Task Description:

Using your choice from the lesson plan templates provided in MyLO, or an alternative preferred lesson planning model of your choosing, you are to create a lesson plan aligned with The Australian Curriculum – The Arts (Version 9.0) in your identified first Arts teaching area (i.e. drama, music, media or visual art).

The lesson is to be planned for your choice of secondary grade i.e grade 7, 8, 9 or 10), using information from either band 7/8 or 9/10.

Your lesson plan needs to identify and provide opportunity to foster a General Capability OR a Cross-Curriculum Priority from the Australian Curriculum, and incorporate details throughout the plan where appropriate to demonstrate this provision.

Your lesson must:
• Include essential information for the lesson – Title, the year level of the class, relevant content descriptor/s and strand/s, detail of the General Capability OR Cross Curriculum Priority from the Australian Curriculum that underpins the learning experience inherent to your lesson.
• Outline the Intended Learning Outcomes (ILOs) of the lesson. These embody the specific concepts, knowledge, skills and/or values you intend for students to develop, and should reflect the information in the above point).
• Identify opportunities for assessment within your lesson, and articulate these in relation to the Achievement Standard for your nominated grade.
• Detail the learning activities that comprise the lesson (i.e. what the teacher and students actually do/when/where during the lesson). This section will constitute the bulk of your lesson plan and should collectively convey what will happen in the lesson.
• Note how aspects of the lesson can be differentiated for particular learning needs. You can contextualise as appropriate for the diverse learning needs AND/OR culturally and linguistically diverse groups you identify.
• List details of the resources and/or materials you will use during the class or have used in the planning of the class (e.g., textbooks, technology, images, instruments, reading materials, websites, etc.).
• Write a reflective statement that explains (in context) the Arts pedagogical strategies/theories that underpin your planning Describe how you envisage these strategies/theories will support specific learning needs and/or preferences of your choosing. Use references to support your explanation.

Notes: As a guide, the bulk of your lesson plan might comprise around 800 words, and your statement 400 words. This guide is offered as a suggestion only, however please ensure you work within the word count of 1200 words for your submission overall. As you develop your lesson plan, think about how and where this lesson could sit within the ‘bigger picture’ of a unit of work. AT1 provides an opportunity for you to practice interpretation and enactment of curriculum in the contained context of a single lesson. For some of you, this might be your first venture into planning using curriculum, or your first foray into Version 9.0.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.2, 2.3,1.5

Task Length:

Due Date:

Week 4

Weight:

30 %

CRITERION #

CRITERION

Task Description:

You are required to submit a PebblePad portfolio comprising completion of Part A plus EITHER Part B OR C. The portfolio is to be shared for assessment via PebblePad, with the documentations therein comprising format/s of your choice: e.g. text, visual, video, audio.

Part A:
Module 2 is where you encounter and engage with pedagogical content knowledge pertaining to your Arts teaching specialisation. Part A of your Art Pedagogies Portfolio asks you to document four concise critical reflections that speak to the learning outcomes you have arrived at following your completion of four exercises/activities described in Module 2.
There are a diverse range of learning exercises/activities described across the Module 2 pedagogical content that you will work through and complete over the duration of the module. Your four Part A documentations must indicate which four Module 2 exercises/activities provide the basis for critically reflecting upon your arrival at specific learning outcomes.
Having engaged fully with your Module 2 content and completed all learning activities described therein, it is expected that your Part A documentations will go beyond simply describing what you did in your completion of four Module 2 learning exercises/activities. Rather, your four documentations of learning provide opportunity for you to reflect upon and articulate the ways your Module 2 learning experience has furthered your pedagogical content knowledge.

PLUS EITHER:

Part B
Contact a teacher currently working in your area of first discipline specialisation and ask them about a specific challenge they have faced in one of the following areas:
- Resourcing learning
- Creating the right environment for learning
- Managing learning relationships
Look up your required text (for your first discipline specialisation) to see if there is further advice or alternative options for addressing the challenge the teacher raised.
Drawing on the interviewed teacher’s perspectives, Module 2 resources, and your textbook, write an evidence informed critical reflection (drawing on your interviewed teachers’ perspective, scholarship from your required text and/or other relevant readings from across Module 2) in response to this challenge, and what pedagogical strategies you envisage deploying to approach and address it. Your reflection should go beyond description and offer compelling accounts of why and how you feel your chosen particular pedagogical strategies can support successful navigation of this challenge, and the implications this has for quality arts education teaching and learning.

OR Part C
Once you have obtained parental and/or school permission for how to do so appropriately, contact a secondary school student (Grade 7-12) currently studying in your Arts specialisation. It might be a student you have worked with in a previous professional experience, it could be one of your own high school student family members, or a high school student you are connected with via extra-curricular activities, such as team sports, or other community programs. Once the necessary permissions have been obtained, ask the student to describe a great learning experience they have had in your artform specialisation. Encourage them to describe:
- The resources that were used
- The physical environment
- The teacher’s particular teaching approaches (strategies, ways of relating to the material and/or the students).
Look up your required text (for your Arts specialisation) to see if any aspects of the students’ discussion relate to what could be described as - pedagogically speaking - best practice (or similar).

Drawing on the interviewed student’s responses, Module 2 resources, and your textbook, write an evidence informed critical reflection (drawing on your interviewed student’s perspective, scholarship from your required text and/or other relevant readings from across Module 2), about what pedagogical strategies you would deploy to facilitate a similarly great learning experience in your artform specialisation. Your reflection should go beyond description and offer compelling accounts of why and how you feel your chosen particular pedagogical strategies will support a quality arts education teaching and learning experience.

Notes: Please use the Assessment Task 2 discussion board to share and troubleshoot ideas/possibilities for how you envisage documenting your responses for Part A and B or C at least two weeks in advance of the assessment task due date.
Regular participation in, review of and contribution to online discussions/zoom tutorials pertaining to Module 2 and this assessment task is advised.
It is up to you how you wish to distribute the total 1500 word count across your response to Part A and your choice of Part B or C. Past students usually opt for around 900 words for Part A, and around 600 words for Part B or C.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 1.2, 3.3

Task Length:

Due Date:

Week 8

Weight:

40 %

CRITERION #

CRITERION

Task Description:

Using your choice from the unit plan templates provided in MyLO, or an alternative preferred planning model of your choice, you are required to create a 1000 word overview of a unit plan interpretation for a senior secondary class (grade 11/12) in the area of your first Arts specialisation.

You should use the pre-tertiary/senior secondary syllabus/curriculum of the Australian State or Territory in which you currently reside as te basis for your planning. If you are working in Tasmania, please head to TASC’s ‘The Arts’ courses, and plan a unit overview from the course content for a Level 2 or 3 course. All information pertaining to TASC’s ‘The Arts’ courses can be found here: https://www.tasc.tas.gov.au/students/courses/the-arts/

You may like to write a plan that you could discuss with a colleague teacher and/or use during an upcoming PE if you are teaching a senior secondary class.

Include a 300 word reflection to accompany your unit plan, commenting on:
- How the plan has been designed to allow you to utilise your Arts pedagogical and content knowledge expertise and strengths
- The considerations you have given to ensure accessibility and inclusion for a specific learning need.
Notes: Similar to AT1, examples of the specific learning need/s being considered are for you to determine.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.3, 1.5, 3.2

Task Length:

Due Date:

Week 12

Weight:

30 %

CRITERION #

CRITERION