This course is only for students with two teaching areas in the Arts. In this course, you will develop specialised knowledge and skills for implementing the Queensland Senior Secondary Arts curriculum in your second teaching area. You will learn how to design lesson plans and learning sequences that will engage diverse learners based on reflection on current trends in the arts. You will explore and evaluate a range of pedagogy, assessment and reporting strategies that maximise learning outcomes for senior students, including developing strategies for supporting literacy, numeracy and ICT learning within the arts.
|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 take place 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 1||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||Apply knowledge of content and pedagogy for Senior Secondary Arts curriculum in Queensland, and design innovative learning sequences that use a range of teaching and learning strategies.||Creative and critical thinker||
2.1, 2.2, 3.1, 3.2, 3.3, 3.4
|2||Design and implement teaching and learning strategies, that incorporate ICT, literacy, numeracy and 21-century skill for senior secondary Arts students.||Creative and critical thinker||
2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.5
|3||Engage with theory and research to reflect on Arts curriculum and assessment, making connections with your future practice.||
2.1, 6.1, 6.3
|4||Apply the principles of assessment that measure senior Arts students’ progress towards achievement standards in senior secondary, demonstrating deep understanding of moderation, feedback and reporting.||Knowledgeable||
5.1, 5.2, 5.3, 5.4, 5.5
|5||Use of oral and/or written communication for teaching, learning and assessment in junior secondary Arts for classroom and professional contexts.||Engaged|
|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|
|2.5||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|
|4.1||Support student participation|
|4.2||Manage classroom activities|
|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|
|5.5||Report on student achievement|
|6.1||Identify and plan professional learning needs|
|6.3||Engage with colleagues and improve practice|
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).|
Lecturer and peer feedback for Task 1 will be given prior to Week 4.
|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:Annotated Resource Portfolio, Rationale and Presentation|
The goal of this task is to develop your knowledge and understanding and application of engaging ways to communicate with students and parents/carers about senior secondary Arts curriculum choices.
You have been selected by the Head of Department to attend the senior subject evening to talk to parents and students about the value the Arts as a senior secondary subject. In this video presentation, you will demonstrate your understanding of the content, underlying philosophy, and pedagogy of the subject including how it connects with future study and work pathways. You will answer questions about how the senior secondary subject contributes to the Queensland Certificate of Education and/or ATAR.
|All - Assessment Task 2:Reflection on observations|
The goal of this task is to reflect on how your experiences observing in Year 11 and 12 classrooms will inform your future teaching
Drawing on the classroom observations as part of your fieldwork, you are to reflect on how the teachers and students participate in the enactment of the syllabus. You will focus specifically on the students' experiences of the assessment, and how teachers' support students learning. Suggestions for guiding questions will be available on Canvas.
|All - Assessment Task 3:Arts Resource Portfolio|
The goal of this task is for you to demonstrate your capacity to analyse and evaluate resources (stimulus, text, artwork, repertoire) and justify its use the Senior Secondary classroom.
This task has 4 components: 1. You will select a resource, artwork, piece of stimulus from the recommended lists for Unit 1 or 2 from your syllabus. You will annotate this resource by analysing using the framework outlined in your syllabus. 2. You will write 2 sample learning experiences that aligns with each Unit Objective that directly uses the chosen stimulus, or builds on the ideas or concepts within it. The learning experiences should contain evidence of the Underpinning Factors from your syllabus. 3. You will write a sample assessment task (Year 11, formative, internal) for the unit, that builds on the learning experiences described in Part 2. The task may use the same or different stimulus, but there should be evidence of connection and coherence. You will need to ensure that you meet all syllabus advice and requirements. 4. You will write a justification for your choices, drawing from the syllabus and academic literature.
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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