Teaching Secondary Creative and Performing Arts PG (11361.2)

Required texts

Australian Curriculum

https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-learning-area/the-arts

New South Wales

https://curriculum.nsw.edu.au/learning-areas/creative-arts

ACT Frameworks

The Arts

Please refer to Canvas for additional resources.

There is no required text book for this unit : The following texts, however, are recommended reading;

• Dinham, J. (2016). Delivering Authentic Arts Education (3rd ed.). Cengage Learning

Additional readings 

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P. & Vick, M. (2013). Teaching: making a   difference (2nd ed.). Milton, QLD: John Wiley & Sons Australia.

Hattie, J. & Yates, G. (2014). Visible Learning and the Science of How We Learn. Oxon New York, NY Routledge

Killen, R. (2013) Effective Teaching Strategies from Research and Practice (6th Ed.). South Melbourne, Vic. : Cengage Learning Australia

Marsh, C., Clarke, M, Pittaway, S (2014).   Marsh's Becoming a teacher (6th ed.) Pearson Australia

New South Wales Department of Education. (2006). Quality teaching in NSW public schools: assessment practice guide. Sydney, Australia: NSW Department of Education.

New South Wales Department of Education. (2003). Quality teaching in NSW public schools: discussion paper. Sydney, Australia: NSW Department of Education.

Tomlinson, C. (2005). The differentiated classroom: responding to the needs of all learners. Virginia, USA: Association for Supervision and Curriculum Development.

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting contents and kids. Alexandria, USA: Association for Supervision and Curriculum Development.

Wiggins, G. P. & McTighe, J. (2011) The Understanding by Design Guide to Creating High-Quality Units. Alexandria, Va. : ASCD

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

Late Submission

Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted.  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, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.

Special assessment requirements

Normally an aggregate mark of 50% is required to pass the unit

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

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.

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

Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.

Successful completion of the professional experience component is critical to success in the whole unit.  Refer to assessment on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.

Participation in ‘school based' tutorial classes and observation days are 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.

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) Moodle 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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