Students

EDTE353 – Curriculum and Teaching in the Primary School 3

2016 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Dean Dudley
dean.dudley@mq.edu.au
Bronwen Wade-Leeuwen
Bronwen.wadeleeuwen@mq.edu.au
Contact via Email
Bronwen Wade-Leeuwen
bronwen.wadeleeuwen@mq.edu.au
Credit points Credit points
3
Prerequisites Prerequisites
Admission to BEd(Prim) or EDTE252 or TEP319
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit is the third in the sequence of primary curriculum units. It introduces students to the syllabus structure, content and skills associated with two key learning areas in the primary school - Creative Arts/The Arts, and Personal Development, Health and Physical Education/Health and Physical Education - with a particular focus on the development of pedagogical strategies. Practical applications of the knowledge and skills taught in this unit are designed to support the students' professional experience in schools.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Demonstrate developing syllabus knowledge of the concepts, substance and structure of NSWBOS syllabus documents for both PDHPE and Creative Arts(CA) Key Learning Areas and ACARA draft curriculum documents
  • Demonstrate an understanding of selecting appropriate content as prescribed by the NSWBOS syllabus documents for both HPE and TA ACARA draft curriculum documents
  • Demonstrate a developing understanding of using curriculum to support assessment knowledge and appropriate teaching strategies and will be able to critically reflect on these
  • Design, implement and reflect upon lessons and units of work which are engaging and motivating for students K-6
  • Develop a personal philosophy of teaching, examining their own beliefs about student learning and the role of the teacher.

Assessment Tasks

Name Weighting Due
Assessment of HP Literacy 40% 8th Apr & 17th June
Constructive Creative Arts 40% 8th Apr & 17th June
Reflective Blog & Evaluation 20% Weekly by Sunday 11:59pm

Assessment of HP Literacy

Due: 8th Apr & 17th June
Weighting: 40%

Assessment 1: Designing an assessment instrument of physical literacy

Word Length:  2000 words or four pages (Whichever is least)

Percentage Weighting:  40%

Due: Group 1 (8th April 2016); Group 2 (17th June 2016)

Purpose: To develop an assessment instrument based on outcomes from K-6 PDHPE syllabus/Physical Literacy strands (Dudley, 2015).

Procedure:

Page 1: Instrument design

  • Design an assessment instrument (Checklist, Questionnaire, Test, Assessment task, etc…) that captures the progression of student learning across Physical/Health Literacy and/or addresses AT LEAST TWO New South Wales PDHPE K-6 Syllabus Outcomes

Pages 2-4: Justification

  • Identify your target group by Year or Stage;
  • Describe what students are expected to be able to do as a MINIMUM before being assessed by your assessment instrument and undertaking an associated learning activity (Half a page max);
  • Briefly describe what learning activities would need to occur prior to the application of your assessment instrument (1 page max);
  • Based on your own review of appropriate scholarly literature, how does your instrument capture learning in the domains of physical/health literacy and the NSW PDHPE K-6 Outcomes identified?
  • Provide a detailed reference list in APA 6th formatting style.
On successful completion you will be able to:
  • Demonstrate developing syllabus knowledge of the concepts, substance and structure of NSWBOS syllabus documents for both PDHPE and Creative Arts(CA) Key Learning Areas and ACARA draft curriculum documents
  • Demonstrate an understanding of selecting appropriate content as prescribed by the NSWBOS syllabus documents for both HPE and TA ACARA draft curriculum documents
  • Demonstrate a developing understanding of using curriculum to support assessment knowledge and appropriate teaching strategies and will be able to critically reflect on these
  • Design, implement and reflect upon lessons and units of work which are engaging and motivating for students K-6
  • Develop a personal philosophy of teaching, examining their own beliefs about student learning and the role of the teacher.

Constructive Creative Arts

Due: 8th Apr & 17th June
Weighting: 40%

Assessment 2: Construct an Innovative Creative Arts Learning Approach

Word Length:  2000 words or four pages (Whichever is least) plus drawings/photos to illustrate and support your submission (staple sheets together and place in a plastic sleeve, clearly labelled with your name, group, student number and date).  

Percentage Weighting:  40%

Due: Group 1 (8th April 2016); Group 2 (17th June 2016)

Purpose: To develop an innovative Creative Arts learning approach that includes two art forms/strands for a specific differentiated age group/or stage. Write a justification statement for parents, carers and supervising teachers based on the UNESCO’s towards universal learning: What every child should learn (2013) framework (see reading list).

Procedure:

Pages 1-2: Based on the UNESCO’s towards universal learning: What every child should learn (2013) framework, construct an innovative Creative Arts learning approach that integrates The Arts across the school curriculum. Include in your submission the following 4 steps:

STEP 1: Identify the specific target audience by Year, Stage, Art Forms/Strands etc.

 

STEP 2: Develop your innovative Creative Arts learning approach framework to broaden children’s expressive experiences, skills and capacities in The Arts/Creative Arts literacies.

STEP 3: Demonstrate how two different strands of The Arts (Dance, Drama, Media, Music or Visual Arts) can be successfully integrated into the learning activities. Identify links to the NSW Creative Arts syllabus K-6/F-6 outcomes.

STEP 4: Explain how aspects from the cross-curricular priorities area are included in the activities. Note: The learning activities should take two hours. Include a list of artistic materials and resources required.

Pages 3-4: Justification statement

Purpose: Present a brief statement that values and promotes your innovative Creative Arts learning approach to parents, carers and supervisor teachers at parent/teacher night.

STEP 1: Ensure you include how the UNESCO’s towards universal learning: What every child should learn (2013) framework; your chosen art forms/strands in the two activities encourages creativity in all children in your classroom. Present some of the competing arguments pertaining to The Arts/Creative Arts literacies.

STEP 2: Reflection and evaluation of the learning approach

- Learning to Work Together: Discuss what collaborative learning spaces where provided to work on different problem solving approaches, to develop critical and creative solutions during the learning activities.

- Learning to Be: Reflect and consider changes in your understandings of critical and creative ideas, learning principles and creativity theories in relation to The Arts/Creative Arts literacies including the implementation of the cross-curricular priority areas.  

STEP 3: Conclusion

Offer insightful comments on the substantial originality of your innovative Creative Arts learning approach, for example, what were the successes and challenges?  What future suggestions for possibilities that develop children’s expressive experiences, skills and capacities in The Arts/Creative Arts literacies?

* Provide a detailed reference list in APA 6th formatting style.
On successful completion you will be able to:
  • Demonstrate developing syllabus knowledge of the concepts, substance and structure of NSWBOS syllabus documents for both PDHPE and Creative Arts(CA) Key Learning Areas and ACARA draft curriculum documents
  • Demonstrate an understanding of selecting appropriate content as prescribed by the NSWBOS syllabus documents for both HPE and TA ACARA draft curriculum documents
  • Demonstrate a developing understanding of using curriculum to support assessment knowledge and appropriate teaching strategies and will be able to critically reflect on these
  • Design, implement and reflect upon lessons and units of work which are engaging and motivating for students K-6
  • Develop a personal philosophy of teaching, examining their own beliefs about student learning and the role of the teacher.

Reflective Blog & Evaluation

Due: Weekly by Sunday 11:59pm
Weighting: 20%

Assessment 3: Reflective Blog & Evaluation

                                                          

Word Length:  300-500 words per blog & an 800 word evaluation statement

 

Percentage Weighting:  20%

 

Due: Weekly on Sunday’s at 11:59pm & 4pm on 20th June 2016 for Evaluation Statement

 

Purpose: To allow student to understand and reflect on the essential skills and pedagogical principles of physical education and creative arts.

 

Procedure:

Students are required to make weekly blog posts on their thoughts, feelings and experiences as a result of participating in the weekly workshop AND lecture via the EDTE353 iLearn site.

 

Task 1:

  1. Students are to establish their own Blog feed via iLearn
  2. Students are to address each of the following questions by no later than Sunday at 11:59pm in the week following their workshop. The questions are

a) What did we cover in this week’s lecture AND workshop/tutorial?

b) What are my thoughts and instincts telling me about the lecture AND workshop/tutorial?

c) What are the potential hazards, pitfalls and negatives of what I learned to my teaching in the future?

d) What are the potential benefits or opportunities of using what I learned to my teaching in the future?

e) How could I think differently/creatively about what I have learned this week and apply it to my teaching?

Task 2:

  1. At the completion of all eleven workshops and once the students have completed the respective blog posts for each, students are required to complete one 500-800 word statement. The statement must be checked by Turnitin and answer the following two questions.
  1. What knowledge did I acquire throughout the duration of this subject that will inform my future teaching practices?
  2. How do I intend to apply this identified ‘critical knowledge’ to my teaching practice?

The final statement is due for submission by no later than 4pm on 20th June 2016.

Successful completion of Task 1 will be awarded the full 10% of the assessment weighting allocation whilst Task 2 will be graded on the conventional University Marking rubric scale (See Marking Criteria for details).
On successful completion you will be able to:
  • Design, implement and reflect upon lessons and units of work which are engaging and motivating for students K-6
  • Develop a personal philosophy of teaching, examining their own beliefs about student learning and the role of the teacher.

Delivery and Resources

 

Group 1

Group 2

Week

Health & Physical Education Lecture (1 hour)

Physical Education Workshop (2 hours)

The Arts Lecture (1 hour)

The Arts Workshop (2 hours)

1

29 Feb-4 Mar

 

 

Unit introduction

Why we teach Health & Physical Education?

This lecture:

  • Examines the role of Health and Physical Education from Australian and International contexts

 

Readings:

Dinan-Thompson, M. (2006). Why the KLA? And why now? In R.Tinning, L. McCuaig & L. Hunter (Eds)., Teaching Health and Physical Education in Australian Schools (Ch 4, p25-39). Frenchs Forest: Pearson Education Australia

UNESCO (2015) Quality Physical Education Guidelines for Policy-Makers: UNESCO Publishing http://unesdoc.unesco.org/images/0023/002311/231101E.pdf

 

Websites:

http://www.unesco.org/new/en/social-and-human-sciences/themes/physical-education-and-sport/quality-physical-education/policy-project/

http://www.unesco.org/new/en/health-education

 

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Unit Introduction

Why we teach Creative Arts Education?

This lecture:

  • Examines the role of Creative Arts from Australian and International contexts.

 

Readings:

NSW Creative Industries (2013). Industry Action Plan Report. Creative Industries Taskforce (Ed.). Sydney: NSW State Government.

NSWIT (2008). NSWIT initial teacher education document: 4 mandatory areas of study. NSW Institute of Teachers.

Sternberg, R. J. (2012). The assessment of creativity: An investment-based approach. Creativity Research Journal, 24(1), 3-12.

UNESCO (2013). Toward universal learning: What every child should learn. Paris: UNESCO Institute for Statistics.

United Nations High Commissioner for Human Rights (1989). Conventions on the Rights of the Child.

Websites:

http://www.trade.nsw.gov.au/

www.nswteachers.nsw.edu.au

http://www.uis.unesco.org/Education/Documents/lmtf-rpt1-toward-universal-learning-execsum.pdf

http://www.unhchr.ch/html/menu3/b/k2crc.htm

www.curriculum.edu.au./the-arts/introduction

 

 

Workshops

  • Learning how to apply ‘The Arts’ in 21st classrooms
  • Examining links between the Creative Arts strands in the K-6 Creative Arts syllabus and The Arts curriculum.
  • Understand the pedagogy of Creative Arts involves: Making, Responding and Appreciating
  • Identifying links between the conceptual framework and different learning approaches to creativity
  • Collaboratively recognise the work of ‘The Masters’ in different strands of The Arts

 

 

 

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it

2

7-11 Mar

 

 

Developing a student’s health and physical literacies

This lecture:

  • Examines the concept of ‘physical literacy’ in an Australian and NSW curriculum context
  • Examines the concept of ‘health literacy’ in an Australian and NSW curriculum context

 

Readings:

Dewalt, D.A., & HInk, A. (2009). Health literacy and child health outcomes: A systematic review of the literature. Pediatrics, 124(S3): S265-S274

ICSSPE (2013). Feature: Physical Literacy. Journal of Sport Science and Physical Education. Bulletin (65).

Nutbeam, D. (2008). The evolving concept of health literacy. Social Science and Medicine, 67: 2072-2078.

UNESCO (2015) Quality Physical Education Guidelines for Policy-Makers: UNESCO Publishing http://unesdoc.unesco.org/images/0023/002311/231101E.pdf

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Developing a student’s Creative Arts literacies

This lecture:

  • Examines the concept of ‘Creative Arts literacy’ in an Australian and NSW curriculum context
  • Explores the 5 Arts strands
  • Develops an understanding of how artists communicate through their work
  • Emphasises the need for creativity in our pedagogy.

 

Readings:

Australian Curriculum: ACARA overview and NSW Board of Studies Syllabus K-6 Creative Arts Syllabus.  

Dinham, J., (2014).  Delivering Authentic ARTS Education. 2nd Edition. Cengage Learning, South Melbourne.  pp. 42-53, 56-66, 103-108.

Edwards, C., Gandini, L. & Forman, G. (2011). The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbra: ABC-CLIO.

Gibson, R. & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra: Palgrave Macmillan.

Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. In G. Dahlberg & P. Moss (Eds.). Contesting Early Childhood Series. Oxon: Routledge.

Wade-Leeuwen, B.  (2015). Out of the Shadows: Fostering Creativity in Pre-Service Teachers in Creative Arts Programs. (Unpublished Doctoral thesis), Macquarie University, NSW, Australia.

 

 

 

 

 

Workshops

 

  • Consider the role of UNESCO’s four learning principles in the planning and implementation of activities that promote best practice and artistic intent in the Creative Arts

 

  • Learning to know: Explore innovative pedagogical approaches to develop students’ knowledge, skills and capacities in the Creative Arts
  • Learning to do: Discover how sequences of learning experiences that focus on the creative process can assist students in attaining stated outcomes / descriptors
  • Learning to work together: Encourage collaborative activities that build on Stage-based resources across the curriculum 
  • Learning to be: Reflect and evaluate these pedagogical practices through shared understandings, promoting good organisational practices and effective programming.
  • Listening, Researching and Learning: Lessons from Reggio Emilia Early Childhood schools.

 

 

Professional Standards

Focus; Standard 3.

Plan and implement effective teaching and learning

 

3

14-18 Mar

 

Pedagogical models of Physical Education instruction

This lecture:

  • Examines three of the dominant pedagogical models used to teach physical education in Australian schools

 

Readings:

NSW Department of Education (2000). Teaching fundamental movement skills. In Get Skilled, Get Active. NSW Dept Ed

Bunker, D. and Thorpe, R. (1982) A model for the teaching of games in secondary schools. The Bulletin of Physical Education, 18(1), 5–8.

Siedentop, D. (1994) The sport education model. In D. Siedentop (ed.), Sport Education: Quality PE through Positive Sport Experiences (Champaign, IL: Human Kinetics), 3–16.

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Drama and Performing Arts in a K-6 / F-6 context

This lecture:

  • Introduces students to the Creative Arts content area: Drama;
  • Explains how drama in the Primary schools involves making and appreciating
  • Discusses elements and forms of Drama;
  • Outlines how the making of drama involves  students investigating their world through devising plays, role-plays and imagined situations; and
  • Suggests strategies through which students develop their skills and appreciation of dramatists, actors, playwrights, devisers, directors and designers.
  • Recognises that artistic and cultural meaning conveyed by drama is dependent on personal and cultural perspectives
  • Review of assessment 3.

 

Readings:

NSW Board of Studies Syllabus K-6 Creative Arts Syllabus,   pp. 14-17

ACARA : Scope and Sequence/ Drama

 

Dinham, J., (2014).  Delivering Authentic ARTS  Education. 2nd Edition. Cengage Learning, South Melbourne pp139-144, 185-225

Workshops

  • Apply UNESCO’s four learning principles in the planning and implementation of Drama
  • Appreciate that drama provides students with opportunities to engage in devising, shaping and symbolically representing imaginative situations, ideas, feelings, attitudes and beliefs;
  • Participate in activities that demonstrate key element of the ‘making drama’ component of the K-6 Creative Arts Syllabus;
  • Identify the elements of drama – dramatic tension, contrast, symbol, time, space, and focus 
  • Share the process of shaping and making drama and respond critically by evaluating their own work and the work of others; and
  • Reflect on the use of observation, listening and discussion as assessment tools in the Creative Arts.
  • Recognises the various dramatic forms (improvisation, movement, mime, storytelling, readers theatre, puppetry, mask, video drama and playbuilding) and how they might be utilised in the classroom.
  • Provide opportunities to consider the Cultural aspects of these subjects / strands

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

4

21-25 Mar

 

 

Teaching athletics and aquatics in K-6 context

This lecture:

  • Explores the historical significance of teaching aquatics and athletics in an Australian context
  • Examines pedagogical approaches for teaching athletics and aquatics in a K-6 NSW context

 

Readings:

Australian Sport Commission. (2007). Beginning coaching. (4th ed.). Canberra: Australian Government.

Australian Track and Field Coaches Association. (2006). Australian track and field coaches association coaching manual. (5th ed.). Ashmore: ATFCA.

Murcia, J.A., & Perez, L.M. (2008). Aquatic perceived competence in children: Development and preliminary validation of a pictorial scale. International Journal of Aquatic Research and Education, 2, 313-329.

Stallman, R.K., Junge, M., & Blixt, T. (2008). The teaching of swimming based on a model derived from the causes of drowning. International Journal of Aquatic Research and Education, 2, 372-382.

 

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Dance and Music in a K-6 /F-6 context

This lecture

Introduces students to the content areas: Music and Dance

It will

  • Identify  the key concepts in Music and Dance
  • Highlight the links between these strands
  • Introduce students to the pedagogical approaches typically used to develop students’ skills in, organising sound and listening as well as exploring movement
  • Promote a recognition that organising sound involve s activities such as experimenting, imitating, improvising, arranging, composing and notating;
  • Discuss the context of Dance

 

Readings:

Board of Studies (2000). Creative Arts K-6 Syllabus. pp. 91-95.

Dinham, J., (2014).  Delivering Authentic  ARTS  Education. 2nd Edition. Cengage Learning, South Melbourne.

Pp 152-184, 264-305

ACARA: Scope and Sequence Music/ Dance

Workshops

  • Apply the UNESCO’s four learning principles in the planning and implementation of Dance and Music
  • Examining the performance, composition and appreciation of the elements of Dance
  •    Examining the pedagogy of Music: organising sound / composing / singing / listening and extending repertoire
  •    Explores Dance , Music and literacy, use of action words, feelings and seasons to express words through movement and sound
  • Participate in a range of practical activities that demonstrate how teachers can work with students to achieve syllabus related outcomes without themselves having a music or dance background;
  • Examine ways teachers use singing to enhance students’ overall musical development;
  •    Engage in activities that demonstrate how students can be encouraged move in response to music and to recognise this as a contributor to the development of sensory motor skills and senses;
  •    Provide opportunities to consider the Cultural aspects of these subjects / strands

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

 

5

28 Mar -1 Apr

 

Teaching Games for Understanding in NSW schools

This lecture:

  • Explores the historical significance of teaching sports and games in an Australian context
  • Examines pedagogical approaches for using game-centred pedagogy in a K-6 NSW context

 

Readings:

Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough.

Teaching Personal Development and Health in a K-6 Context

This lecture:

  • Explores the health of young people in Australia
  • Examines approaches to teaching health education

 

Readings:

 

Chapter 9 Program planning in health education. In Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education. The student, the teacher and the curriculum. Pearson Education: Melbourne

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Visual Arts/ Media Arts in K-6 /F-6 context

This lecture:

  • Introduce the strands / subjects of Visual Arts and Media Arts

 

  • Emphasise the importance of visual communication and technology to develop students skills  into the 21 century

 

  • Examines creative tendencies, innovation and scope for the use and application of visual communication across the curriculum

 

  • Suggest strategies and software programs for teaching and learning in the classroom

 

 

  • Connect visual communication to Indigenous art and other cross cultural perspectives

 

Readings:

Board of Studies (2000). Creative Arts K-6 Syllabus. pp. 90-95

Dinham, J., (2014).  Delivering Authentic ARTS Education. 2nd Edition. Cengage Learning, South Melbourne.

pp 137-139, 306-347, 226-263

ACARA: Scope and Sequence: Visual Arts& Media Arts

Current and relevant International and national literature

 

Workshops

 

  • Apply the UNESCO’s four learning principles in the planning and implementation of Visual /Media Arts

 

  • Review and acknowledge various artistic forms of visual communication

 

  • Experience the “Making,”  “Responding” and  “Appreciating” of the Visual/Media Arts through a variety of expressive media
  • Collaboratively reflect on the creative process, the different teaching and learning strategies used in the workshop to develop artistic and creative skills in the classroom
  • Provide opportunities to consider the Cultural aspects of these subjects / strands

 

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

6

4-8 Apr

 

Assessment Preparation Week

2015

11-22 Apr

Mid-Semester Break

 

7

25-29 Apr

 

 

 

Practicum Experience Block

8

2-6 May

 

9

9-13 May

 

Unit introduction

Why we teach Health & Physical Education?

This lecture:

  • Examines the role of Health and Physical Education from Australian and International contexts

 

Readings:

Dinan-Thompson, M. (2006). Why the KLA? And why now? In R.Tinning, L. McCuaig & L. Hunter (Eds)., Teaching Health and Physical Education in Australian Schools (Ch 4, p25-39). Frenchs Forest: Pearson Education Australia

UNESCO (2015) Quality Physical Education Guidelines for Policy-Makers: UNESCO Publishing http://unesdoc.unesco.org/images/0023/002311/231101E.pdf

 

Websites:

http://www.unesco.org/new/en/social-and-human-sciences/themes/physical-education-and-sport/quality-physical-education/policy-project/

http://www.unesco.org/new/en/health-education

 

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Unit Introduction

Why we teach Creative Arts Education?

This lecture:

  • Examines the role of Creative Arts from Australian and International contexts.

 

Readings:

NSW Creative Industries (2013). Industry Action Plan Report. Creative Industries Taskforce (Ed.). Sydney: NSW State Government.

NSWIT (2008). NSWIT initial teacher education document: 4 mandatory areas of study. NSW Institute of Teachers.

Sternberg, R. J. (2012). The assessment of creativity: An investment-based approach. Creativity Research Journal, 24(1), 3-12.

UNESCO (2013). Toward universal learning: What every child should learn. Paris: UNESCO Institute for Statistics.

United Nations High Commissioner for Human Rights (1989). Conventions on the Rights of the Child.

Websites:

http://www.trade.nsw.gov.au/

www.nswteachers.nsw.edu.au

http://www.uis.unesco.org/Education/Documents/lmtf-rpt1-toward-universal-learning-execsum.pdf

http://www.unhchr.ch/html/menu3/b/k2crc.htm

www.curriculum.edu.au./the-arts/introduction

 

 

Workshops

  • Learning how to apply ‘The Arts’ in 21st classrooms
  • Examining links between the Creative Arts strands in the K-6 Creative Arts syllabus and The Arts curriculum.
  • Understand the pedagogy of Creative Arts involves: Making, Responding and Appreciating
  • Identifying links between the conceptual framework and different learning approaches to creativity
  • Collaboratively recognise the work of ‘The Masters’ in different strands of The Arts

 

 

 

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it

10

16-20 May

 

Developing a student’s health and physical literacies

This lecture:

  • Examines the concept of ‘physical literacy’ in an Australian and NSW curriculum context
  • Examines the concept of ‘health literacy’ in an Australian and NSW curriculum context

 

Readings:

Dewalt, D.A., & HInk, A. (2009). Health literacy and child health outcomes: A systematic review of the literature. Pediatrics, 124(S3): S265-S274

ICSSPE (2013). Feature: Physical Literacy. Journal of Sport Science and Physical Education. Bulletin (65).

Nutbeam, D. (2008). The evolving concept of health literacy. Social Science and Medicine, 67: 2072-2078.

UNESCO (2015) Quality Physical Education Guidelines for Policy-Makers: UNESCO Publishing http://unesdoc.unesco.org/images/0023/002311/231101E.pdf

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Developing a student’s Creative Arts literacies

This lecture:

  • Examines the concept of ‘Creative Arts literacy’ in an Australian and NSW curriculum context
  • Explores the 5 Arts strands
  • Develops an understanding of how artists communicate through their work
  • Emphasises the need for creativity in our pedagogy.

 

Readings:

Australian Curriculum: ACARA overview and NSW Board of Studies Syllabus K-6 Creative Arts Syllabus.  

Dinham, J., (2014).  Delivering Authentic ARTS Education. 2nd Edition. Cengage Learning, South Melbourne.  pp. 42-53, 56-66, 103-108.

Edwards, C., Gandini, L. & Forman, G. (2011). The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbra: ABC-CLIO.

Gibson, R. & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra: Palgrave Macmillan.

Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. In G. Dahlberg & P. Moss (Eds.). Contesting Early Childhood Series. Oxon: Routledge.

Wade-Leeuwen, B.  (2015). Out of the Shadows: Fostering Creativity in Pre-Service Teachers in Creative Arts Programs. (Unpublished Doctoral thesis), Macquarie University, NSW, Australia.

 

 

 

 

Workshops

 

  • Consider the role of UNESCO’s four learning principles in the planning and implementation of activities that promote best practice and artistic intent in the Creative Arts

 

  • Learning to know: Explore innovative pedagogical approaches to develop students’ knowledge, skills and capacities in the Creative Arts
  • Learning to do: Discover how sequences of learning experiences that focus on the creative process can assist students in attaining stated outcomes / descriptors
  • Learning to work together: Encourage collaborative activities that build on Stage-based resources across the curriculum 
  • Learning to be: Reflect and evaluate these pedagogical practices through shared understandings, promoting good organisational practices and effective programming.
  • Listening, Researching and Learning: Lessons from Reggio Emilia Early Childhood schools.

 

 

 

Professional Standards

Focus; Standard 3.

Plan and implement effective teaching and learning

 

11

23-27 May

 

Pedagogical models of Physical Education instruction

This lecture:

  • Examines three of the dominant pedagogical models used to teach physical education in Australian schools

 

Readings:

NSW Department of Education (2000). Teaching fundamental movement skills. In Get Skilled, Get Active. NSW Dept Ed

Bunker, D. and Thorpe, R. (1982) A model for the teaching of games in secondary schools. The Bulletin of Physical Education, 18(1), 5–8.

Siedentop, D. (1994) The sport education model. In D. Siedentop (ed.), Sport Education: Quality PE through Positive Sport Experiences (Champaign, IL: Human Kinetics), 3–16.

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Drama and Performing Arts in a K-6 / F-6 context

This lecture:

  • Introduces students to the Creative Arts content area: Drama;
  • Explains how drama in the Primary schools involves making and appreciating
  • Discusses elements and forms of Drama;
  • Outlines how the making of drama involves  students investigating their world through devising plays, role-plays and imagined situations; and
  • Suggests strategies through which students develop their skills and appreciation of dramatists, actors, playwrights, devisers, directors and designers.
  • Recognises that artistic and cultural meaning conveyed by drama is dependent on personal and cultural perspectives
  • Review of assessment 3.

 

Readings:

NSW Board of Studies Syllabus K-6 Creative Arts Syllabus,   pp. 14-17

ACARA : Scope and Sequence/ Drama

 

Dinham, J., (2014).  Delivering Authentic  ARTS  Education. 2nd Edition. Cengage Learning, South Melbourne pp139-144, 185-225

Workshops

  • Apply UNESCO’s four learning principles in the planning and implementation of Drama
  • Appreciate that drama provides students with opportunities to engage in devising, shaping and symbolically representing imaginative situations, ideas, feelings, attitudes and beliefs;
  • Participate in activities that demonstrate key element of the ‘making drama’ component of the K-6 Creative Arts Syllabus;
  • Identify the elements of drama – dramatic tension, contrast, symbol, time, space, and focus 
  • Share the process of shaping and making drama and respond critically by evaluating their own work and the work of others; and
  • Reflect on the use of observation, listening and discussion as assessment tools in the Creative Arts.
  • Recognises the various dramatic forms (improvisation, movement, mime, storytelling, readers theatre, puppetry, mask, video drama and playbuilding) and how they might be utilised in the classroom.
  • Provide opportunities to consider the Cultural aspects of these subjects / strands

 

12

30 May – 3 June

 

 

Teaching athletics and aquatics in K-6 context

This lecture:

  • Explores the historical significance of teaching aquatics and athletics in an Australian context
  • Examines pedagogical approaches for teaching athletics and aquatics in a K-6 NSW context

 

Readings:

Australian Sport Commission. (2007). Beginning coaching. (4th ed.). Canberra: Australian Government.

Australian Track and Field Coaches Association. (2006). Australian track and field coaches association coaching manual. (5th ed.). Ashmore: ATFCA.

Murcia, J.A., & Perez, L.M. (2008). Aquatic perceived competence in children: Development and preliminary validation of a pictorial scale. International Journal of Aquatic Research and Education, 2, 313-329.

Stallman, R.K., Junge, M., & Blixt, T. (2008). The teaching of swimming based on a model derived from the causes of drowning. International Journal of Aquatic Research and Education, 2, 372-382.

 

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Dance and Music in a K-6 /F-6 context

This lecture

Introduces students to the content areas: Music and Dance

It will

  • Identify  the key concepts in Music and Dance
  • Highlight the links between these strands
  • Introduce students to the pedagogical approaches typically used to develop students’ skills in, organising sound and listening as well as exploring movement
  • Promote a recognition that organising sound involve s activities such as experimenting, imitating, improvising, arranging, composing and notating;
  • Discuss the context of Dance

 

Readings:

Board of Studies (2000). Creative Arts K-6 Syllabus. pp. 91-95.

Dinham, J., (2014).  Delivering Authentic  ARTS  Education. 2nd Edition. Cengage Learning, South Melbourne.

Pp 152-184, 264-305

ACARA: Scope and Sequence Music/ Dance

Workshops

  • Apply the UNESCO’s four learning principles in the planning and implementation of Dance and Music
  • Examining the performance, composition and appreciation of the elements of Dance
  •    Examining the pedagogy of Music: organising sound / composing / singing / listening and extending repertoire
  •    Explores Dance , Music and literacy, use of action words, feelings and seasons to express words through movement and sound
  • Participate in a range of practical activities that demonstrate how teachers can work with students to achieve syllabus related outcomes without themselves having a music or dance background;
  • Examine ways teachers use singing to enhance students’ overall musical development;
  •    Engage in activities that demonstrate how students can be encouraged move in response to music and to recognise this as a contributor to the development of sensory motor skills and senses;
  •    Provide opportunities to consider the Cultural aspects of these subjects / strands

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

 

13

6-10 June

 

Teaching Games for Understanding in NSW schools

This lecture:

  • Explores the historical significance of teaching sports and games in an Australian context
  • Examines pedagogical approaches for using game-centred pedagogy in a K-6 NSW context

 

Readings:

Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough.

Teaching Personal Development and Health in a K-6 Context

This lecture:

  • Explores the health of young people in Australia
  • Examines approaches to teaching health education

 

Readings:

 

Chapter 9 Program planning in health education. In Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education. The student, the teacher and the curriculum. Pearson Education: Melbourne

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Visual Arts/ Media Arts in K-6 /F-6 context

This lecture:

  • Introduce the strands / subjects of Visual Arts and Media Arts

 

  • Emphasise the importance of visual communication and technology to develop students skills  into the 21 century

 

  • Examines creative tendencies, innovation and scope for the use and application of visual communication across the curriculum

 

  • Suggest strategies and software programs for teaching and learning in the classroom

 

 

  • Connect visual communication to Indigenous art and other cross cultural perspectives

 

Readings:

Board of Studies (2000). Creative Arts K-6 Syllabus. pp. 90-95

Dinham, J., (2014).  Delivering Authentic ARTS Education. 2nd Edition. Cengage Learning, South Melbourne.

pp 137-139, 306-347, 226-263

ACARA: Scope and Sequence: Visual Arts& Media Arts

Current and relevant International and national literature

 

Workshops

 

  • Apply the UNESCO’s four learning principles in the planning and implementation of Visual /Media Arts

 

  • Review and acknowledge various artistic forms of visual communication

 

  • Experience the “Making,”  “Responding” and  “Appreciating” of the Visual/Media Arts through a variety of expressive media
  • Collaboratively reflect on the creative process, the different teaching and learning strategies used in the workshop to develop artistic and creative skills in the classroom
  • Provide opportunities to consider the Cultural aspects of these subjects / strands

 

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

13-24 June

Examination Block

 

Unit Schedule

 

Group 1

Group 2

Week

Health & Physical Education Lecture (1 hour)

Physical Education Workshop (2 hours)

The Arts Lecture (1 hour)

The Arts Workshop (2 hours)

1

29 Feb-4 Mar

 

 

Unit introduction

Why we teach Health & Physical Education?

This lecture:

  • Examines the role of Health and Physical Education from Australian and International contexts

 

Readings:

Dinan-Thompson, M. (2006). Why the KLA? And why now? In R.Tinning, L. McCuaig & L. Hunter (Eds)., Teaching Health and Physical Education in Australian Schools (Ch 4, p25-39). Frenchs Forest: Pearson Education Australia

UNESCO (2015) Quality Physical Education Guidelines for Policy-Makers: UNESCO Publishing http://unesdoc.unesco.org/images/0023/002311/231101E.pdf

 

Websites:

http://www.unesco.org/new/en/social-and-human-sciences/themes/physical-education-and-sport/quality-physical-education/policy-project/

http://www.unesco.org/new/en/health-education

 

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Unit Introduction

Why we teach Creative Arts Education?

This lecture:

  • Examines the role of Creative Arts from Australian and International contexts.

 

Readings:

NSW Creative Industries (2013). Industry Action Plan Report. Creative Industries Taskforce (Ed.). Sydney: NSW State Government.

NSWIT (2008). NSWIT initial teacher education document: 4 mandatory areas of study. NSW Institute of Teachers.

Sternberg, R. J. (2012). The assessment of creativity: An investment-based approach. Creativity Research Journal, 24(1), 3-12.

UNESCO (2013). Toward universal learning: What every child should learn. Paris: UNESCO Institute for Statistics.

United Nations High Commissioner for Human Rights (1989). Conventions on the Rights of the Child.

Websites:

http://www.trade.nsw.gov.au/

www.nswteachers.nsw.edu.au

http://www.uis.unesco.org/Education/Documents/lmtf-rpt1-toward-universal-learning-execsum.pdf

http://www.unhchr.ch/html/menu3/b/k2crc.htm

www.curriculum.edu.au./the-arts/introduction

 

 

Workshops

  • Learning how to apply ‘The Arts’ in 21st classrooms
  • Examining links between the Creative Arts strands in the K-6 Creative Arts syllabus and The Arts curriculum.
  • Understand the pedagogy of Creative Arts involves: Making, Responding and Appreciating
  • Identifying links between the conceptual framework and different learning approaches to creativity
  • Collaboratively recognise the work of ‘The Masters’ in different strands of The Arts

 

 

 

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it

2

7-11 Mar

 

 

Developing a student’s health and physical literacies

This lecture:

  • Examines the concept of ‘physical literacy’ in an Australian and NSW curriculum context
  • Examines the concept of ‘health literacy’ in an Australian and NSW curriculum context

 

Readings:

Dewalt, D.A., & HInk, A. (2009). Health literacy and child health outcomes: A systematic review of the literature. Pediatrics, 124(S3): S265-S274

ICSSPE (2013). Feature: Physical Literacy. Journal of Sport Science and Physical Education. Bulletin (65).

Nutbeam, D. (2008). The evolving concept of health literacy. Social Science and Medicine, 67: 2072-2078.

UNESCO (2015) Quality Physical Education Guidelines for Policy-Makers: UNESCO Publishing http://unesdoc.unesco.org/images/0023/002311/231101E.pdf

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Developing a student’s Creative Arts literacies

This lecture:

  • Examines the concept of ‘Creative Arts literacy’ in an Australian and NSW curriculum context
  • Explores the 5 Arts strands
  • Develops an understanding of how artists communicate through their work
  • Emphasises the need for creativity in our pedagogy.

 

Readings:

Australian Curriculum: ACARA overview and NSW Board of Studies Syllabus K-6 Creative Arts Syllabus.  

Dinham, J., (2014).  Delivering Authentic ARTS Education. 2nd Edition. Cengage Learning, South Melbourne.  pp. 42-53, 56-66, 103-108.

Edwards, C., Gandini, L. & Forman, G. (2011). The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbra: ABC-CLIO.

Gibson, R. & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra: Palgrave Macmillan.

Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. In G. Dahlberg & P. Moss (Eds.). Contesting Early Childhood Series. Oxon: Routledge.

Wade-Leeuwen, B.  (2015). Out of the Shadows: Fostering Creativity in Pre-Service Teachers in Creative Arts Programs. (Unpublished Doctoral thesis), Macquarie University, NSW, Australia.

 

 

 

 

 

Workshops

 

  • Consider the role of UNESCO’s four learning principles in the planning and implementation of activities that promote best practice and artistic intent in the Creative Arts

 

  • Learning to know: Explore innovative pedagogical approaches to develop students’ knowledge, skills and capacities in the Creative Arts
  • Learning to do: Discover how sequences of learning experiences that focus on the creative process can assist students in attaining stated outcomes / descriptors
  • Learning to work together: Encourage collaborative activities that build on Stage-based resources across the curriculum 
  • Learning to be: Reflect and evaluate these pedagogical practices through shared understandings, promoting good organisational practices and effective programming.
  • Listening, Researching and Learning: Lessons from Reggio Emilia Early Childhood schools.

 

 

Professional Standards

Focus; Standard 3.

Plan and implement effective teaching and learning

 

3

14-18 Mar

 

Pedagogical models of Physical Education instruction

This lecture:

  • Examines three of the dominant pedagogical models used to teach physical education in Australian schools

 

Readings:

NSW Department of Education (2000). Teaching fundamental movement skills. In Get Skilled, Get Active. NSW Dept Ed

Bunker, D. and Thorpe, R. (1982) A model for the teaching of games in secondary schools. The Bulletin of Physical Education, 18(1), 5–8.

Siedentop, D. (1994) The sport education model. In D. Siedentop (ed.), Sport Education: Quality PE through Positive Sport Experiences (Champaign, IL: Human Kinetics), 3–16.

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Drama and Performing Arts in a K-6 / F-6 context

This lecture:

  • Introduces students to the Creative Arts content area: Drama;
  • Explains how drama in the Primary schools involves making and appreciating
  • Discusses elements and forms of Drama;
  • Outlines how the making of drama involves  students investigating their world through devising plays, role-plays and imagined situations; and
  • Suggests strategies through which students develop their skills and appreciation of dramatists, actors, playwrights, devisers, directors and designers.
  • Recognises that artistic and cultural meaning conveyed by drama is dependent on personal and cultural perspectives
  • Review of assessment 3.

 

Readings:

NSW Board of Studies Syllabus K-6 Creative Arts Syllabus,   pp. 14-17

ACARA : Scope and Sequence/ Drama

 

Dinham, J., (2014).  Delivering Authentic ARTS  Education. 2nd Edition. Cengage Learning, South Melbourne pp139-144, 185-225

Workshops

  • Apply UNESCO’s four learning principles in the planning and implementation of Drama
  • Appreciate that drama provides students with opportunities to engage in devising, shaping and symbolically representing imaginative situations, ideas, feelings, attitudes and beliefs;
  • Participate in activities that demonstrate key element of the ‘making drama’ component of the K-6 Creative Arts Syllabus;
  • Identify the elements of drama – dramatic tension, contrast, symbol, time, space, and focus 
  • Share the process of shaping and making drama and respond critically by evaluating their own work and the work of others; and
  • Reflect on the use of observation, listening and discussion as assessment tools in the Creative Arts.
  • Recognises the various dramatic forms (improvisation, movement, mime, storytelling, readers theatre, puppetry, mask, video drama and playbuilding) and how they might be utilised in the classroom.
  • Provide opportunities to consider the Cultural aspects of these subjects / strands

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

4

21-25 Mar

 

 

Teaching athletics and aquatics in K-6 context

This lecture:

  • Explores the historical significance of teaching aquatics and athletics in an Australian context
  • Examines pedagogical approaches for teaching athletics and aquatics in a K-6 NSW context

 

Readings:

Australian Sport Commission. (2007). Beginning coaching. (4th ed.). Canberra: Australian Government.

Australian Track and Field Coaches Association. (2006). Australian track and field coaches association coaching manual. (5th ed.). Ashmore: ATFCA.

Murcia, J.A., & Perez, L.M. (2008). Aquatic perceived competence in children: Development and preliminary validation of a pictorial scale. International Journal of Aquatic Research and Education, 2, 313-329.

Stallman, R.K., Junge, M., & Blixt, T. (2008). The teaching of swimming based on a model derived from the causes of drowning. International Journal of Aquatic Research and Education, 2, 372-382.

 

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Dance and Music in a K-6 /F-6 context

This lecture

Introduces students to the content areas: Music and Dance

It will

  • Identify  the key concepts in Music and Dance
  • Highlight the links between these strands
  • Introduce students to the pedagogical approaches typically used to develop students’ skills in, organising sound and listening as well as exploring movement
  • Promote a recognition that organising sound involve s activities such as experimenting, imitating, improvising, arranging, composing and notating;
  • Discuss the context of Dance

 

Readings:

Board of Studies (2000). Creative Arts K-6 Syllabus. pp. 91-95.

Dinham, J., (2014).  Delivering Authentic  ARTS  Education. 2nd Edition. Cengage Learning, South Melbourne.

Pp 152-184, 264-305

ACARA: Scope and Sequence Music/ Dance

Workshops

  • Apply the UNESCO’s four learning principles in the planning and implementation of Dance and Music
  • Examining the performance, composition and appreciation of the elements of Dance
  •    Examining the pedagogy of Music: organising sound / composing / singing / listening and extending repertoire
  •    Explores Dance , Music and literacy, use of action words, feelings and seasons to express words through movement and sound
  • Participate in a range of practical activities that demonstrate how teachers can work with students to achieve syllabus related outcomes without themselves having a music or dance background;
  • Examine ways teachers use singing to enhance students’ overall musical development;
  •    Engage in activities that demonstrate how students can be encouraged move in response to music and to recognise this as a contributor to the development of sensory motor skills and senses;
  •    Provide opportunities to consider the Cultural aspects of these subjects / strands

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

 

5

28 Mar -1 Apr

 

Teaching Games for Understanding in NSW schools

This lecture:

  • Explores the historical significance of teaching sports and games in an Australian context
  • Examines pedagogical approaches for using game-centred pedagogy in a K-6 NSW context

 

Readings:

Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough.

Teaching Personal Development and Health in a K-6 Context

This lecture:

  • Explores the health of young people in Australia
  • Examines approaches to teaching health education

 

Readings:

 

Chapter 9 Program planning in health education. In Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education. The student, the teacher and the curriculum. Pearson Education: Melbourne

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Visual Arts/ Media Arts in K-6 /F-6 context

This lecture:

  • Introduce the strands / subjects of Visual Arts and Media Arts

 

  • Emphasise the importance of visual communication and technology to develop students skills  into the 21 century

 

  • Examines creative tendencies, innovation and scope for the use and application of visual communication across the curriculum

 

  • Suggest strategies and software programs for teaching and learning in the classroom

 

 

  • Connect visual communication to Indigenous art and other cross cultural perspectives

 

Readings:

Board of Studies (2000). Creative Arts K-6 Syllabus. pp. 90-95

Dinham, J., (2014).  Delivering Authentic ARTS Education. 2nd Edition. Cengage Learning, South Melbourne.

pp 137-139, 306-347, 226-263

ACARA: Scope and Sequence: Visual Arts& Media Arts

Current and relevant International and national literature

 

Workshops

 

  • Apply the UNESCO’s four learning principles in the planning and implementation of Visual /Media Arts

 

  • Review and acknowledge various artistic forms of visual communication

 

  • Experience the “Making,”  “Responding” and  “Appreciating” of the Visual/Media Arts through a variety of expressive media
  • Collaboratively reflect on the creative process, the different teaching and learning strategies used in the workshop to develop artistic and creative skills in the classroom
  • Provide opportunities to consider the Cultural aspects of these subjects / strands

 

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

6

4-8 Apr

 

Assessment Preparation Week

2015

11-22 Apr

Mid-Semester Break

 

7

25-29 Apr

 

 

 

Practicum Experience Block

8

2-6 May

 

9

9-13 May

 

Unit introduction

Why we teach Health & Physical Education?

This lecture:

  • Examines the role of Health and Physical Education from Australian and International contexts

 

Readings:

Dinan-Thompson, M. (2006). Why the KLA? And why now? In R.Tinning, L. McCuaig & L. Hunter (Eds)., Teaching Health and Physical Education in Australian Schools (Ch 4, p25-39). Frenchs Forest: Pearson Education Australia

UNESCO (2015) Quality Physical Education Guidelines for Policy-Makers: UNESCO Publishing http://unesdoc.unesco.org/images/0023/002311/231101E.pdf

 

Websites:

http://www.unesco.org/new/en/social-and-human-sciences/themes/physical-education-and-sport/quality-physical-education/policy-project/

http://www.unesco.org/new/en/health-education

 

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Unit Introduction

Why we teach Creative Arts Education?

This lecture:

  • Examines the role of Creative Arts from Australian and International contexts.

 

Readings:

NSW Creative Industries (2013). Industry Action Plan Report. Creative Industries Taskforce (Ed.). Sydney: NSW State Government.

NSWIT (2008). NSWIT initial teacher education document: 4 mandatory areas of study. NSW Institute of Teachers.

Sternberg, R. J. (2012). The assessment of creativity: An investment-based approach. Creativity Research Journal, 24(1), 3-12.

UNESCO (2013). Toward universal learning: What every child should learn. Paris: UNESCO Institute for Statistics.

United Nations High Commissioner for Human Rights (1989). Conventions on the Rights of the Child.

Websites:

http://www.trade.nsw.gov.au/

www.nswteachers.nsw.edu.au

http://www.uis.unesco.org/Education/Documents/lmtf-rpt1-toward-universal-learning-execsum.pdf

http://www.unhchr.ch/html/menu3/b/k2crc.htm

www.curriculum.edu.au./the-arts/introduction

 

 

Workshops

  • Learning how to apply ‘The Arts’ in 21st classrooms
  • Examining links between the Creative Arts strands in the K-6 Creative Arts syllabus and The Arts curriculum.
  • Understand the pedagogy of Creative Arts involves: Making, Responding and Appreciating
  • Identifying links between the conceptual framework and different learning approaches to creativity
  • Collaboratively recognise the work of ‘The Masters’ in different strands of The Arts

 

 

 

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it

10

16-20 May

 

Developing a student’s health and physical literacies

This lecture:

  • Examines the concept of ‘physical literacy’ in an Australian and NSW curriculum context
  • Examines the concept of ‘health literacy’ in an Australian and NSW curriculum context

 

Readings:

Dewalt, D.A., & HInk, A. (2009). Health literacy and child health outcomes: A systematic review of the literature. Pediatrics, 124(S3): S265-S274

ICSSPE (2013). Feature: Physical Literacy. Journal of Sport Science and Physical Education. Bulletin (65).

Nutbeam, D. (2008). The evolving concept of health literacy. Social Science and Medicine, 67: 2072-2078.

UNESCO (2015) Quality Physical Education Guidelines for Policy-Makers: UNESCO Publishing http://unesdoc.unesco.org/images/0023/002311/231101E.pdf

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Developing a student’s Creative Arts literacies

This lecture:

  • Examines the concept of ‘Creative Arts literacy’ in an Australian and NSW curriculum context
  • Explores the 5 Arts strands
  • Develops an understanding of how artists communicate through their work
  • Emphasises the need for creativity in our pedagogy.

 

Readings:

Australian Curriculum: ACARA overview and NSW Board of Studies Syllabus K-6 Creative Arts Syllabus.  

Dinham, J., (2014).  Delivering Authentic ARTS Education. 2nd Edition. Cengage Learning, South Melbourne.  pp. 42-53, 56-66, 103-108.

Edwards, C., Gandini, L. & Forman, G. (2011). The hundred languages of children: The Reggio Emilia experience in transformation. Santa Barbra: ABC-CLIO.

Gibson, R. & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra: Palgrave Macmillan.

Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. In G. Dahlberg & P. Moss (Eds.). Contesting Early Childhood Series. Oxon: Routledge.

Wade-Leeuwen, B.  (2015). Out of the Shadows: Fostering Creativity in Pre-Service Teachers in Creative Arts Programs. (Unpublished Doctoral thesis), Macquarie University, NSW, Australia.

 

 

 

 

Workshops

 

  • Consider the role of UNESCO’s four learning principles in the planning and implementation of activities that promote best practice and artistic intent in the Creative Arts

 

  • Learning to know: Explore innovative pedagogical approaches to develop students’ knowledge, skills and capacities in the Creative Arts
  • Learning to do: Discover how sequences of learning experiences that focus on the creative process can assist students in attaining stated outcomes / descriptors
  • Learning to work together: Encourage collaborative activities that build on Stage-based resources across the curriculum 
  • Learning to be: Reflect and evaluate these pedagogical practices through shared understandings, promoting good organisational practices and effective programming.
  • Listening, Researching and Learning: Lessons from Reggio Emilia Early Childhood schools.

 

 

 

Professional Standards

Focus; Standard 3.

Plan and implement effective teaching and learning

 

11

23-27 May

 

Pedagogical models of Physical Education instruction

This lecture:

  • Examines three of the dominant pedagogical models used to teach physical education in Australian schools

 

Readings:

NSW Department of Education (2000). Teaching fundamental movement skills. In Get Skilled, Get Active. NSW Dept Ed

Bunker, D. and Thorpe, R. (1982) A model for the teaching of games in secondary schools. The Bulletin of Physical Education, 18(1), 5–8.

Siedentop, D. (1994) The sport education model. In D. Siedentop (ed.), Sport Education: Quality PE through Positive Sport Experiences (Champaign, IL: Human Kinetics), 3–16.

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Drama and Performing Arts in a K-6 / F-6 context

This lecture:

  • Introduces students to the Creative Arts content area: Drama;
  • Explains how drama in the Primary schools involves making and appreciating
  • Discusses elements and forms of Drama;
  • Outlines how the making of drama involves  students investigating their world through devising plays, role-plays and imagined situations; and
  • Suggests strategies through which students develop their skills and appreciation of dramatists, actors, playwrights, devisers, directors and designers.
  • Recognises that artistic and cultural meaning conveyed by drama is dependent on personal and cultural perspectives
  • Review of assessment 3.

 

Readings:

NSW Board of Studies Syllabus K-6 Creative Arts Syllabus,   pp. 14-17

ACARA : Scope and Sequence/ Drama

 

Dinham, J., (2014).  Delivering Authentic  ARTS  Education. 2nd Edition. Cengage Learning, South Melbourne pp139-144, 185-225

Workshops

  • Apply UNESCO’s four learning principles in the planning and implementation of Drama
  • Appreciate that drama provides students with opportunities to engage in devising, shaping and symbolically representing imaginative situations, ideas, feelings, attitudes and beliefs;
  • Participate in activities that demonstrate key element of the ‘making drama’ component of the K-6 Creative Arts Syllabus;
  • Identify the elements of drama – dramatic tension, contrast, symbol, time, space, and focus 
  • Share the process of shaping and making drama and respond critically by evaluating their own work and the work of others; and
  • Reflect on the use of observation, listening and discussion as assessment tools in the Creative Arts.
  • Recognises the various dramatic forms (improvisation, movement, mime, storytelling, readers theatre, puppetry, mask, video drama and playbuilding) and how they might be utilised in the classroom.
  • Provide opportunities to consider the Cultural aspects of these subjects / strands

 

12

30 May – 3 June

 

 

Teaching athletics and aquatics in K-6 context

This lecture:

  • Explores the historical significance of teaching aquatics and athletics in an Australian context
  • Examines pedagogical approaches for teaching athletics and aquatics in a K-6 NSW context

 

Readings:

Australian Sport Commission. (2007). Beginning coaching. (4th ed.). Canberra: Australian Government.

Australian Track and Field Coaches Association. (2006). Australian track and field coaches association coaching manual. (5th ed.). Ashmore: ATFCA.

Murcia, J.A., & Perez, L.M. (2008). Aquatic perceived competence in children: Development and preliminary validation of a pictorial scale. International Journal of Aquatic Research and Education, 2, 313-329.

Stallman, R.K., Junge, M., & Blixt, T. (2008). The teaching of swimming based on a model derived from the causes of drowning. International Journal of Aquatic Research and Education, 2, 372-382.

 

 

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Dance and Music in a K-6 /F-6 context

This lecture

Introduces students to the content areas: Music and Dance

It will

  • Identify  the key concepts in Music and Dance
  • Highlight the links between these strands
  • Introduce students to the pedagogical approaches typically used to develop students’ skills in, organising sound and listening as well as exploring movement
  • Promote a recognition that organising sound involve s activities such as experimenting, imitating, improvising, arranging, composing and notating;
  • Discuss the context of Dance

 

Readings:

Board of Studies (2000). Creative Arts K-6 Syllabus. pp. 91-95.

Dinham, J., (2014).  Delivering Authentic  ARTS  Education. 2nd Edition. Cengage Learning, South Melbourne.

Pp 152-184, 264-305

ACARA: Scope and Sequence Music/ Dance

Workshops

  • Apply the UNESCO’s four learning principles in the planning and implementation of Dance and Music
  • Examining the performance, composition and appreciation of the elements of Dance
  •    Examining the pedagogy of Music: organising sound / composing / singing / listening and extending repertoire
  •    Explores Dance , Music and literacy, use of action words, feelings and seasons to express words through movement and sound
  • Participate in a range of practical activities that demonstrate how teachers can work with students to achieve syllabus related outcomes without themselves having a music or dance background;
  • Examine ways teachers use singing to enhance students’ overall musical development;
  •    Engage in activities that demonstrate how students can be encouraged move in response to music and to recognise this as a contributor to the development of sensory motor skills and senses;
  •    Provide opportunities to consider the Cultural aspects of these subjects / strands

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

 

13

6-10 June

 

Teaching Games for Understanding in NSW schools

This lecture:

  • Explores the historical significance of teaching sports and games in an Australian context
  • Examines pedagogical approaches for using game-centred pedagogy in a K-6 NSW context

 

Readings:

Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L (Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology, Loughborough.

Teaching Personal Development and Health in a K-6 Context

This lecture:

  • Explores the health of young people in Australia
  • Examines approaches to teaching health education

 

Readings:

 

Chapter 9 Program planning in health education. In Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education. The student, the teacher and the curriculum. Pearson Education: Melbourne

 

Rotating Workshops during Weeks 1-5 at the Macquarie University Sport and Recreation Centre

  • The pedagogy of movement skills (Athletics, Gymnastics and Fundamental Movement Skills Development)
  • The pedagogy of games and sport (Target, Net/Wall, Striking/Fielding and Territorial)
  • The pedagogy of aquatics (Swimming, Water Safety and Lifesaving)

 

Rec Hall and Martial Arts Mats Workshops on Tuesday’s

Aquatics Workshops on Thursday’s in Mac Uni Pool

 

Professional Standards

Focus: Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

Teaching Visual Arts/ Media Arts in K-6 /F-6 context

This lecture:

  • Introduce the strands / subjects of Visual Arts and Media Arts

 

  • Emphasise the importance of visual communication and technology to develop students skills  into the 21 century

 

  • Examines creative tendencies, innovation and scope for the use and application of visual communication across the curriculum

 

  • Suggest strategies and software programs for teaching and learning in the classroom

 

 

  • Connect visual communication to Indigenous art and other cross cultural perspectives

 

Readings:

Board of Studies (2000). Creative Arts K-6 Syllabus. pp. 90-95

Dinham, J., (2014).  Delivering Authentic ARTS Education. 2nd Edition. Cengage Learning, South Melbourne.

pp 137-139, 306-347, 226-263

ACARA: Scope and Sequence: Visual Arts& Media Arts

Current and relevant International and national literature

 

Workshops

 

  • Apply the UNESCO’s four learning principles in the planning and implementation of Visual /Media Arts

 

  • Review and acknowledge various artistic forms of visual communication

 

  • Experience the “Making,”  “Responding” and  “Appreciating” of the Visual/Media Arts through a variety of expressive media
  • Collaboratively reflect on the creative process, the different teaching and learning strategies used in the workshop to develop artistic and creative skills in the classroom
  • Provide opportunities to consider the Cultural aspects of these subjects / strands

 

 

Professional Standards

Focus : Standard 1. Standard 2

Know students and how they learn.

Know the content and how to teach it.

 

13-24 June

Examination Block

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/

Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html

Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate developing syllabus knowledge of the concepts, substance and structure of NSWBOS syllabus documents for both PDHPE and Creative Arts(CA) Key Learning Areas and ACARA draft curriculum documents
  • Demonstrate an understanding of selecting appropriate content as prescribed by the NSWBOS syllabus documents for both HPE and TA ACARA draft curriculum documents
  • Demonstrate a developing understanding of using curriculum to support assessment knowledge and appropriate teaching strategies and will be able to critically reflect on these
  • Design, implement and reflect upon lessons and units of work which are engaging and motivating for students K-6

Assessment tasks

  • Assessment of HP Literacy
  • Constructive Creative Arts
  • Reflective Blog & Evaluation

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate developing syllabus knowledge of the concepts, substance and structure of NSWBOS syllabus documents for both PDHPE and Creative Arts(CA) Key Learning Areas and ACARA draft curriculum documents
  • Demonstrate an understanding of selecting appropriate content as prescribed by the NSWBOS syllabus documents for both HPE and TA ACARA draft curriculum documents
  • Demonstrate a developing understanding of using curriculum to support assessment knowledge and appropriate teaching strategies and will be able to critically reflect on these
  • Design, implement and reflect upon lessons and units of work which are engaging and motivating for students K-6
  • Develop a personal philosophy of teaching, examining their own beliefs about student learning and the role of the teacher.

Assessment tasks

  • Constructive Creative Arts
  • Reflective Blog & Evaluation

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate developing syllabus knowledge of the concepts, substance and structure of NSWBOS syllabus documents for both PDHPE and Creative Arts(CA) Key Learning Areas and ACARA draft curriculum documents
  • Demonstrate an understanding of selecting appropriate content as prescribed by the NSWBOS syllabus documents for both HPE and TA ACARA draft curriculum documents
  • Demonstrate a developing understanding of using curriculum to support assessment knowledge and appropriate teaching strategies and will be able to critically reflect on these
  • Design, implement and reflect upon lessons and units of work which are engaging and motivating for students K-6
  • Develop a personal philosophy of teaching, examining their own beliefs about student learning and the role of the teacher.

Assessment tasks

  • Assessment of HP Literacy
  • Constructive Creative Arts
  • Reflective Blog & Evaluation

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate developing syllabus knowledge of the concepts, substance and structure of NSWBOS syllabus documents for both PDHPE and Creative Arts(CA) Key Learning Areas and ACARA draft curriculum documents
  • Demonstrate an understanding of selecting appropriate content as prescribed by the NSWBOS syllabus documents for both HPE and TA ACARA draft curriculum documents
  • Demonstrate a developing understanding of using curriculum to support assessment knowledge and appropriate teaching strategies and will be able to critically reflect on these
  • Design, implement and reflect upon lessons and units of work which are engaging and motivating for students K-6
  • Develop a personal philosophy of teaching, examining their own beliefs about student learning and the role of the teacher.

Assessment tasks

  • Assessment of HP Literacy
  • Constructive Creative Arts
  • Reflective Blog & Evaluation

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate developing syllabus knowledge of the concepts, substance and structure of NSWBOS syllabus documents for both PDHPE and Creative Arts(CA) Key Learning Areas and ACARA draft curriculum documents
  • Demonstrate an understanding of selecting appropriate content as prescribed by the NSWBOS syllabus documents for both HPE and TA ACARA draft curriculum documents
  • Demonstrate a developing understanding of using curriculum to support assessment knowledge and appropriate teaching strategies and will be able to critically reflect on these
  • Develop a personal philosophy of teaching, examining their own beliefs about student learning and the role of the teacher.

Assessment tasks

  • Assessment of HP Literacy
  • Constructive Creative Arts
  • Reflective Blog & Evaluation

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcome

  • Design, implement and reflect upon lessons and units of work which are engaging and motivating for students K-6

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate developing syllabus knowledge of the concepts, substance and structure of NSWBOS syllabus documents for both PDHPE and Creative Arts(CA) Key Learning Areas and ACARA draft curriculum documents
  • Demonstrate an understanding of selecting appropriate content as prescribed by the NSWBOS syllabus documents for both HPE and TA ACARA draft curriculum documents
  • Demonstrate a developing understanding of using curriculum to support assessment knowledge and appropriate teaching strategies and will be able to critically reflect on these

Assessment task

  • Assessment of HP Literacy