Unit rationale, description and aim

In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need a knowledge and understanding of the junior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas.

Pre-service teachers will study the junior secondary Visual Arts curriculum, including general capabilities, cross-curriculum priorities and other allied materials. They will critique their prior knowledge and experience in the field and how these connect with the scope of the curriculum, identifying opportunities, challenges and responsibilities of teaching Visual Arts. Pre-service teachers will explore theoretical frameworks associated with teaching and learning in Visual Arts education. They will learn evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn approaches for engaging learners and to meet the learning needs of diverse students. An introduction to assessment, in particular diagnostic and formative, is undertaken. They will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Focussing on the detailed planning of a short series of lessons, pre-service teachers will learn to structure lesson sequences within units of work in order to demonstrate a knowledge of curriculum and learning theory. They will engage in micro-teaching to practice engaging students and guiding the classroom discourse.

The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Visual Arts at a junior secondary level.

2025 10

Campus offering

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  • Term Mode
  • Semester 1Online Scheduled
  • Semester 2Online Scheduled

Prerequisites

Nil

Incompatible

EDAR516 Visual Arts Curriculum, Pedagogy and Assessment 1

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Plan and devise a structured learning program in j...

Learning Outcome 01

Plan and devise a structured learning program in junior secondary Visual Arts, showing a mastery of the concepts, substance and structure of the junior secondary Visual Arts curriculum and assessment principles.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC11, GC12

Critically analyse and develop a range of approach...

Learning Outcome 02

Critically analyse and develop a range of approaches to planning and delivering engaging and purposeful teaching/learning sequences for junior secondary Visual Arts and including the selection of appropriate resources, informed by an understanding of how students learn in Visual Arts.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC11, GC12

Describe, design and evaluate a variety of pedagog...

Learning Outcome 03

Describe, design and evaluate a variety of pedagogical approaches in junior secondary Visual Arts which allow the specific learning strengths and needs of students to be met.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC10, GC11, GC12

Identify and explain the use of linguistic resourc...

Learning Outcome 04

Identify and explain the use of linguistic resources to provide directions, explanations and support student learning.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC11, GC12

Synthesise and critically reflect upon the profess...

Learning Outcome 05

Synthesise and critically reflect upon the professional responsibilities of the Visual Arts teacher, including the provision of a safe and supportive learning environment.

Content

Topics will include: 

  • The pre-service teachers’ prior experience of, and engagement with Visual Arts education
  • The Australian junior secondary Visual Arts curriculum, including general capabilities and cross-curriculum priorities, focussing on appropriate state/jurisdictional expectations, syllabi and guidelines
  • Theoretical frameworks associated with Visual Arts teaching and learning
  • Pedagogical approaches emblematic of Visual Arts teaching and learning
  • Planning and curriculum alignment
  • Planning for effective teaching and learning in junior secondary Visual Arts education
  • Differentiated teaching in Visual Arts
  • Needs of learners from diverse cognitive, physical, social and cultural backgrounds
  • Needs of learners from Aboriginal and Torres Strait Islander backgrounds
  • Incorporating literacy and numeracy in teaching
  • Digital technologies for teaching/learning in Visual Arts education
  • Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Visual Arts education
  • Teacher-presented explanations
  • An introduction to assessment in junior secondary Visual Arts education with particular emphasis on formative and diagnostic
  • Learning beyond the classroom
  • Student welfare and safety in Visual Arts classrooms and typical Visual Arts teaching/learning environments
  • Assessment moderation: making consistent and comparable judgments about student learning
  • Professional responsibilities and relationships
  • Professional associations and continued professional learning


Assessment strategy and rationale

The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice. 

The assessment tasks are sequenced to allow feedback and progressive development. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher. 

Overview of assessments

Assessment Task 1: Lesson Planning Develop three ...

Assessment Task 1: Lesson Planning

Develop three sequential lesson plans that are research-informed, and demonstrate the integration of curriculum, pedagogical, and assessment principles and strategies relevant to the teaching of the unit discipline area for a selected Year level between years 7-10. Justify choices made with supporting evidence. 

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC10, GC11, GC12
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.4, APST(GA)7.4

Assessment Task 2 For Assessment Task 2, choose ...

Assessment Task 2

For Assessment Task 2, choose one of the following tasks. It is recommended that you cover Option in your principal teaching area, and Option 2 in your second teaching area.

Option 1 Microteaching portfolio

A video compilation with a mock group of students illustrating approaches to presenting clear explanations, precise instructions, and purposeful questions. A variety of contexts and resources should be considered. Reflect on the process and outcomes.

Option 2 Skills audit and professional learning plan

Conduct an audit of your knowledge and skills in relevant secondary 7-10 curriculum documents and devise a related professional development plan. Reflect on the process and outcomes.

Weighting

50%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC11, GC12
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.5, APST(GA)2.1, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)5.1, APST(GA)6.1, APST(GA)6.2, APST(GA)6.4, APST(GA)7.4

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. It is designed to build the pre-service teacher’s understanding of teaching strategies designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. Teaching skills of planning and assessing, and ability to locate and synthesise information, will be developed through designing Visual Arts lessons. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate. 

The teaching and learning strategy described above will use an appropriate selection of approaches, including, for example: 

  • Weekly lectures (synchronous and asynchronous)  
  • Hands-on discussions that promote peer learning 
  • Microteaching opportunities 
  • Self-directed reading and research 
  • Collaborative learning opportunities 


The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote the connection between content and educational experiences.

Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.

Multi-mode

Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.

Online unscheduled

Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable. 

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

  • Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

    Relevant Learning OutcomeLO2, LO3

  • Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

    Relevant Learning OutcomeLO2, LO3

  • Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

    Relevant Learning OutcomeLO2

  • Relating toDemonstrate 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

    Relevant Learning OutcomeLO2, LO3

  • Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO3

  • Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

    Relevant Learning OutcomeLO1, LO4

  • Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

    Relevant Learning OutcomeLO3

  • Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

    Relevant Learning OutcomeLO2, LO3

  • Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

    Relevant Learning OutcomeLO2

  • Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

    Relevant Learning OutcomeLO3

  • Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

    Relevant Learning OutcomeLO3

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO2, LO3

  • Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Relevant Learning OutcomeLO2, LO3

  • Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

    Relevant Learning OutcomeLO2

  • Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

    Relevant Learning OutcomeLO3

  • Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

    Relevant Learning OutcomeLO2, LO3

  • Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

    Relevant Learning OutcomeLO2, LO4

  • Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

    Relevant Learning OutcomeLO4

  • Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

    Relevant Learning OutcomeLO1

  • Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.

    Relevant Learning OutcomeLO1

  • Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

    Relevant Learning OutcomeLO1

  • Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

    Relevant Learning OutcomeLO1

Representative texts and references

Representative texts and references

Australian Curriculum https://www.australiancurriculum.edu.au/

Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au

Relevant jurisdictional curriculum documents

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