Course Outline

EDU727 Teaching Senior Secondary Arts 1

Course Coordinator:Cade Bonar (cbonar@usc.edu.au) School:School of Education and Tertiary Access

2022Semester 2

USC 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 the USC website for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

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.

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 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

Course Topics

  • Senior curriculum documents in the Arts
  • Curriculum planning and alignment of content, pedagogy and assessment
  • Teaching and learning strategies for engagement
  • Assessment and reporting practices in the Senior Phase
  • Dimensions of aesthetic experience and significance of Arts education 
  • Integrating resources including ITCs into teaching the Arts 
  • Literacy and numeracy in the Arts

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

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 Apply deep knowledge of arts practice, pedagogy and curriculum through designing innovative learning sequences that use a range of teaching and learning strategies. Knowledgeable
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. Knowledgeable
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

                                    

* Competencies by Professional Body

CODE COMPETENCY
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

Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

Enrolled in Program ED706 and a Dance, Drama, Media Arts, Music or Visual Arts Teaching area

Co-requisites

Not applicable

Anti-requisites

Not applicable

Specific assumed prior knowledge and skills (where applicable)

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

Lecturer and peer feedback for Task 1 will be given prior to Week 4.

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 Artefact - Creative, and Written Piece Individual 50%
2000 words
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
All 2b Oral Individual 10%
10 minutes
Refer to Format In Class
All - Assessment Task 1:Assessment Task Model Response and Critical Reflection
Goal:
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
Format:
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.
Criteria:
No. Learning Outcome assessed
1
Applied deep knowledge and skills of Arts practice and curriculum content, demonstrated through marking decisions and feedback for students and parents
1 4
2
Critically reflect on and make connections between theory, personal learning experiences and future teaching practice
3
3
Written communication and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.
5
All - Assessment Task 2a:Arts Lesson Sequence and Teaching Segment
Goal:
The goal of this task is to sequence of Senior lessons in your Arts discipline.
Product: Written Piece
Format:
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.
Criteria:
No. Learning Outcome assessed
1
Application of knowledge of Arts curriculum content
1
2
Evidence of a range of pedagogical approaches, including incorporation of literacy, numeracy and ICT learning
2
3
Use of literature to support practice in rationale.
3
4
Communication skills – Written and oral with multimodal support.
5
All - Assessment Task 2b:Teaching Segment
Goal:
The goal of this task is to teach a segment of one lesson for a Senior Arts classroom
Product: Oral
Format:
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.
Criteria:
No. Learning Outcome assessed
1
Application of knowledge of Arts curriculum content
1
2
Communication skills – Written and oral with multimodal support.
5

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. Directed study hours may vary by location. 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

There are no required/recommended resources for this course.

Specific requirements

Not applicable

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

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:

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 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.

SafeUSC

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 safe@usc.edu.au.

The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

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 studentcentral@usc.edu.au.

Wellbeing Services

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.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

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.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

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
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • Students with a Disability

Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

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.

General Enquiries

  • In person:
    • USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • USC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • USC Gympie - Student Central, 71 Cartwright Road, Gympie
    • USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au