This course builds capacity to design and evaluate effective pedagogy within your Arts teaching area (Dance, Drama, Media Arts, Music or Visual Arts) for Years 7 - 10. You organise and plan lessons using the Australian Curriculum for the Arts, apply your deep knowledge, understanding and specialised skills to interpret, implement and adapt learning, in order to engage Junior Secondary students. You integrate Aboriginal and Torres Strait Islander histories and culture into learning experiences and critically reflect on your developing teaching practice.
|Learning materials – You are required to engage and interact with asynchronous learning materials and activities accessed through Canvas modules, course readings and required texts.||2hrs||Week 1||10 times|
|Tutorial/Workshop 1 – You are expected to attend and participate in weekly scheduled on-campus tutorials.||2hrs||Week 1||10 times|
|Seminar – Online||2hrs||Week 7||3 times|
700 Level (Specialised)
|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 deep knowledge and synthesis of curriculum frameworks, teaching strategies linked to a specific Arts teaching area, and the importance of literacy, numeracy and ICT.||Knowledgeable||
2.1, 2.2, 2.5, 2.6, 3.2, 3.3
|2||Design and plan learning sequences for Year 7 -10 students in Dance, Drama, Media Arts, Music or Visual Arts, demonstrating an understanding of the learning needs of diverse students, including the Aboriginal and Torres Strait Islander students.||Ethical||
1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.4, 4.1, 5.4, 5.5
|3||Collaborate with peers to deliver learning experiences, demonstrating an understanding of informal assessment.||Empowered||
3.3, 3.4, 3.5, 4.2, 4.4, 4.5, 5.1, 5.2, 6.3
|4||Critically analyse and evaluate theory and research about teaching and learning in a specific Arts area, connecting theory and practice.||
Creative and critical thinker
1.1, 1.2, 1.3, 1.4, 1.6, 2.1, 2.4, 2.5, 2.6, 7.1, 7.2
|5||Critically reflect on learning within the course, including future personal and professional development needs.||
6.1, 6.2, 6.4, 7.1, 7.2
|6||Use of oral and/or written communication for teaching, learning and assessment in junior secondary Arts for classroom and professional contexts.||Empowered||
3.5, 5.2, 6.3, 7.3, 7.4
|Australian Institute for Teaching and School Leadership|
|1.1||Physical, social and intellectual development and characteristics of students|
|1.2||Understand how students learn|
|1.3||Students with diverse linguistic, cultural, religious and socioeconomic backgrounds|
|1.4||Strategies for teaching Aboriginal and Torres Strait Islander students|
|1.5||Differentiate teaching to meet the specific learning needs of students across the full range of abilities|
|1.6||Strategies to support full participation of students with disability|
|2.1||Content and teaching strategies of the teaching area|
|2.2||Content selection and organisation|
|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|
|4.2||Manage classroom activities|
|4.4||Maintain student safety|
|4.5||Use ICT safely, responsibly and ethically|
|5.1||Assess student learning|
|5.2||Provide feedback to students on their learning|
|5.4||Interpret student data|
|5.5||Report on student achievement|
|6.1||Identify and plan professional learning needs|
|6.2||Engage in professional learning and improve practice|
|6.3||Engage with colleagues and improve practice|
|6.4||Apply professional learning and improve student learning|
|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 ED706 and a Dance, Drama, Media Arts, Music or Visual Arts Teaching area
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Feedback on Task 1 will be communicated verbally following the presentations in Week 3. Students who do not perform well in this task will be invited to meet with the course coordinator to clarify expectations and make a plan for successful completion of the course.
|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 3||In Class|
3 detailed lesson plans + 1000 word rationale
|Week 8||Online Assignment Submission with plagiarism check|
|Week 10||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Critical analysis and demonstration of a pedagogical approach|
The goal of this task is for you to critically analyse a pedagogical approach, present your analysis to your peers, and demonstrate the approach in an interactive format
Using your knowledge of student-centred approaches to learning, you and your teaching partner are to deliver a 20-minute presentation that presents a critical analysis of a pedagogical approach suitable for Year 7/8 Arts students. You will begin with a succinct presentation of your analysis, using the format provided on Blackboard. You will then engage your peers in an interactive workshop that demonstrates the strengths and/or limitations of the approach. You should ensure that there are opportunities students of a diverse range of backgrounds and skill levels to participate. You should briefly outline what has been covered previously and possible future directions. The 'students' (your peers) must be actively engaged in Making and/or Responding during the workshop. You should identify the relevant content descriptors from the Australian Curriculum: The Arts that the activities will address.You will submit your lesson plan (using the template provided) and a written summary of your analysis through Blackboard.
|All - Assessment Task 2:Lesson Planning and Teaching a Lesson Segment|
The goal of this task is for you to demonstrate your capacity to design a sequence of lessons and to teach a lesson segment in the Arts to Year 7 -10 students.
This task involves designing and planning an engaging sequence of three 70-minute lessons for a Year 9/10 class including a rationale for the approach you have taken. You will be given a scenario, which includes information about prior learning and achievement results of the students. The lessons should be planned to: - Embed Aboriginal and Torres Strait Islander perspectives, using appropriate protocols for your discipline; - Meet the needs of a diverse range of learners and provide opportunities for all students to succeed; - Include at least one literacy and one numeracy activity within the lesson plans; and - Incorporate effective and safe use of ICT relevant to the Arts learning activities you have devised. These lesson plans should be consecutive, and should include activities that are organised sequentially and ensure a balance between Making and Responding. Your rationale (1000 words) should justify your choices of pedagogy, curriculum content, assessment and resources, and should include references to the course readings and the curriculum documents.
|All - Assessment Task 3:Journal of professional learning and reflection|
The goal of this task is to enable you to examine and reflect on your development as an inspiring teacher of the Arts to students in Years 7 - 10.
Throughout the course, you will use a professional journal to document your development as a teacher of the Arts to students in Years 7 - 10. While this journal will be a working document, you will submit three entries for assessment: • how you have been able to embed Aboriginal and Torres Strait Islander histories, cultures or perspectives into your Task 2 lessons, your knowledge of this area, and areas for your future learning. • strategies that you have incorporated into your lesson plans to develop literacy and numeracy skills within your discipline and make recommendations for future application of these into your teaching practice. • at least one other key area of your learning from the course content. It is essential that each entry includes: - reflection how your learning in this course will impact on your future practice; and - plans for your professional learning, including goals, actions, and areas in which you might seek feedback (from teachers and supervisors). Your reflections must demonstrate deep and critical engagement with the curriculum documents, theory and research presented in the course, including the broader social, historical and political contexts in which your future practice will be situated.
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.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Roy Killen||2015||Effective Teaching Strategies||7th||Cengage Learning|
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 may 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 after 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 to negotiate an outcome.
USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email firstname.lastname@example.org.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or email@example.com.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
For more information on Academic Learning & Teaching categories including:
Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.