In this course, you will develop specialised knowledge and skills for implementing the Queensland Senior Secondary Arts (Dance, Drama, Media Arts, Music, Visual Arts) learning area. You will learn how to design lesson plans and learning sequences that will engage diverse learners. 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 attend and participate in weekly scheduled on-campus tutorials.||2hrs||Week 1||10 times|
|Seminar – Online||2hrs||Week 1||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||Apply deep knowledge of arts practice, pedagogy and curriculum through designing 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 masterful teaching and learning strategies, that incorporate, ICT, literacy, numeracy and 21-century skills for senior secondary 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||Critically theorise and reflect on effective teaching in the Arts as well as philosophies, methods and approaches, and the significance of Arts education in the Senior Phase of learning.||Creative and critical thinker||
2.1, 6.1, 6.3
|4||Apply the principles of assessment that measure senior students’ progress towards achievement standards in senior secondary, demonstrating deep understanding of moderation, feedback and reporting.||Creative and critical thinker||
5.1, 5.2, 5.3, 5.4, 5.5
|5||Create oral and/or written communication concerning curriculum teaching, learning and assessment in senior secondary Arts for classroom and professional contexts.||Knowledgeable|
|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 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).|
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?|
|All||1||Artefact - Creative, and Written Piece||Individual||50%||
|Week 5||Online Assignment Submission with plagiarism check|
|All||2a||Written Piece||Individual and Group||40%||
3 lesson plans + 1500-word rationale
|Week 8||Online Assignment Submission with plagiarism check and in class|
|Refer to Format||In Class|
|All - Assessment Task 1:Assessment Task Model Response and Critical Reflection|
The goal of this task is for you to demonstrate your capacity to critically reflect on your learning by undertaking an assessment, marking and moderation cycle.
|Product:||Artefact - Creative, and Written Piece|
This task has 3 parts: Part A Adopting the role of a Year 12 student, you will complete a model response for an appropriate IA task from your syllabus. In the role of teacher, you will then mark you model response using the ISMG and provide feedback for the “student” and parents. Part B In the Week 4 tutorial, you will bring your model response, marking guide and feedback, to discuss with your peers. You will interrogate the marking decisions, and engage in discussion about the purpose of the task and challenges that students may face. Part C You will then write a critical reflection on: 1. What you learned from the process of making the model response 2. What you learned from the process of reviewing your marking, and any differences between your marking 3. How the assessment task and learning in this course (focussed on Senior Syllabus) will impact your future teaching This written piece will include references to the syllabus and relevant literature, to demonstrate your capacity to connect your own experiences with the wider field of your discipline and education.
|All - Assessment Task 2a:Arts Lesson Sequence and Teaching Segment|
The goal of this task is to sequence of Senior lessons in your Arts discipline.
This task has 2 components: Formative: Review of Teaching, Learning and Assessment Plan (Formative) You will use your knowledge and understanding of curriculum requirements review a provided Teaching Learning and Assessment Plan (TLAP). This review will consider the alignment with the Queensland Curriculum Senior Syllabus requirements for your teaching area, the syllabus objectives and assessment tasks in the unit. Time will be allocated during your Week 6 tutorial to complete the review template available on Canvas. This component is formative and you will be given feedback to inform your work in Part B. Summative: Arts lesson sequence and rationale Based on the TLAP you reviewed, you will design a sequence of three consecutive 70-minute lessons. Your lessons must adhere to Queensland Curriculum requirements in your Arts discipline. You will indicate opportunities for formative feedback, and ensure that the lesson are aligned with the summative assessment task/s for the unit. You will also incorporate literacy and numeracy activities appropriate for the Arts. Your rationale will justify the choices of pedagogy, teaching strategies and resources, demonstrating how you have considered the syllabus objectives, differentiation and student engagement.
|All - Assessment Task 2b:Teaching Segment|
The goal of this task is to teach a segment of one lesson for a Senior Arts classroom
You will present a 10-minute segment of one of your lessons from Task 2a in the tutorial, as if you were teaching it to Senior students. In the teaching segment you will include appropriate use of ICTs for the teaching of Senior Phase Arts curriculum. The presentations will take place during the Week 9 and 10 tutorials. It is crucial that you attend both weeks for the entire session, to provide a "class" of students for your peers.
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 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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