Course Coordinator:Cade Bonar (email@example.com) School:School of Education and Tertiary Access
UniSC Sunshine Coast
UniSC Moreton Bay
|Blended learning||Most of your course is on campus but you may be able to do some components of this course online.|
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
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||1hr||Week 1||6 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: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.|
|1.2||Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.|
|1.3||Students with diverse linguistic, cultural, religious and socioeconomic backgrounds: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.|
|1.4||Strategies for teaching Aboriginal and Torres Strait Islander students: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.|
|1.5||Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating 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: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.|
|2.1||Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area|
|2.2||Content selection and organisation: Organise content into an effective learning and teaching sequence.|
|2.4||Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.|
|2.5||Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas.|
|2.6||Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.|
|3.1||Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics.|
|3.2||Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.|
|3.3||Use teaching strategies: Include a range of teaching strategies.|
|3.4||Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.|
|3.5||Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement|
|4.1||Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities.|
|4.2||Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions|
|4.4||Maintain student safety: Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.|
|4.5||Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.|
|5.1||Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.|
|5.2||Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning|
|5.4||Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.|
|5.5||Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement|
|6.1||Identify and plan professional learning needs: Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.|
|6.2||Engage in professional learning and improve practice: Understand the relevant and appropriate sources of professional learning for teachers|
|6.3||Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.|
|6.4||Apply professional learning and improve student learning: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.|
|7.1||Meet professional ethics and responsibilities: Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.|
|7.2||Comply with legislative, administrative and organisational requirements: Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.|
|7.3||Engage with the parents/carers: Understand strategies for working effectively, sensitively and confidentially with parents/carers.|
|7.4||Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.|
Refer to the UniSC 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:Discipline-specific pedagogical appraisal and demonstration|
The goal of this task is for you to present a critical analysis and demonstration of a student-centred pedagogical approach in the context of your Arts discipline.
In a like-discipline pair, you are to identify a student-centred approach to learning that would elicit effective learning experiences for Year 7/8 students in your discipline. You are then to present a 15-minute workshop that presents a critical analysis of this pedagogical approach in this context, and demonstrates the approach in practice through a short lesson sequence. Your workshop presentation will firstly present your critical analysis of your chosen pedagogical approach (approximately 5-minutes) using the framework provided on Canvas. You and your teaching partner will then lead your peers in an interactive activity/ies (approximately 10-minutes) suitable for Year 7/8 students in your discipline area that shows this pedagogical approach in action. You are to plan your interactive activity/ies using the lesson template provided, and identify the relevant content descriptors from the Australian Curriculum: The Arts that these activities will address. The ‘students’ (your peers) must be actively engaged in making and/or responding during the workshop, and you should ensure that there are opportunities students of a diverse range of backgrounds and skill levels to participate. Your lesson planning and critical reflection is to be submitted to Canvas by the due date. The lesson demonstration will be video-recorded in the allocated tutorial time.
|All - Assessment Task 2:Lesson Sequence|
The goal of this task is for you to demonstrate your capacity to design a sequence of lessons in your Arts discipline for Year 9-10 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. The lessons should be planned as so they: • 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 meaningful links to literacy and numeracy within the lesson plans; • include opportunities for formative assessment; and • incorporate effective and safe use of ICT relevant to the Arts learning activities you have devised. These lesson plans are to be consecutive, should include activities that are organised sequentially, draw upon a range of pedagogical approaches, and ensure a balance between making and responding. You will also provide a rationale justifying 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 a teacher of the Arts to students in Years 7-10.
You are to complete a reflective written piece on your development as a teacher of the Arts across the course. You are to reflect upon the following aspects of your learning: • 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 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).
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. 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.
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