Secondary Creative Arts PCK 2 (9901.3)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||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)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Critically understand the principles of unit planning, the content of current curriculum and the pedagogy of Creative Arts;
2. Design and apply a variety of assessment strategies to evaluate diverse student learning and development in Creative Arts;
3. Actively participate in professional conversations about issues pertinent to Creative Arts education;
4. Develop an evolving philosophy for what Creative Arts teaching means; and
5. Develop as professionals that are knowledgeable, skillful, flexible and compassionate in their practice and who are guided by a sense of social and ethical responsibility.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
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 - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
AITSL and TQI Graduate Standards for Teachers
This Unit provides the facility for students to address and satisfy the following Professional Standards:
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.
PrerequisitesMust have passed 36 credit points including 10450 Ways of Knowing, Being and Doing in Education AND 10425 Curriculum - Assessment, Planning and Reporting AND 9900 Secondary Creative Arts PCK 1.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||UC - Canberra, Bruce||Semester 2||31 July 2023||On-Campus||Dr Rohan Nethsinghe|
New South Wales
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
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 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
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.
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.
You will be working in small groups to plan and deliver lessons during the school based workshops. This means that you will need to prioritise shared planning time together outside of the workshops (face to face or onlilne) so that you have shared and equitable contribution to this work.
This means that you will attend and participate in a three hour workshop each week and additional hours will be composed of shared planning with your peers, undertaking reading and planning individually and researching for your assignment tasks.
Workshops = 21 hours
Reading, Planning, Collaborating = 89 hours
Assessment Preparation = 40 hours
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.
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
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).
Where this unit is a student's final Placement unit, you must successfully complete all aspects of the TPA to pass the unit in addition to a successful placement report.
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 firstname.lastname@example.org 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.