Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

A middle schooling approach aims to make connections between knowledges and skills across subject disciplines and learning areas leading to meaningful, intellectually challenging and connected learning experiences for middle years students. It requires educators to work collaboratively to develop and implement trans-disciplinary curriculum. This curriculum unit aims to develop educators' professional skills to incorporate the learning areas of SOSE and The Arts across the curriculum through a range of teaching, learning and assessment approaches suitable for the middle years. The unit will build skills in developing a curriculum approach to teach history, geography and The Arts in the middle years. The unit builds on understandings developed in other units, particularly in relation to the learning areas, and to general theories and approaches to middle years education.

Aims

The aims of this unit are to enable you to (1) enhance your understanding of the nature of SOSE and The Arts as Key Learning Areas, (2) reflect on the relationship between the middle years of schooling and the theoretical basis of the SOSE and Arts curriculum in terms of your teaching practice, and (3) develop trans-disciplinary, classroom-based SOSE/Arts learning experiences and assessment.

Objectives

On completion of this unit you should be able to:

1. Demonstrate personal and professional understanding of the subject knowledge, processes and skills, including central concepts, modes of inquiry and structures of the relevant discipline areas in SOSE and The Arts in the middle years of schooling [QCT Standard One; QCT Standard Three]

2. Design transdisciplinary SOSE/Arts lessons and assessment that reflect effective teaching, learning and assessment strategies, particularly strategies such as inquiry learning that promote higher order thinking skills, imagination, creativity and reflection relevant to the curriculum area and developmental phase of students. [QCT Standard One; QCT Standard Three]

3. Develop and demonstrate cross-cultural awareness as a facet of SOSE and The Arts through learning experiences incorporating evidence-informed theories and research on teaching and learning in the middle years, that take account of the backgrounds, characteristics and learning styles of students. [QCT Standard Four]

4. Demonstrate knowledge of characteristics, uses, advantages and limitations of different assessment modes, techniques and criteria, and be able to develop assessment instruments relevant to a trans-disciplinary SOSE/Arts unit of work. [QCT Standard Five]

5. Critically reflect on the relationship between the middle years of schooling and your personal professional practice and demonstrate acceptable standards of communication. [QCT Standard Ten; QCT Standard Two]

Content

This unit will cover the following topics and contribute to your developing Professional Learning Profile:

• This unit will explore the strands of the Queensland SOSE and The Arts syllabus and investigate ways in which the content can be interwoven successfully in a trans-disciplinary, middle years context. Strategies for teaching history, geography and some aspects of The Arts as part of the Australian Curriculum will be explored.
  
  
• The SOSE curriculum will be used as an organising device to model relationships between curriculum intent, pedagogies and assessment.



• You will participate in and reflect on experiences designed to engage middle years learners in inquiry-based and aesthetic learning, and investigate issues relating to specialisation and integration.



• examine pedagogies and assessment practices that are distinct to SOSE and The Arts, and focus on designing innovative and creative learning experiences and assessment that meet the needs of adolescents.



• you will reflect on issues which confront a teacher of integrated, middle-years SOSE and Arts learning experiences, through discussions and experiences around teaching and learning, planning and assessment.

Approaches to Teaching and Learning

The pedagogic approach is a blended learning approach conducted through readings, on-line activities and self-directed learning by engaging in weekly activities. You will experience a range of teaching strategies such as on-line lectures, on-line discussions and forums, self-directed learning and reflection. The teaching strategies advocated in weekly, self-directed activities are examples of appropriate teaching and learning strategies for use in SOSE and The Arts. Students are encouraged to engage in opportunities for on-line learning to complement self-directed study.

Assessment

Assessment in the unit is both formative and summative and will be viewed in terms of the principle of 'assessment as learning'. Formative assessment is provided through verbal and online feedback, and through written comments on assignment work. In this unit one assessment item will focus on the upper primary years (Years 4-7) and the other will focus on the lower secondary years (Years 8-9).Feedback will be provided to students through the on-line forums and written comments on students' assignments.

Assessment name: Portfolio of forum reflections
Description: This assessment item requires you to engage with the essential features of the middle years of schooling in relation to teaching The Arts, history and geography. You are encouraged to reflect on the relationship between the middle years of schooling and the theoretical underpinnings of curriculum in terms of your practice as a middle-years teacher.
Length: 1000 - 1500 words
Relates to objectives: 1, 3, & 5
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Learning experience
Description: You are required to develop a context statement, detailed learning experience teaching resources and assessment task for a topic relevant to The Arts, history and/or geography in the middle years of schooling.
Relates to objectives: 1, 2, 3, 4, & 5
Weight: 60%
Internal or external: External
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Texts

ACARA. (2012). The Australian Curriculum: History (Year 9).

ACARA. (2012). Draft F-12 Australian Curriculum - Geography (Year 4). This document is available on CLP401 Bb.

ACARA. (2011). Shape of the Australian Curriculum: The Arts.

ACARA (2011). Bibliography for Shape of the Australian Curriculum: The Arts. http://www.acara.edu.au/verve/_resources/BibliographyShape_of_the_Australian_Curriculum_The_Arts_-_Published_version.pdf

Pendergast, D & Bahr, N. (Eds.), (2010). Teaching middle years: rethinking curriculum, pedagogy and assessment. Crows Nest, NSW: Allen & Unwin.

Queensland Studies Authority. Studies of Society and Environment Essential Learnings.

Queensland Studies Authority. The Arts Essential learnings.
http://www.qsa.qld.edu.au/7262.html

References

Buck, R. (1998). Everyone can dance - Inclusive dance strategies for Years 1-10. Brisbane: Education Queensland, pp. 12-23.

Buckingham, D. (2003). Media Education: Literacy, learning and contemporary culture. London: Polity Press.

Gilbert, R. & Hooper, B, (Eds.). (2011). Teaching society and environment. South Melbourne, VIC: Cengage.

Hickman, R. (Ed.). (2000). Art education 11-18 meaning purpose and direction. London: Continuum.

Marsh, C. & Hart, C. (Eds.). (2011). Teaching the social sciences and humanities in an Australian curriculum. 6th ed. Frenchs Forest, NSW: Pearson.

Russell-Bowie, D. (2012). MMADD about the arts! An introduction to primary arts education. Frenchs Forest, NSW: Pearson.

Stinson, M., & Wall, D. (2005). Dramactive (Book 1 and 2). Sydney: McGraw Hill.

Sinclair, C., Jeanneret, N. & O'Toole, J. (Eds.). (2009). Education in the arts: Teaching and learning in the contemporary curriculum. South Melbourne, VIC: Oxford University Press.

Vella, R. (2000). Musical environments: A manual for listening, improvising and composing. NSW, Australia: Currency Press.

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Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 11-May-2012