Teaching Secondary Creative and Performing Arts UG (12038.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-Campus |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.25 | 6 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Level 3 - Undergraduate Advanced Unit | 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 choice of disciplinary major. If in doubt, contact the Program Director or the Academic Programs Team at the Faculty of Education before enrolling in this unit.
Students should be aware that completing a disciplinary 'method' unit for which they will not meet NESA's Subject Content Knowledge Requirements for Secondary Teaching at the point of course completion 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. Demonstrate a broad knowledge and understanding of the structure of the Australian Curriculum for the discipline at Secondary and Senior Secondary levels and its significance to teaching and learning;
3. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in the discipline and within the Secondary and Senior Secondary classrooms;
4. Adopt a critically reflective approach to teaching and the related ability to plan for and implement teaching, learning and assessment strategies that inform and have a positive impact on learners within the discipline;
5. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
6. Implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
7. Organise and manage classroom activities and behaviour, provide clear directions, and maintain a supportive and safe learning environment; and
8. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
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
Must have passed 36 credit points including 10425 Curriculum - Assessment, Planning and Reporting AND one of the following:- 10450 Ways of Knowing, Being and Doing in Education
- 12034 Being a Teacher
- 9919 The Educational Workplace
Corequisites
None.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 | On-Campus | Miss Eli Archer |
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | On-Campus | 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
Submission of assessment items:
Where possible, all assessment items will be submitted online via the teaching site in UCLearn. The first page of each assessment item should include the following information:
- Student ID number:
- Assessment Name:
- Word Count (if applicable):
Students' names are not to be included on any assessment tasks/submission. Only Student ID numbers should be included (as per the Assessment Policy and Assessment Procedures).
Assessment items must be submitted to the assignment area in the UCLearn teaching site, relating to that piece of assessment. It is the student's responsibility to upload the correct and corresponding draft or assessment item, to the right submission section.
Late submissions will only be accepted for a limited period. If more than one late submission is made within that period, only the first late submission will be accepted for marking and may be subject to penalties as detailed in the Assessment Procedures.
Extensions
Students can apply for an extension to the submission due date for an assessment item due to extenuating, evidenced circumstances (specific details are found in the Assessment Procedures). An extension must be applied for before the due date. Documentary evidence (e.g. medical certificate) will be expected for an extension to be granted, however this will not guarantee that the application will be successful. The Unit Convener or relevant Program Director/Course Convener will decide whether to grant an extension and the length of the extension.
An Assignment Extension form is available from the Student Forms page.
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, 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 UC'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 must submit all assessment tasks.
Professional Experience report: In order to pass this unit, students must provide evidence of passing Professional Experience.
Teaching Performance Assessment (TPA)
All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.
It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017).
If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps.
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.
Supplementary assessment
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.
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.
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 20 hrs
Weekly Lesson Planning 20 hrs
Weekly Readings and Activities 50 hrs
Assessment Preparation 60 hrs
Collaborative lesson preparation and clinics participation: ~ 40 hours
Professional Experience: ~ 110 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
This unit involves accessing Canvas and other websites during the workshops, thus the students need an iPad, tablet, laptop or similiar.
Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:
- its use is authorised by the unit convener as part of a specified
assessment task, and - it is used in the way allowed in the assessment instructions and/or unit outline, and
its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.
Work placement, internships or practicums
Professional experience is a required activity to receive a grade in this unit. A successful professional placement is requisite for a Pass in this unit. You are required to have a current Working with Vulnerable People (WWVP) card in order to participate in this unit. Please refer to the professional experience section on the 'All Teacher Education' Canvas site for full information on the Professional Experience requirements.
Please comply with the following instructions to ensure your unit convenor remains informed of your progress in your negotiated placement.
- Fill in the professional experience placement planner in collaboration with your school mentor. (This can be found on the Professional Experience site). Indicate on the planner when your interim and final reports will be completed.
- Upload your planner, as a draft, to this Canvas site using the dropbox
- If your proposed schedule for the completion of your interim and final reports changes, please upload a new planner with the new dates
Please note: This unit involves work placements hence it requires strict adherence to professional practice and principles and ethics. School, student, and/or research participant confidentiality must always be maintained, including for assessment items like reports or essays etc.
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.Students are also required to complete and submit a 'UC Student Placement/ Internship Agreement Form' to the relevant dropbox on the Canvas site, before commencing Professional Experience.
Additional information
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
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.
Research Led Education: This unit involves research-led education and/or work-integrated learning. There are active researchers delivering 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.
