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Unit Description, Specific Unit Goals, and Content Descriptions
Unit Description, Specific Unit Goals, and Content Descriptions
Please examine the Content Descriptions in your preferred course .
The Unit Description, Unit Specific Goals and Content Descriptions describe the student's learning entitlement. Through the course of the unit, students should engage with learning activities related to all of the content descriptions.
The level of engagement with the Content Description is indicated by the verb at the opening of the content description. The verbs in Content Descriptions are written for year twelve T and teachers will differentiate, guided by the Achievement Standards, for the group they are teaching.
Teachers have flexibility to emphasise some Content Descriptions over others, and others will occur repeatedly. Some Content Descriptions are the practical means by which the theoretical elements will be realised and will will be taught simultaneously.
Teachers must deliver all Content Descriptions. If the word "including" is used, then that topic is compulsory.
Teachers will illuminate or exemplify the Content Descriptions by choosing works, media, genres, contexts, case-studies etc. and explaining the links in their program of learning.
General Capabilities
General Capabilities
Course developers have integrated the General Capabilities into the Content Descriptions and Achievement Standards wherever possible. When planning for General Capabilities across the fours semester of the course, opportunities for emphasising different General Capabilities in different units.
Teachers are encouraged to:
• model the general capabilities within a variety of contexts
• identify connections between the learning area/subject and the general capabilities
• provide a variety of learning activities that support development of the general capabilities
• provide opportunities for students to practise the general capabilities as authentic elements of the learning area/subject
• provide feedback to students about their progress toward developing the general capabilities.
Activity 1.1
Consider one of the selected Content Descriptions from Creativity in ...... in your subject, and answer the questions that follow below.
Dance
critically analyse dance works to understand that creativity is creating and making something that is imaginative or original, explores alternatives and may meet some purpose, for example, Revelations by Alvin Ailey, Petroushka- Fokine, Cats-Gillian Lynne
Drama
evaluate a variety of dramatic works that represent the human experience, including First Nations Australians experiences, for example, Physical Theatre, First Nations Australians performance, Australian Gothic, Expressionism
Media
critically analyse media products that express self, others, and the world to understand that creativity is creating and making something that is different, novel, imaginative or original
Music
synthesise own research to inform personal approach to the creative process of music making
Photography
critically analyse theories and approaches employed by significant photographers, for example, Alexander Rodchenko, Laszlo Moholy-Nagy, Edward Steichen, Eva Besnyo
Visual Arts
critically analyse issues using Creative Inquiry to develop concepts and ideas in a range of conventions, forms, and styles
What work would students need to be assigned to encompass the content description?
What possible assessment tasks could follow from the work on the above content description?
Cross-curriculum Priorities
Course developers have proposed ideas about cross-curriculum priorities in the examples suggested and in the content descriptions. Consider those in planning for covering the priorities across the four units of study.
provide students with the tools and language to engage with, and better understand, their world
provide national, regional and global dimensions
addressed through learning areas -not curriculum on their own
applied in content descriptions
considered and focused content that fits naturally within learning areas
Please note that if the possible topic reads as "for example", it is just a suggestion. If the content description possible topic reads as "including...." it is a compulsory study.
Levels of Thinking
Levels of Thinking
Read this on critical analysis by the University of Wollongong.
Read this on levels of thinking.
Blooms Taxonomy from Colorado College
Solo Taxonomy with New Zealand Aotearoa Council for Educational Research
Consider the information in the BSSS online learning on Differentiating Levels of Thinking here.
Activity 1.2
Consider the extracts from SACE Visual Arts exemplars below.
As if you were moderating in your faculty, please rank them according to the levels of thinking, responding and creating as outlined in the Arts Achievement Standards.
It would have been better to have more samples from more arts subjects to discuss, but accessing such samples is difficult.
Activity 1.3
Activity 1.3
Review one of your own units of work.
Consider how it meets the levels of thinking, Content Descriptions, Achievement Standards, General Capabilities and Cross Curriculum Priorities.
Write a paragraph on any changes you will make, or on how the unit is satisfactory.
Teaching Creativity
Teaching Creativity
Creativity is vital in the Arts, but also a desirable skill that is in demand across all professions and vocations. Teaching creativity can be both discipline specific, but also involve generic dispositions and processes applicable across all learning areas, life and work. (OECD 2023) Read the OECD report for more information. The OECD also notes that teaching and assessing creativity is more accessible to students and teachers if there are clear descriptions of the progressions of skills and outcomes in being creative, such as in rubrics. Here are some examples of OECD proposals on progressions in creativity. (OECD, 2023)
Here is a link to Scottish Education website with practical exercises for students in teaching creativity:
Creativity Toybox | Resources | National Improvement Hub (education.gov.scot) (Note that the embedded video will progress through a series of videos and through multiple Toybox exercises.)
See also the BSSS online PL
Creative inquiry and Interdisciplinary Inquiry in the Arts
This is a workshop for Arts teachers and is designed to develop an understanding of creative inquiry and interdisciplinary inquiry in the Arts by engaging with presentations by leading Artist-researchers in the ACT.
This course can be accessed here: https://sites.google.com/ed.act.edu.au/creativeinquiryandinterdiscipl/home
Lesson and Assessment Resources
Lesson and Assessment Resources
Try searching the Irish curriculum site for ideas for scope and sequences, studies, resources and assessment. They also have work in Irish Gaelic if you would like an extra challenge.
There are also some useful ideas for assessments and examples of student work to be had from other Australian Jurisdictions
SACE -see for example - Dance Task
HSC- past papers
VCE- Study designs and past papers
The UK Government has produced Oak Academy with complete recourse sets for a range of topics and subjects.
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