Course Outline

EDU728 Teaching Senior Secondary Arts 2

Course Coordinator:Rachael Dwyer (rdwyer@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

This course is only for students with two teaching areas in the Arts. In this course, you will develop specialised knowledge and skills for implementing the Queensland Senior Secondary Arts curriculum in your second teaching area. You will learn how to design lesson plans and learning sequences that will engage diverse learners based on critical reflection on current trends in the arts. 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 participate in scheduled online tutorials. These will take place 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
Seminar – Online 2hrs Week 1 3 times

Course Topics

• Senior Curriculum framework and relevant policy and implementation documents in second teaching area

• Curriculum planning, design and alignment of pedagogy, learning outcomes, content and assessment relevant to second teaching area

• Requirements for senior assessment, moderation and reporting in second teaching area

• Designing and using assessment as an integral part of monitoring students’ learning and curriculum decision making in second teaching area 

• Engagement with Arts Education professionals

 

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 Demonstrate your deep applied knowledge of content and pedagogy for Senior Secondary Arts curriculum in Queensland, and design 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 teaching and learning strategies, that incorporate, ICT, literacy, numeracy and 21-century skill for senior secondary Arts students. Knowledgeable
Creative and critical thinker
2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.2, 4.5
3 Critically reflect on, theorise and evaluate senior secondary Arts curriculum design and implementation with a focus on engaging students and providing achievable challenges. Knowledgeable
Creative and critical thinker
2.1, 6.1, 6.3
4 Apply the principles of assessment that measure senior Arts students’ progress towards achievement standards in senior secondary, demonstrating deep understanding of moderation, feedback and reporting. Knowledgeable
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
3.5 Use effective classroom communication
3.7 Engage parents / carers in the educative process
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 two of Dance, Drama, Media Arts, Music or Visual Arts Teaching areas

Co-requisites

EDU727

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.

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 Oral Individual 30%
7-10 minutes
Week 4 Online Assignment Submission with plagiarism check
All 2 Written Piece Individual 30%
1800 words
Week 7 Online Assignment Submission with plagiarism check
All 3 Portfolio Individual 40%
2500 words
Week 10 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Senior subject selection presentation
Goal:
The goal of this task is to develop your knowledge and understanding and application of
engaging ways to communicate with students and parents/carers about senior secondary
Arts curriculum choices.
Product: Oral
Format:
You have been selected by the Head of Department to attend the senior subject evening to
talk to parents and students about the value the Arts as a senior secondary subject. In
this video presentation, you will demonstrate your understanding of the content, underlying
philosophy, and pedagogy of the subject including how it connects with future study and
work pathways. You will answer questions about how the senior secondary subject
contributes to the Queensland Certificate of Education and/or ATAR.
Criteria:
No. Learning Outcome assessed
1
​Application of deep knowledge of Arts curriculum content and syllabus requirements
1
2
Understanding of theory and research to create a strong rationale for studying The Arts.
3
3
Written, visual and oral communication skills appropriate for the audience
5
All - Assessment Task 2:Critical reflection on observations
Goal:
The goal of this task is to reflect on how your experiences observing in Year 11 and 12 classrooms will inform your future teaching
Product: Written Piece
Format:
Drawing on the classroom observations as part of your fieldwork, you are to reflect on how the teachers and students participate in the enactment of the syllabus. You will focus specifically on the students' experiences of the assessment, and how teachers' support students learning. Suggestions for guiding questions will be available on Canvas.
Criteria:
No. Learning Outcome assessed
1
Demonstrate deep knowledge of key Arts curriculum frameworks and your understanding philosophies of Arts learning in Years 11-12.
1
2
Demonstrate critical reflection skills in order to demonstrate your evolving development as an Arts Educator.
3
3
Written communication and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.
5
All - Assessment Task 3:Arts resource portfolio
Goal:
The goal of this task is for you to demonstrate your capacity to analyse and evaluate resources (stimulus, text, artwork, repertoire) and justify its use the Senior Secondary classroom.
Product: Portfolio
Format:
This task has 4 components.
1. You will select a resource, artwork, piece of stimulus from the recommended lists for Unit 1 or 2 from your syllabus. You will annotate this resource by analysing using the framework outlined in your syllabus.
2. You will write 1-2 sample learning experiences that aligns with each Unit Objective that directly uses the chosen stimulus, or builds on the ideas or concepts within it. The learning experiences should contain evidence of the Underpinning Factors.
3. You will write a sample assessment task for the unit, that builds on the learning experiences described in Part 2. The task may use the same or different stimulus, but there should be evidence of connection and coherence. You will need to ensure that you meet all syllabus advice and requirements.
4. You will write a justification for your choices, drawing from the syllabus and academic literature.
Criteria:
No. Learning Outcome assessed
1
Selects an appropriate resource for use in Senior Secondary Arts
1
2
Designs learning experiences that are stimulating and challenging, reflecting the syllabus requirements of Literacy, Numeracy and ICT
2
3
Sample assessment task demonstrates knowledge of assessment, moderation and feedback processes, meeting all syllabus requirements
4
4
Justification of resource and assessment choices, connecting theory and practice.
3
5
Written communication and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.
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