Teaching Secondary Creative and Performing Arts PG (11361.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus Placement |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.25 | 6 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Post Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Important Note: Students should only enrol in this unit if it matches their designated discipline area at point of admission to the course. If in doubt, contact the Program Director or the Academic Programs Team at the Faculty of Education before enrolling.
Students should be aware that completing a disciplinary 'method' unit for which they do not meet NESA's Subject Content Knowledge Requirements may lead to problems when seeking to register as a teacher.
Learning outcomes
On successful completion of this unit students will be able to:1. Demonstrate an understanding of student development, how this affects student learning and implications for inclusive curriculum and teaching;
2. Display knowledge and understanding of the Australian Curriculum's cross-curriculum priorities and general capabilities;
3. Demonstrate a broad knowledge and understanding of the structure of the Australian Curriculum for Creative and Performing Arts (CAPA) at secondary and senior secondary levels and its significance to teaching and learning in the CAPA classroom;
4. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in the secondary CAPA classroom;
5. Adopt a reflective approach to teaching and the related ability to plan for and implement to teaching, learning and assessment strategies that inform and have a positive impact on CAPA learners in the contemporary secondary classroom;
6. Display knowledge and understanding of literacy, numeracy and ICT teaching strategies and resources, and how these can be used to expand curriculum learning opportunities for all students;
7. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
8. Demonstrate an understanding and ability to implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
9. Demonstrate the capacity to organise and manage classroom activities and behaviour, to provide clear directions, and to maintain a supportive and safe learning environment; and
10. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.
Graduate attributes
1. ºÚÁϳԹÏÍø graduates are professional - communicate effectively1. ºÚÁϳԹÏÍø graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. ºÚÁϳԹÏÍø graduates are professional - employ up-to-date and relevant knowledge and skills
1. ºÚÁϳԹÏÍø graduates are professional - take pride in their professional and personal integrity
1. ºÚÁϳԹÏÍø graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. ºÚÁϳԹÏÍø graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. ºÚÁϳԹÏÍø graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. ºÚÁϳԹÏÍø graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. ºÚÁϳԹÏÍø graduates are global citizens - communicate effectively in diverse cultural and social settings
2. ºÚÁϳԹÏÍø graduates are global citizens - make creative use of technology in their learning and professional lives
2. ºÚÁϳԹÏÍø graduates are global citizens - think globally about issues in their profession
2. ºÚÁϳԹÏÍø graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. ºÚÁϳԹÏÍø graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. ºÚÁϳԹÏÍø graduates are lifelong learners - be self-aware
3. ºÚÁϳԹÏÍø graduates are lifelong learners - evaluate and adopt new technology
3. ºÚÁϳԹÏÍø graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Skills development
Education Accreditation
AITSL and TQI Graduate Standards for Teachers.
1.3 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 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 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence.
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Include a range of teaching strategies.
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5 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 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Prerequisites
11354 Using Data to Improve Learning AND 11351 Curriculum and Assessment in Secondary EducationCorequisites
This unit is only available to students in the Master of Secondary Teaching.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Semester 1 | 05 February 2024 | On-campus | Miss Eli Archer |
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-campus | Miss Eli Archer |
| 2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | Placement | Miss Eli Archer |
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | Placement | Miss Eli Archer |
Required texts
There is no required text book for this unit : The following texts, however, are recommended reading:
- Dinham, J. (2022). Delivering Authentic Arts Education (5th ed.). Cengage Learning
Additional readings and resources will be provided for each workshop and can be found on the Unit Canvas site.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with ºÚÁϳԹÏÍø's Assessment Policy.
Responsibility for Understanding: If there is any doubt with regard to the requirements of any particular assignments or assessment procedure, the onus for clarifying the issue rests with the student who should contact the unit Convener or tutor. Further, it is the responsibility of students to ensure that they are correctly enrolled in the unit and that the tutor and Student Administration have their correct contact details.
When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit and students need to submit all assessment items.
Provision of Valid Documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE), as a prescribed authority for investigation.
Students must apply academic integrity in their learning and research activities at ºÚÁϳԹÏÍø. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
ºÚÁϳԹÏÍø students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
ºÚÁϳԹÏÍø uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
Activities will be posted online weekly so that time within workshops can be provided for individual subject groups. Active engagement with and completion of relevant online activities before each workshop is required in order to maximise learning in this unit.
An approximate breakdown of the workload is:
Weekly Workshops 36 hrs
Weekly Lesson Planning and Collaboration 34 hrs
Weekly Readings and Activities 150 hrs
Assessment Preparation 60 hrs
Placement Preparation 20 hours
Participation requirements
There is a strong correlation between participation and success in higher education. Your participation and engagement with all unit activities will enhance your understanding of this unit's content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Participation in ‘school based' tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the ‘school based' tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
It is expected that students undertaking this unit will have a sound level of information technology competence that includes electronic manipulation of documents, PowerPoint, photographs, videos, slideshows, e-books, websites and apps.
In-unit costs
None
Work placement, internships or practicums
This unit involves a professional practicum and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Student and school confidentiality must always be maintained, including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.
Students are required to undergo a Working with Vulnerable People (WWVP) background check to undertake a placement for the unit. Students are responsible for arranging their own registration through the ACT Office of Regulatory Services via Access Canberra. No fee is charged if students select 'volunteer' when applying for a check. Note that the Working with Vulnerable People (Background Checking) Act only applies to the ACT but is usually also accepted in NSW schools. For students undertaking placements in other states or territories, it may be that an alternate Police Check or a Working with Children Check is required. Please refer to the professional experience section on the All Teacher Education Students (ATES) Canvas site for full information on the Professional Experience requirements.
Students who are in placement units or in school based units are required to complete an Acceptable use of ICT resources form in order to access ICT resources in their placement school. A hardcopy of the form will be distributed and collected by your tutor early in each semester
Additional information
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
Theoretical foundations: This course covers the theoretical foundations of Pedagogical Content Knowledge and emerging practices for beginning teachers.
Research Led Education: There are active researchers teaching this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out. A focus of the unit is to assist preservice teachers to be classroom ready. Through inquiry-based teaching and project based learning, the learning and assessment modes develop research skills in the preservice teachers.
Student Expectations for Lesson Planning
When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.
Please note: the completion of weekly group lesson plans is a compulsory task that contributes to your final grade for the unit. Failure to submit lesson plans will result in an unsatisfactory grade for the unit.
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