FACULTY OF EDUCATION AND ARTS

SCHOOL OF EDUCATION

ONLINE

SEMESTER 1, 2020

EDAR516: Visual Arts Curriculum, Pedagogy and Assessment 1

UNIT OUTLINE

Credit points: 10
Prerequisites / incompatibles:
It is your responsibility as a student to ensure that you have the prerequisites for a particular unit. You may not enrol in this unit
if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet
these requirements, then you must see your Course Coordinator.

Position in course map:

Course Unit code Year Semester

Graduate Diploma of
EDAR516 1 1
Education (Secondary)

Master of Teaching
EDAR516 1 1
(Secondary)

N.B. Students enrolling in units which do not follow the sequence recommended in their Program Map cannot
be guaranteed a clash free timetable nor completion within the minimum time.

Lecturer in Charge:

Carly Grace (Dr Paul Chandler is the overall module lead for learning areas) Email: carly.grace@acu.edu.au

Contact me: Enquiries and questions should be posted on LEO. Matters which are not appropriate for a public
forum can be directed to me via email. You should expect to normally receive a response within 48 hours (Mon-
Fri business hours)
Description: This unit is designed to establish a knowledge base for pre-service teachers in the
areas of curriculum, pedagogy and assessment in Visual Arts Education for secondary students in
the junior and middle years of secondary schooling (Years 7-10). The unit is also designed to
develop students’ understanding of contemporary theory, concepts and skills in Visual Arts as
applied in the classroom context with a particular focus on cross-curriculum priorities. Theoretical
concepts, pedagogical principles and curriculum structures within Visual Arts are examined and
applied in the evaluation, design and implementation of learning experiences that are responsive to
the needs of diverse learners.
Mode: This is a fully online unit. Learning resources will be available via LEO.
Attendance:
The Faculty of Education and Arts is committed to preparing graduates who are workforce
ready. Readiness for the practical demands of classroom teaching involves the capacity to
apply theoretical knowledge. The ability to apply knowledge is reflected in the Australian
Qualifications Framework requirements at Graduate level (http://www.aqf.edu.au/aqf/in-detail/aqf-
levels/).
This unit is an important part of your development as a teacher. Thus full engagement in this
unit is strongly advised.

ACU’s assessment procedures also specify students’ commitment to attendance

(http://handbook.acu.edu.au/750162). In Section 2 of the procedures attendance is required under
clause 7. Students are expected to:

7.1 Attend lectures and other structured learning activities.

7.2 Satisfy all compulsory or minimum attendance requirements specified in the Unit Outline.
7.3 Engage with all on-line materials and activities.

Duration: This unit runs over a 9 week-semester or equivalent (see schedule). You should
anticipate 36 hours of directed study. Directed study might include:
lectures, tutorials, webinars, podcasts etc. It is expected that you will also engage in significant
amounts of self-directed learning in this unit (110+ hrs). For example, this time could include
engagement through reading, summarising, reviewing lecture and tutorial work, critical
reflection, contributing to online discussions/wikis and forums in LEO and assignment/exam
preparation.

LEARNING OUTCOMES
The Master of Teaching is a professional program that requires development of particular attributes
for accreditation purposes. The Australian Professional Standards for Teachers (APST) are included
alongside the Learning Outcomes.
On successful completion of this unit, you should be able to:
1. demonstrate mastery of the concepts, substance and structure of the content and teaching
strategies of Visual Arts Education, and an in-depth understanding of how students learn in
Visual Arts (GA5; APST 1.2, 2.1)
2. critically analyse, synthesise, develop, and implement a range of Visual Arts learning and
teaching activities and sequences for junior students (7-10), which involve a variety of
pedagogical approaches and resources (including safe and ethical use of ICT resources)
 appropriate to these year levels and curriculum content (GA4, GA5, GA9, GA10; APST 1.2,
2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5)
3. describe, design, evaluate and implement a variety of teaching strategies which cater for
individual differences in student learning (e.g. cognitive, physical, social, cultural) and
integrate general capabilities and cross curriculum priorities in Visual Arts (GA1, GA4, GA5,
GA9; APST 1.3, 1.5 , 2.5, 3.3, 4.1,)
4. analyse the relationships between learning task design, student learning and expertise,
higher order thinking, assessment, feedback and reporting in Visual Arts, and apply to the
development and modification of own teaching practice (GA4, GA5, GA9; APST 2.3, 5.1,
5.2).

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

The Professional Standards are a public statement that describes the professional knowledge,
professional practice and professional engagement required of teachers. The Standards also
underpin registration decisions at different career junctures. For teacher registration purposes in
Queensland, the ‘Graduate’ Standards are the benchmark for those completing initial teacher
education programs and applying for provisional registration. You can view the complete set of
standards here: http://www.aitsl.edu.au/australian-professional-standards-for-teachers
On successful completion of this unit, you should have developed your ability to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching.
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.
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.
2.5 Know and understand literacy and numeracy teaching strategies and their application in
teaching areas.
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.
4.1 Identify strategies to support inclusive student participation and engagement in classroom
activities.
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.

GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. You can view the
ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian
universities have their expected Graduate Attributes – ACU’s Graduate Attributes have a greater
emphasis on ethical behaviour and community responsibility than those of many other universities.
All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA1 demonstrate respect for the dignity of each individual and for human diversity
GA4 think critically and reflectively
GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline
and/or profession
GA9 demonstrate effective communication in oral and written English language and
visual media
GA10 utilise information and communication and other relevant technologies effectively

CONTENT
Topics will include:
• factors in the educational context (international, national, state, territory and local levels)
including curriculum policies and perspectives that shape the identity of Visual Arts in Years
7-10
• the concepts, substance and structure of curriculum content in Visual Arts
• contemporary understandings of the unique ways in which students learn in Visual Arts
• specific professional practices and key pedagogical approaches related to teaching and
learning in Visual Arts (eg. OHS, safe practices in art making, art criticism and art history
including the selection of imagery and materials, copyright, appropriate artwork content)
and their theoretical underpinnings
• general capabilities and cross curriculum priorities including the integration of literacy and
numeracy and local, state, territory and national perspectives in Visual Arts Education
• planning, implementing and evaluating sequences of Visual Arts learning activities in art
making, art criticism and art history relative to specific school context and identified factors
impacting teaching and learning
 • the relationship between reflexive learning and effective concept formation to build higher
order thinking in Visual Arts Education
• catering for a diverse range of learners in art making, art criticism and art history
• discipline specific teaching strategies and issues related to Indigenous students in Visual
Arts
• effective use of a range of resources for the teaching area, including ICT’s and technologies
specific to Visual Arts Education, to engage learners
• classroom management in Visual Arts and the impact of curriculum rigour, engagement,
participation and inclusion on learner behaviour
• pedagogical strategies to promote problem solving and critical thinking in Visual Arts
• a range of approaches and strategies for feedback, assessment and reporting in art
making, art criticism and art history
• extending and challenging learners in art making, art criticism and art history
• strategies to develop students’ speaking, listening, reading, writing and numeracy skills in
the context of this curriculum area
• ways to make consistent and comparable judgments, interpret student data and report on
student achievement in Visual Arts.

QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been revised as part of an extensive review of the Master of Teaching (Secondary) and has
been freshly developed for online offering.
Student Evaluation of Learning and Teaching (SELT) surveys are usually conducted at the end of the
teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit.
Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times
to the unit lecturers, course coordinators and/or through student representatives.

SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from your lecturer
for changes to this schedule.

Lecture Starting Content focus Readings/references

week

1 Feb 24
2 Mar 2 Introduction to the Unit State-based curriculum
Module 1: Curriculum, teaching & learning documents (7-10)
Australian curriculum
(week 1-3) documents
Curriculum in Visual Arts
Visual Arts as essential learning. Letts, W. (2015). The
Curriculum in Visual Arts curriculum. In R. Churchill et
al Teaching: Making a
Theoretical underpinnings of Visual Arts difference 3rd edition.
curriculum, Sydney: Wiley & Sons
Curriculum histories- how visual arts curriculum
has developed over time. Boughton, D. (1989). The
Future directions of visual arts curriculum Changing Face of Australian
Art Education: New Horizons
or Sub-Colonial Politics?
Studies in Art Education, Vol
30, 4, 197-211.

3 Mar 9 Module 1: Curriculum, teaching & learning Robinson, K., (2008). TED
Teachers and teaching Visual Arts Talk: How schools kill
creativity
Role of teachers, teacher identity, the knowledge
and skills of teaching, nature of teaching practice Eisner, E.W. (2013). The Arts
and the Creation of Mind
(video)
Eisner, E. W. (2002). The arts
and the creation of mind. New
Haven: Yale University Press.

4 Mar 16 Module 1: Curriculum, teaching & learning Efland, A. D. (1997). A

Learning in Visual Arts history of cognition in art
education. Papers:
The nature of learning in visual arts, conceptual Occasional seminar in art
and practical development, reasoning, education 7, continuity and
conceptions of learning change in NSW art education,
3-19. Paddington: UNSW
College Of Fine Arts.

Parsons, M. (1987). How we

understand art: a cognitive
developmental account of
aesthetic experience. New
York: Cambridge University
Press.

AITSL Illustrations of Practice

5 Mar 23 Module 2: Pedagogy and planning (weeks 4 & Burton, J.M., & Hafeli, M.C.
5) (2012). Conversations in art:
The dialectics of teaching and
Pedagogy learning. Reston, Va: National
Understanding pedagogy, relationships between Art Education
pedagogy, teaching, learning & curriculum in
Visual Arts Page, T. (2012). A Shared
Place of Discovery and
Creativity: Practices of
Contemporary Art and
Design Pedagogy.
International Journal of Art
and Design Education, 31(1),
67

31 March is the final date to withdraw from a unit via Student Connect with no financial or academic penalty. Treated as non-
effective enrolment and will not appear on academic transcript.

6 Mar 30 Module 2: Pedagogy and planning Addison, N.(2010). Critical

Developing pedagogical approaches/strategies Pedagogy. In Understanding
Art Education; Engaging
Scopes & sequences/unit planning/lesson Reflexively with practice.
planning New York: Routledge

Hattie J (2009) Visible

Learning: A synthesis of over
800 meta-analyses relating to
achievement, Routledge

7 Apr 6 Module 3: Addressing diversity in student Dash, P. (2007) Towards a

learning (week 6 & 7) plural curriculum. In N.
Addison & L. Burgess.
Understanding difference, differentiation, general Learning to teach art and
capabilities, cross curriculum priorities, ICT design in the secondary
school: A companion to
school experience (Chapter
11: pp.267-295). London &
New York: Routledge

AITSL Illustrations of Practice

UA Vacation April 13-20

8 Apr 20 Module 3: Addressing diversity in student AITSL Illustrations of Practice

learning
Teaching for diversity in Visual Arts, developing
resources for teaching, ICT

9 Apr 27 Module 3: Aligning Assessment and Popovich, K. (2006).

Reporting (week 8 & 9) Designing and implementing
“Exemplary content,
The role of assessment, feedback & reporting. curriculum and assessment in
Principles and forms of assessment art education”. Art Education,
59(6

10 May 4 Module 3: Aligning Assessment and Eisner, E. W. (1994). The

Reporting functions and forms of
evaluation. In The educational
Assessment, feedback and reporting imagination: on the design and
Constructive alignment, processes and practice evaluation of school programs.
in assessment, feedback and reporting New York: Macmillan College
Evaluation and critically reflective practice Publishing Company.
Evaluating teaching, understanding practice, Salander, B. & Hochtritt.
being critically reflective, developing future plans (2012) Watching yourself on
video: A teaching and
 learning experience.
Snapshot 2 (pp.38-50) in

Sellars, M. (2013). Reflective

practice for teachers.
Warriewood, NSW: Footprint
Books.

ASSESSMENT
The assessment tasks for this unit are designed for you to demonstrate your achievement of the learning
outcomes.
In order to demonstrate sufficient achievement against the learning outcomes and to achieve a passing
grade in the unit, it is a requirement that all assessment tasks must be submitted.

Australian
Due Learning
Weighti Graduate Professional
Assessment tasks outcome/s
Date ng (%) Attributes Standards for
assessed
Teachers

Assessment Task 1: 11pm Apr 5th 30% 1 4, 5 ,9, 10 1.2, 2.1

Analysis of the Curriculum

1.2, 1.3, 1.5. ,

Assessment Task 2: 2.1, 2.2, 2.3, 2.6,
11pm April 26th 40% 1, 2, 3 4, 5, 9, 10
Lesson planning
3.1, 3.2, 3.3, 3.4,
4.1, 4.5

Assessment Task 3:
Resource folio & critical 30% 1, 3, 4 1, 4, 5 1.2,2.5,3.1,
11pm May 10th
reflection 3.4,4.1, 5.1, 5.2

Guide for awarding Overall Grade: (min standards)

The Overall Grade for this unit will be based on a student’s performance on the assessment tasks
and the LiC’s professional judgement about the student’s demonstration of the learning outcomes.

Students will be assigned a mark for each assessment task. The combined total score out of 100%
will be used to determine the final grade as per the table below.

Overall Grade Descriptor Minimum total assessment

score
HD Consistent evidence of comprehensive understanding of the unit
content; demonstration of an extremely high level of interpretive
and analytical ability and intellectual initiative; substantial
originality and insight in identifying, creating and developing 85%
arguments, perspectives and critical evaluation of problems; and
high level of communication and application appropriate to the
discipline.

DI Consistent evidence of very high level of understanding of unit

content; development of relevant skills to a high level; evidence of
creative insight and ability to apply relevant skills and theories as 75%
well as interpretive and analytical ability; and demonstration of
appropriate and highly effective communication.
 CR Evidence of a good level of understanding, knowledge and skill
development in relation to unit content; and demonstration of high 65%
level of interpretive and analytical ability.

PA Evidence of satisfactory understanding of basic unit content;

development of relevant skills to a competent level; adequate
interpretive and analytical ability; and adequate communication of 50%
information and concepts in terms of disciplinary requirements or
conventions.

NF Students who have only 1 NF grade per semester of study may be

eligible for a supplementary assessment. An email will be sent to 45%
students who are eligible.

NN Little or no attainment of learning outcomes, with limited 0

understanding of course content or skill development

The final grade for this unit will be awarded by calculating a numerical score on a 100 point scale.
Assessment 1: Curriculum Analysis
Junior/Middle School Visual Art teachers are expected to teach the full range of art topics in the
curriculum. This assignment consists of a self-audit of the topics contained within the curriculum
that is relevant to your local jurisdiction. You will select an area of Visual Art where you have
little prior knowledge and identify the key areas for development of skills and /or knowledge. A
strategic plan to tackle those gaps will be produced.
Due date: 05/04/2018, 11pm
Weighting: 30%
Length and/or format: 2000
Word length is indicative of personal input required as this is not
a traditional essay. Quality is more important than quantity.
Excessively long entries will not be read in their entirety.
Purpose: To demonstrate self-awareness of key gaps in knowledge and
skills and the reflective ability to develop a plan to increase
knowledge or skill set.
Learning outcomes assessed: 1
How to submit: Submit via LEO
Return of assignment: Assignments will be returned via LEO
Assessment criteria: Refer to attached criteria sheet
Assessment 2: Lesson planning
Develop a series of 3 sequential lessons for Visual Arts Years 7-10.

Each lesson should be 50 minutes minimum in length. You may choose the Stage/Year level you will
focus on. The lessons should address both Making and Responding (or the equivalent state-based
concepts). The lessons must address curriculum, aims and outcomes, and include a series of teaching
and learning experiences.

Your submission must be well organised and professionally presented and include:

- a short overview of the sequence including: a) context; b) objectives; c) links to relevant

national/state syllabuses; d) necessary prior knowledge; e) the place of the lessons in a broader
program of learning
- a series of three sequential lessons that include: a) specific objectives/learning goals; b) a range
of teaching strategies; c) a range of learning activities; d) timings for all activities
- a discussion focused on how your lesson sequence includes: a) teaching strategies that are
responsive to individual differences and needs; b) strategies and activities that build capabilities
in literacy and numeracy; c) strategies and activities that use ICT to enhance learning

The lessons must demonstrate knowledge and understanding of:

• the concepts and structure of Visual Arts in the 7-10 curriculum, including the general capabilities
and cross curriculum priorities
• the ways in which students learn in Visual Arts;
• learning objectives, teaching content and strategies appropriate to the identified outcome/s, topic
and year level;
• nominated pedagogical approaches;
• sequencing; and
• appropriate resources and strategies, including ICT, to meet the identified strengths and needs of
diverse learners and to promote critical and creative thinking

Due date: 11pm April 26th

Weighting: 40%
Length and/or format: 2500 words. Word length is indicative of personal input required as this
is not a traditional essay. Quality is more important than quantity.
Excessively long entries will not be read in their entirety.

Purpose: This task requires you to apply your understanding of art education
curriculum in a practice-based scenario of lesson planning. In doing this
you will be applying curriculum concepts and a conceptual framework of
teaching and learning in relation to pedagogical approaches and student
experiences in visual arts.
Learning outcomes assessed:
1. demonstrate mastery of the concepts, substance and structure of the content and teaching
strategies of Visual Arts Education, and an in-depth understanding of how students learn in
Visual Arts (GA5; APST 1.2, 2.1)
2. critically analyse, synthesise, develop, and implement a range of Visual Arts learning and
teaching activities and sequences for junior students (7-10), which involve a variety of
 pedagogical approaches and resources (including safe and ethical use of ICT resources)
appropriate to these year levels and curriculum content (GA4, GA5, GA9, GA10; APST 1.2,
2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5)
3. describe, design, evaluate and implement a variety of teaching strategies which cater for
individual differences in student learning (e.g. cognitive, physical, social, cultural) and
integrate general capabilities and cross curriculum priorities in Visual Arts (GA1, GA4, GA5,
GA9; APST 1.3, 1.5 , 2.5, 3.3, 4.1,)

How to submit: Turnitin LEO

Return of assignment: 3 weeks following via Turnitin LEO

Assessment 3: Resource folio and critical reflection

Part a) Submit a selected e-portfolio of 6 teaching resources (artefacts), based on your learning in this
unit, covering a range of topics and relevant skills, within which you demonstrate an understanding of:
• curriculum content and structure in Visual Arts education;
• teaching and learning in Visual Arts education;
• catering for diverse learner backgrounds and needs, and enhancing student learning;
• constructive alignment (relationships between learning task design, student learning and
expertise, higher order thinking, assessment, feedback and reporting)

These resources or artefacts will be examples of what you have studied or produced in the process of studying this
unit. For this reason, it is important that you keep everything you do so you can select and effectively ‘curate’ your
e-portfolio.

Part b) Critically reflect on the ways in which each of the relevant dot points above are addressed in the
resources (artefacts) identified. In your reflection refer to art education theory and practice, as
encountered in your learning in this unit.

Due date: 11pm 10th May

Weighting: 30%
Length and/or format: 1250 words (Part b)
Purpose: This task documents your learning across the unit. Resources (artefacts)
will be collated throughout the unit. On-going reflection will enable
engagement with resources and experiences with a focus on examining
relationships between curriculum, teaching strategies, learning task
design, student learning and expertise, higher order thinking, assessment,
feedback and reporting in Visual Arts, in relation to the development of
teaching practice.
Learning outcomes assessed:
1. demonstrate mastery of the concepts, substance and structure of the content and
teaching strategies of Visual Arts Education, and an in-depth understanding of how students
learn in Visual Arts (GA5; APST 1.2, 2.1)
3. describe, design, evaluate and implement a variety of teaching strategies which cater
for individual differences in student learning (e.g. cognitive, physical, social, cultural) and
 integrate general capabilities and cross curriculum priorities in Visual Arts (GA1, GA4, GA5,
GA9; APST 1.3, 1.5 , 2.5, 3.3, 4.1,)
4. analyse the relationships between learning task design, student learning and
expertise, higher order thinking, assessment, feedback and reporting in Visual Arts, and
apply to the development and modification of own teaching practice (GA4, GA5, GA9; APST
2.3, 5.1, 5.2).

How to submit: Turnitin LEO

Return of assignment: 3 weeks following via Turnitin LEO
Assessment criteria:
These criteria relate to Learning Outcomes 1,3 and 4 as specified above:
• Ability to select relevant artefacts to illustrate learning
• Understanding of the central concepts, substance and structure of content & teaching and
learning in visual arts education; (LO1)
• Understanding of student learning, how to cater for individual differences and how to
enhance student learning; (LO3)
• Ability to analyse relationships between learning task design, student learning, higher order
thinking, assessment, feedback and reporting (ie. constructive alignment) (LO4)

REFERENCING
This unit requires you to use the American Psychological Association (APA) referencing system.
See the ‘Academic referencing’ page from the Office of Student Success
(http://students.acu.edu.au/372091) for more details.
Helpful information on referencing electronic sources may be found at the official APA site.
Link to the library’s APA Referencing. Explore the site as necessary.

ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
The Unit Outline Resources page (http://students.acu.edu.au/241467) contains several important links
as a starting point.

Assessment Policy and Procedures

You must read the Assessment Policy and Assessment Procedures in the University Handbook: they
include rules on deadlines; penalties for late submission; extensions; and special consideration. If you
have any queries on Assessment Policy, please see your Lecturer in Charge.

Processes where personal circumstances affect performance in assessment

A student for whom personal circumstances affect their performance may be eligible to apply for special
consideration, deferred examinations or extensions for assessments in accordance with Section 3 of the
Assessment Procedures.
Students requiring an extension of the due date for an assignment due to personal circumstances or
temporary illness that significantly hamper(s) their participation or performance in an assessment task
must apply to the Lecturer in Charge for an extension of time for submission of an assessment task.
This should normally occur at least 24 hours before the due date. Appropriate evidence and
documentation will be provided. Requests for extension must be made on the appropriate form (EX).
Students experiencing personal circumstances which significantly hamper their participation or
performance in an assessment task or examination should apply for special consideration where other
processes are not applicable or are no longer possible because of the timing and/or severity of the
circumstance(s). Applications for special consideration must be lodged not later than 5 working days
after the relevant assessment due date. Requests for special consideration must be made on the
appropriate form (SC) and must demonstrate exceptional circumstances and be supported by
documentary evidence of the medical, compassionate or extenuating circumstances on which the
application is based.

Late Submission of Assignments

Assessment tasks submitted after the due or extended date will incur, for each whole or part of a
calendar day that the work is overdue, a 5% penalty of the maximum marks available for that
assessment task up to a maximum of 15%. Assessment tasks received more than three calendar days
after the due or extended date will not be allocated a mark.
See section 3 of the Assessment Procedures.
If you have any queries on Assessment Policy, please see your Lecturer in Charge.

Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges the
thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic
Honesty Policy are available from the website. Please read them, and note in particular that plagiarism,
collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary
in severity, and can include being excluded from the course.

Turnitin
The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important.
Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the Assignment
submission details for each assessment task), you should submit your draft well in advance of the due
date (ideally, several days before) to ensure that you have time to work on any issues identified by
Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin
Originality Report.

STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in
Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects
of support please contact the Office of Student Success.
• Academic Skills offers a variety of services, including workshops (on topics such as assignment
writing, time management, reading strategies, referencing), drop-in sessions, group appointments
 and individual consultations. It has a 24-hour online booking system for individual or group
consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a resume
and employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all
students and staffed by qualified social workers or registered psychologists.
• Equity and Disability can assist you if you need educational adjustments because of a disability
or chronic medical condition; please contact them as early as possible.
• Indigenous Units on each campus provide information and support for students.
The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each
service.

WORKING WITH CHILDREN AND POLICE CHECKS

All pre-service teachers participating in the Professional Experience Program (PEP) must obtain
background checks as required by Federal and State/Territory laws. Please refer to the Faculty’s
Professional and Community Experience1 webpage for requirements in your local State/Territory. The
Professional Experience Office will provide further information about the PEP prior to students
commencing the program.

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

Being a fully online unit, the LEO page for this unit is of vital importance to your learning.
In addition, for this unit you will be required to use the following technologies: access to a computer
with a microphone and camera and an internet connection.

TEXTS AND REFERENCES:

Required text(s)

You will need to ensure access to these texts:

Australian Curriculum, The Arts Years F-10: http://www.australiancurriculum.edu.au/the-arts/introduction
+ Relevant Australian, state and territory curriculum documents and study designs for secondary
school students ( you need access to the one relevant to the state you reside in)
New South Wales:
https://www.boardofstudies.nsw.edu.au
Queensland:
https://www.qcaa.qld.edu.au/els-arts.html
Victoria:
Victorian curriculum website:
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/introduction/about-the-arts

Recommended references

These references or extracts from these texts will be provided on the LEO site
Addison, N., Burgess, L., Steers, J., & Trowell, J. (2010). Understanding art education; Engaging
reflexively with practice. New York, NY: Routledge.
Boughton, D. (1989). The Changing Face of Australian Art Education: New Horizons or Sub-
Colonial Politics? Studies in Art Education, Vol 30, 4, 197-211.
http://unilinc-alma-new.hosted.exlibrisgroup.com/ACU:TN_ericEJ397127
Burton, J.M., & Hafeli, M.C. (2012). Conversations in art: The dialectics of teaching and learning. Reston,
Va: National Art Education Association.
Churchill, R., Ferguson,P. Godinho, S., Johnson, N.F., Keddie, A., Letts, W., Lowe, K. Mackay, J.,
McGill, M., Moss, J., Nagel, Shaw, K., & Vick, M. (2015). Teaching: Making a difference (3rd edition).
Sydney: Wiley & Sons.
Dash, P. (2007) Towards a plural curriculum. In N. Addison & L. Burgess. Learning to teach art and
design in the secondary school: A companion to school experience (Chapter 11: pp.267-295). London &
New York: Routledge
Efland, A. D. (1997). A history of cognition in art education. Papers: Occasional seminar in art education
7, continuity and change in NSW art education, 3-19. Paddington: UNSW College Of Fine Arts.
Eisner, E. W., & Day, M. D. (Eds) (2004). Handbook of research and policy in art education. Mahwah,
NJ: Lawrence Erlbaum Associates.
Eisner, E. W. (1994). The functions and forms of evaluation. In The educational imagination: on the
design and evaluation of school programs. New York: Macmillan College Publishing Company.
Hattie J: (2009) Visible Learning: A synthesis of over 800 meta-analyses relating to achievement,
Routledge UK
Letts, W. (2015). The curriculum. In R. Churchill et al Teaching: Making a difference 3rd edition.
Sydney: Wiley & Sons
Page, T. (2012). A Shared Place of Discovery and Creativity: Practices of Contemporary Art and Design
Pedagogy. International Journal of Art and Design Education, 31(1), 67-76.
http://unilinc-alma-new.hosted.exlibrisgroup.com/ACU:TN_ericEJ955671
Parsons, M. (1987). How we understand art: a cognitive developmental account of aesthetic experience.
New York: Cambridge University Press.
Popovich, K. (2006). Designing and implementing “Exemplary content, curriculum and assessment in art
education”. Art Education, 59(6), 33-39
http://ezproxy.acu.edu.au/login?url=https://search.proquest.com/docview/199499001?accountid=8194
Sellars, M. (2013). Reflective practice for teachers. Warriewood, NSW: Footprint Books.
Salander, B. & Hochtritt. (2012) Watching yourself on video: A teaching and learning experience.
Snapshot 2 (pp.38-50) in Burton, J.M., & Hafeli, M.C.. Conversations in art: The dialectics of teaching
and learning. Reston, VA: National Art Education Association
Further references

These texts may be useful to you in addressing assessment tasks or for additional
reading
Bates, J. (2000). Becoming an art teacher. Belmont, CA: Wadsworth/Thomson Learning.
Brady, L., & Kennedy, K. (2010). Curriculum construction (4th ed.). Frenchs Forest, NSW: Pearson
Australia.
Dormer, P. (1994). Do experts follow rules? In The Art of the Maker, London: Thames and Hudson.
Hargreaves, A, & Fullan, M (2012) Stereotypes of Teaching, In Professional Capital: Transforming
Teaching in Every School, Teachers College Press, Columbia University.
Howes, D. (2011). Transition to the Australian Curriculum in Victoria. The Journal for the School
Information Professional, 15(2). Accessed from:
www.vcaa.vic.edu.au/Documents/auscurric/articles/Transition_to_the_Australian_Curriculum_in_Vi
ctoria.pdf
Joyce, B., Weil, M., & Calhoun E. (2009). Models of Teaching (8th ed.). Boston; London: Pearson
Maras, K. (2013). What ACARA ‘forgot’: Opening up a space for a conceptual framework in the
Australian Curriculum for Visual Arts. Journal of Australian Art Education, (35)1&2, 24-37
http://ezproxy.acu.edu.au/login?url=http://search.informit.com.au/documentSummary;dn=7615879
89785623;res=IELHSS
Maras, K. (2009). Children as art critics: mapping a continuum of aesthetic learning in visual arts
education. The International Journal of Learning, 16(7), 251-262.
http://ezproxy.acu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&
AN=47363836&site=ehost-live
Marsh, C. (2012). Pedagogies for Practice. Sydney: Pearson Australia.
Marsh, C., (1986). Introduction to curriculum planning. In Curriculum: an analytical introduction, Sydney:
Ian Novak.
Marsh, C., (1986). Curriculum materials analysis. In Curriculum: an Analytical Introduction, Sydney: Ian
Novak.
Marsh, C. (1986). Curriculum models. In Curriculum: an analytical introduction, Sydney: Ian Novak.
Null, W. (2011). Curriculum: From theory to practice. Lanham, Md: Rowman & Littlefield Publishers.
White, J. (2004) 20TH Century Art Education: A Historical Perspective. In Handbook of research and
policy in art education. New Jersey: National Art Education. New Jersey: National Art Education
Wilks, J, Cutcher, A. & Wilks, S. (2012). Digital technology in the visual arts classroom: An [un]easy
partnership. Studies in Art Education, 54(1), 54-65.
http://ezproxy.acu.edu.au/login?url=https://search.proquest.com/docview/1412511691?accountid=8
194

Extended reading
Journals:
Australian Art Education
International Journal of Education Through Art
Studies in Art Education

CRITERIA A B
Analysis of Detailed examination of the Australian
Curriculum Curriculum is evidenced by a thorough
Content self-audit, justification of strengths and
explanation of weaknesses. A highly
relevant and appropriate concept has
been chosen and the description of
business view of chosen concept is clear
and accurate. Reasons for choice of
concept clearly and concisely stated.
Plan Overview Plan is designed to address areas of
and Contents development for skills and/or knowledge.
It is clear, concise includes relevant and
timely goals. Steps involved in obtained
new skills and/or knowledge are
thoroughly explained and justified.
Presentation of An appropriate method chosen to present
Plan data. Statements are clear, concise and
relevant. Data is collated in such a way
as to highlight areas for discussion.
Implications for A clear link is made between this
teaching research and the classroom situation.
This is developed by recognising the
impact. It may also be developed by
considering age, on the classroom if gaps
in knowledge/skills are present.
Examination of the Australian Curriculum is
evidenced by a self-audit, justification of
strengths and explanation of weaknesses. A
relevant and appropriate concept has been
chosen and the description of business view
of chosen concept is clear and accurate.
Reasons for choice of concept clearly
stated.
Plan is designed to address areas of
development for skills and/or knowledge. It
is clear and includes relevant and timely
goals. Steps involved in obtained new skills
and/or knowledge are explained and
justified.
An appropriate method chosen to present
data. Statements are clear and relevant.
Data is collated in such a way as to highlight
areas for discussion.
A link is made between this research and
the classroom situation. This is developed
by recognising the impact. It may also be
developed by considering age, on the
classroom if gaps in knowledge/skills are
present.
EDAR516 Assessment 1: Analysis of the Curriculum
Student name:
C D
Examination of the Australian
Curriculum is evidenced by a self-
audit which states strengths and
weaknesses. A relevant and
appropriate concept has been chosen.
Some description of business view of
chosen concept has been given.
Reasons for choice of concept are
stated.
Plan is designed to address areas of
development for skills or knowledge. It
is includes some goals. Steps
involved in obtained new skills and/or
knowledge are described.
An appropriate method chosen to
present data. Statements are made.
Data is collected.
A link is stated between this research
and the classroom situation. It may
also be developed by considering age,
on the classroom if gaps in
knowledge/skills are present.
Some examination of the Australian
Curriculum made. A concept has been
chosen and the description of
business view of chosen concept is
stated. Reasons for choice of concept
are stated, but may be irrelevant.
Plan stated for development for skills
and/or knowledge. It is incomplete or
lacks goals. Steps involved in
obtained new skills and/or knowledge
are stated.
Data presented. Statements are
made but are random in nature. Data
is collected but is incomplete or
irrelevant.
An attempt to link between this
research and the classroom situation
is made.
E
Little examination of the Australian
Curriculum made. A concept has been
chosen and some chosen concept is
stated. Reasons for choice of concept
are poor or absent.
Plan stated for development for skills
and/or knowledge. It is incomplete or
lacks goals.
Data presented. Few statements are
made. Data is incomplete.
No attempt to link between this
research and the classroom situation
is made.

CRITERIA A B
Overview Overview of lesson sequence is very well
organised, logical and easily followed.
LO1 The context, objectives, curriculum links
and prior knowledge are all
comprehensively and unambiguously
identified.
Lesson plans Lesson plans are consistently of a very
high standard. Each lesson plan is
LO1, 2 comprehensive with excellent structure
and appropriate detail.
Time and content coverage and are well
matched.
Content, sequencing and teaching
approaches are very engaging and
appropriate for the target year level.
Concept development is creatively
matched with instructional approaches
which demonstrate originality and flair
Lesson scope A variety of appropriate and engaging
teaching strategies that are responsive to
LO1, 2, 3 the individual differences in students have
been identified and comprehensively
discussed.
Overview of lesson sequence is well
organised. The context, objectives,
curriculum links and prior knowledge are all
clearly identified.
Lesson plans are well structured and
organised.
Time and content coverage and are well
matched.
Content, sequencing and teaching
approaches are engaging and appropriate
for the target year level.
Some appropriate and engaging teaching
strategies that are responsive to the
individual differences in students have
identified and discussed.
Student name:
C D
An overview of the lesson sequence is
included. It contains mostly relevant
information about the context,
objectives, curriculum links and prior
knowledge. Minor errors or omissions
may be present.
Lesson plans are adequately
structured and organised. Some
learning activities may require further
planning.
Time and content coverage and are
typically suitable.
Content, sequencing and teaching
approaches are appropriate for the
target year level.
An appropriate and engaging teaching
strategy that is responsive to the
individual differences in students has
been identified and discussed.
EDAR516 Assessment 2: Lesson planning
The overview is not well organised
and is difficult to follow. Information
about the context, objectives,
curriculum links and prior knowledge
is missing/incomplete or incorrect.
Lesson plans are inadequately
structured and organised. Many
learning activities require further
reflection and planning.
Time and content coverage may be
too fast or slow.
Content, sequencing and teaching
approaches are sometimes
inappropriate for the target year level.
One (or more) teaching strategies that
attempt to cater for the individual
differences in students has been
identified, but the strategy may be
inappropriate, is not engaging or is
poorly discussed.
E
The overview is very poorly organised
or missing completely. Evidence of the
relationships between the lessons and
context, objectives, curriculum links
and prior knowledge is lacking.
Adequate planning is not evident.
Timings and content are
inappropriate.
Lesson plans are vague and poorly
presented.
Instructional approaches are rarely
appropriate.
Teaching/learning strategies that cater
for the individual differences in
students are lacking or have not been
identified.
A variety of relevant and engaging
teaching strategies that build the student’s
literacy and numeracy capacities have
been identified and comprehensively
discussed.
A variety of strategies that use ICTs to
enhance learning have been identified
and comprehensively discussed.
A variety of strategies that build the
student’s metacognitive capacities have
been identified and comprehensively
discussed.
Some teaching strategies that build the
student’s literacy and numeracy capacities
have been identified and discussed.
Some strategies that use ICTs to enhance
learning have been identified and
discussed.
Some strategies that build the student’s
metacognitive capacities have been
identified and discussed.
An appropriate and engaging teaching
strategy that builds the student’s
literacy and numeracy capacities has
been identified and discussed.
An appropriate and engaging teaching
strategy that uses ICTs to enhance
learning has identified and discussed.
An appropriate and engaging strategy
that builds the student’s metacognitive
capacities has been identified and
discussed.
One (or more) teaching strategies that
attempt to cater for development of
literacy and numeracy in students has
been identified, but the strategy may
be inappropriate, is not engaging or is
poorly discussed.
One (or more) teaching strategies that
attempt to cater for development of
ICT skills in students has been
identified, but the strategy may be
inappropriate, is not engaging or is
poorly discussed.
One (or more) teaching strategies that
attempt to cater for development of
metacognitive capacity in students
has been identified, but the strategy
may be inappropriate, is not engaging
or is poorly discussed.
Teaching/learning strategies that cater
for development of literacy and
numeracy in students are lacking or
have not been identified.
Teaching/learning strategies that cater
for development of ICT skills in
students are lacking or have not been
identified.
Teaching/learning strategies that cater
for development of metacognitive
capacity in students are lacking or
have not been identified.

CRITERIA A B
Organization of Folio is very well organised and easily
activities and followed.
descriptions
Descriptions of each activity and
background knowledge are concise and
convey highly accurate and relevant
business information.
Design All activities are appropriate for the target
year level.
Learning goals and curriculum links are
clearly and unambiguously identified.
A comprehensive list of resources has
been formulated.
An insightful and comprehensive
statement of how the activities may be
modified for students with varying
learning needs has been provided.
An insightful and comprehensive
statement of how the activities
contributes to the development of the
students’ literacy and numeracy skills
has been provided.
Student information & Student worksheets/instructions are very
instructions well structured and organized.
Student worksheets/instructions are very
engaging and appropriate for the target
year level.
Folio is well organised and easily followed.
Descriptions of each activity and
background knowledge are concise and
convey accurate and relevant business
information.
All activities are appropriate for the target
year level.
Learning goals and curriculum links are
clearly identified.
A substantial list of resources has been
formulated.
A clear statement of how the activities
may be modified for students with varying
learning needs has been provided.
A clear statement of how the activities
contributes to the development of the
students’ literacy and numeracy skills has
been provided.
Student worksheets/instructions are well
structured and organized.
Student worksheets/instructions are
engaging and appropriate for the target year
level.
Student name:
C D
Folio has a satisfactory level of
organization.
Descriptions of each activity and
background knowledge generally
convey accurate and relevant
business information.
Activities are generally appropriate for
the target year level.
Learning goals and curriculum links
are identified.
A list of resources has been
formulated.
A satisfactory statement of how the
activities may be modified for
students with varying learning needs
has been provided.
A satisfactory statement of how the
activities contributes to the
development of the students’ literacy
and numeracy skills has been
provided.
Student worksheets/instructions are
satisfactorily structured and organized.
Student worksheets/instructions are
appropriate for the target year level
EDAR516 Assessment 3: Practical activities folio
E
Folio is incomplete and or poorly Folio is very poorly organized and or
organized. incomplete.
Descriptions of each activity and Descriptions of each activity and
background knowledge are inaccurate background knowledge provide little
and/or irrelevant and/or incomplete. evidence of accuracy and relevance.
Activities are not matched to the target Activities are not matched to the target
year level. year level.
Some learning goals and curriculum Evidence of links to learning goals and
links are identified. curriculum links is lacking.
Resource list is incomplete and or Resource list is incomplete and or
contains errors. contains errors.
Little evidence of how the activities Evidence of how the activities may be
may be modified for students with modified for students with varying
varying learning needs has been learning needs has not been
provided. provided.
Little evidence of how the activities Evidence of how the activities
contributes to the development of the contributes to the development of the
students’ literacy and numeracy skills students’ literacy and numeracy skills
has been provided. has not been provided.
Student worksheets/instructions are Student worksheets/instructions are
poorly structured and organized. very poorly structured and organized
and/or are not appropriate for the
target year level
Aspects of the student
worksheets/instructions are not
appropriate for the target year level