Units

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Sample subject outline - Semester 1 2013

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

Rationale

Early childhood contexts vary widely, learners are increasingly diverse, and the role of teaching more complex. Professional educators need to have a good understanding of curriculum, be adaptable in how they teach, and flexible in the opportunities they offer for children to learn. Part of the professional work of educators can be experienced and learned through purposeful engagement with communities, including, but also going beyond, formal education and care settings. It is vital that educators are able to communicate effectively and work collaboratively with a range of people (teacher aides, teachers, administrators, parents, and the wider community) to problem solve and to provide environments that enrich children's thinking and development. This unit requires you to combine content and pedagogies that provide such opportunities for children, through practical experiences in communities of practice, including and beyond formal education and care settings.

Aims

The aim of this unit is to provide you with authentic experiences in designing, implementing and evaluating community arts experiences for young children. You will be required to participate in communities of learning, developing an understanding of how to engage with diverse community stakeholders in a range of social and cultural contexts, and appreciate the value of the arts in community building and development.

Objectives

On completion of this unit, you should be able to:

1. participate as professional educators in community arts experiences for young children, recognising the importance of relationships and partnerships within communities. [QCT Standard Six]

2. communicate effectively and professionally with others, and about quality arts programs, within a range of social and cultural contexts. [QCT Standard Four]

3. design quality arts experiences that respond to and support the diverse abilities, learning needs and interests of young children. [QCT Standard Four]

4. work cooperatively with teams of people that includes colleagues, school/centre, university and community personnel. [QCT Standard Six]

5. enter consultative, collaborative and critical relationships that are embedded in communities of practice, and a valuing of the arts [QCT Standard Six]

Content

This unit will cover the following topics:

• you are required to re-familiarise yourself with the content of curriculum documents for the Arts.



• You are then required to apply your understanding of these documents to generate processes which enhance young children's engagement with the arts.



• Topics for study include: pedagogies for equity and diversity; pedagogies for learning in and through the arts; pedagogies for intellectual engagement; planning in a team; planning with a community; and professional participation as an educator with young children.

Approaches to Teaching and Learning

This unit is taught through an innovative combination of workshops, independent learner-driven experiences and engagement with communities of learners and educators.

Assessment

Formative assessment is provided through feedback on progressive tasks and/or e-mail discussions and through written comments on initial assignment work. An essential component in this unit is your participation in a Community Arts Project. In order to pass the unit, you must document your participation satisfactorily, to earn a satisfactory grade (Outcome 1). There are two summative assessment items in this unit.

Assessment name: Professional Plans
Description: Involves identifying appropriate pedagogies and team and community responsibilities and considerations. This task will demonstrate your understandings about quality arts pedagogies and curriculum as part of community engagement.

Length: 1000 words.
Relates to objectives: 2, 4 & 5.
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: Early-Semester

Assessment name: Workbook
Description: You are required to record your experiences of the key content of this unit. Your workbook should be in a digital format (on-line CD-ROM, other) and will focus on pedagogies aspects of programmed activities.

Length: 2000 words or equivalent.
Relates to objectives: 2, 3, 4 & 5.
Weight: 60%
Internal or external: Internal
Group or individual: Group
Due date: Late-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

Text

Weekly readings will be provided on the Blackboard site.

References

Burnaford, G., Aprill, A., & Weiss, C. (Eds). (2001). Renaissance in the classroom. Arts integration and meaningful learning. London: Lawrence Erlbaum Associates.

Queensland Studies Authority. (2006). Early years curriculum materials: Teacher's pack. Brisbane: The State of Queensland.

Queensland Study Authorities. (2002). The Arts: years 1-10 syllabus. Brisbane: The State of Queensland

Wright, S. (2012). Children, meaning-making and the arts. (2^nd edition). Sydney: Pearson Prentice Hall.

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: 29-Oct-2012