for this article is teachers of Years 7-10, who may or may not be specialists in the subject. You may adopt an integrated approach, making connections between your second teaching area and another Arts subject. You should consider current curriculum frameworks and policy directives; as well as some or all of the following: • the relevance of literacy and numeracy learning activities in The Arts; • the importance of embedding Aboriginal and Torres Strait Islander perspectives in the classroom; • and how ICT can effectively enhance learning in The Arts. You will incorporate references appropriately for an article published in a professional journal utilising APA referencing style.
|All - Assessment Task 2:Case Study|
The goal of this task is to demonstrate your knowledge and understanding of how key Arts curriculum frameworks are enacted in a school classroom
This task requires you to undertake approximately 10 hours of classroom observations in a Year 7-10 classroom in your Arts subject. The observation site is to be arranged by you, although you may seek advice and assistance from the course coordinator. Using the template available on Canvas, you are to report on your observations, and critically question how the Arts curriculum and General Capabilities/Cross-Curriculum Priorities are enacted in the classroom, and how the subject is positioned in the school.
|All - Assessment Task 3:Learning and Assessment Sequence Plan|
The goal of this task is to design and justify a Learning and Assessment Sequence in your Arts subject, suitable for the school context from Task 1
Using the template provided on Canvas, design a Learning and Assessment Sequence in your Arts for the school context from Task 2. You will need to submit the following: 1. A justification of the decisions about pedagogy, resources and assessment, which is supported by evidence from the literature 2. Statements about how the cross-curriculum priorities and general capabilities are addressed, particularly Literacy, Numeracy, ICT and Aboriginal and Torres Strait Islander Perspectives. 3. Succinct descriptions of sample learning experiences, connected to the content descriptions 4. An assessment plan, including task sheets and GTMJs/marking tools, connected to the achievement standard
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task’s identified value) per day for the first two days from the date identified as the due date for the assessment task 10% (of the assessment task’s identified value) for the third day 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task A result of zero is awarded for an assessment task submitted seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension, you must contact your Course Coordinator and supply the required documentation to negotiate an outcome.
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