Course Outline
EDU726 Teaching Junior Secondary Arts 2
Course Coordinator:Jessica O'Bryan (jobryan@usc.edu.au) School:School of Education and Tertiary Access
2026Trimester 1
UniSC Sunshine Coast |
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 unisc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
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 EDU725 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, critically 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.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| 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 | 9 times |
| Tutorial/Workshop 1 – You are required to participate in on campus 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 |
Course Topics
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Australian Curriculum for the Arts
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Principles of constructive alignment
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Knowledge of how students learn (memory, spacing, retrieval, cognitive overload)
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Strategies for establishing challenging and achievable learning goals with students
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Teaching strategies that support acquisition of new knowledge (explicit teaching, scaffolding, modelling, worked examples)
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Teaching strategies that support application and utilisation of knowledge (rich investigative tasks, inquiry learning, independent problem solving)
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Ongoing formative (to determine prior knowledge/ misconceptions, evaluate progress and inform pedagogical planning) and summative assessment strategies, including moderation and reporting
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Embedding literacy, numeracy and ICT learning (including safe and ethical use of ICT) in the Arts
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Research, theory and policy perspectives on the Arts
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Safe arts practices
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Aboriginal perspectives and Torres Strait Islander perspectives on the Arts
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Inclusion of diverse learners
What level is this course?
700 Level (Specialised)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| 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 | Critically analyse and evaluate classroom practice, making connections with theory, research, and your own future practice. |
Creative and critical thinker Engaged |
6.2, 6.3, 7.1, 7.2, 7.4 |
| 3 | Design and plan learning and assessment sequences that demonstrate an understanding of the learning needs of diverse students |
Knowledgeable Ethical |
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. |
Ethical 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 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 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. |
| 2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
| 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. |
| 4.5 | 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 |
| 5.3 | Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
| 5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
| 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. |
| 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. |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in Program ED706 and two Arts Teaching areas
Co-requisites
EDU725
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Specialist knowledge of one of the strands of the Arts from previous undergraduate studies.
Microcredential Information
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
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.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Oral and Written Piece | Individual | 30% | 1500 words; 15 minute presentation |
Week 4 | Online Assignment Submission with plagiarism check |
| All | 2 | Case Study | Individual | 30% | 2000 words |
Week 7 | Online Assignment Submission with plagiarism check |
| All | 3 | Plan | Individual | 40% | 2500 words |
Week 10 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:In class presentation | ||||||||||||||||
| Goal: | 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 teaching and learning theories, Arts philosophies, and discuss their practical application. |
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| Product: | Oral and Written Piece | |||||||||||||||
| Authorship Statement: | ||||||||||||||||
| Format: | You are to deliver in class a audio-visual presentation that demonstrates your knowledge of a specific curriculum, assessment or pedagogical aspect of your Arts discipline, using the relevant Australian Curriculum Arts syllabus for Years 7-10. It is to be an informative and/or instructive piece. Your audience for this presentation is teachers of Years 7-10, who may or may not be specialists in the subject. You should discuss current curriculum frameworks and education policies, and address the research literature on your chosen topic, as well as some or all of the following: • the relevance of literacy and numeracy learning activities in The Arts; • pedagogical considerations to engage learners including explicit teaching, spacing and retrieval practice, modelling/worked examples and scaffolding; • 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 utilising APA referencing style. You will submit your audio-visual presentation as a PDF along with a script outline and reference list to the submission point. |
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| Criteria: |
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| Generic Skills: | Communication, Applying technologies, Information literacy |
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| All - Assessment Task 2:Case Study Report | ||||||||||||||||
| Goal: | The goal of this task is to demonstrate your knowledge and understanding of how key Arts curriculum frameworks are enacted in a school classroom, through a critical reflection of in-person observations. |
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| Product: | Case Study | |||||||||||||||
| Authorship Statement: | ||||||||||||||||
| Format: | 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 evaluate how the Arts Curriculum and General Capabilities/Cross-Curriculum Priorities are enacted through pedagogy and assessment in the classroom. You are to consider learning and teaching theories and the teaching strategies employed, and also consider how Arts philosophies of learning are enacted. You should discuss how the subject is positioned in the school and critically reflect on your own future practice in light of your observations. You should submit an observation attendance sheet (available on Canvas), signed by you and the classroom teacher, along with your report to the submission point. |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Organisation |
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| All - Assessment Task 3:Learning Sequence and Assessment Plan | |||||||||||||||||||
| Goal: | 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 2. |
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| Product: | Plan | ||||||||||||||||||
| Authorship Statement: | |||||||||||||||||||
| Format: | Using the template provided on Canvas, design a Learning and Assessment Sequence in your Arts for the school context from Task 2, for a classroom in one of years 7-10. Along with the Learning and Assessment Sequence, 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 and appropriately referenced; 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 in your ACARA Arts Syllabus. These are to be consecutive, with content, activities and tasks becoming increasingly challenging throughout the sequence, and incorporating explicit teaching, spacing and retrieval practice, modelling/worked examples and scaffolding, allowing ample opportunities to practise recall and retention, and ensuring a balance between making and responding. Ensure that independent problem-solving activities are presented only once the students approach proficiency through opportunities to practise progressively challenging tasks. 4. An assessment plan, including task sheets and marking guides, connected to the relevant achievement standard. |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Applying technologies, Information literacy |
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Directed study hours
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.
What resources do I need to undertake this course?
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.
Prescribed text(s) or course reader
Specific requirements
Students will require a Blue Card to complete field observations.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
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.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
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
Assessment: Submission penalties
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.
The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC 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.
General Enquiries
For course-specific questions, contact your teaching staff or Course Coordinator.
For other enquiries or to access support, please contact Student Central: