PROFESSIONAL
DEVELOPMENT SESSIONS
FOR THE EFFECTIVE
IMPLEMENTATION OF THE
AUSTRALIAN CURRICULUM:
ARTS FOUNDATION TO YEAR 1...
BACKGROUND
Reflection on the findings of a recent primary school Situational
Analysis indicated:
The responsibility for im...
BACKGROUND
The research supports this literature indicating that teachers are being
asked to teach subjects in which they ...
BACKGROUND
Gardiner (2004, p. 1) states that, ‘the arts are a major area of human
cognition, one of the ways in which we k...
BACKGROUND
Quality professional development experiences are required
to provide teachers with the confidence and competenc...
BACKGROUND
Dougherty and Van Broekhuzen (1999) state that
professional development is essential in supporting
teachers in ...
BACKGROUND
It can therefore be seen that the literature clearly
demonstrates that professional development is vital
for th...
Session One Overview
GOALS FOR TODAY

Participants will be able to:
 Develop a strong understanding of the components tha...
Session One
Step 1: Components that make up Australian Curriculum: The Arts
Foundation to Year 10
From Foundation to Year ...
Session One
The Arts in each subject is presented through two interrelated
strands:
1. Making – using processes, technique...
Session One
2. Responding – exploring, responding to, analysing and
interpreting art works
In the Responding strand, conte...
Session One
The Arts curriculum in each subject is written in bands of year levels:
 Foundation to Year 2
 Years 3 and 4...
Session One
The Arts curriculum includes content descriptors, content
elaborations, and achievement standards for each ban...
Session One
The importance of cross-curricular priorities:
 Learning in and through The Arts involves the development of
...
Session One
Step 2: Please complete the handout (Appendix 1) to
reflect and analyse your current classroom practice in
rel...
Session Two Overview
GOALS FOR TODAY
 Participants will begin thinking about their personal

plan using current data sour...
Session Two
Step 1: Working individually you will reflect on your
current classroom:
 Student performance data
 Student ...
Session Two
Step 2: You will then reflect on your responses and look
for:
 Links between student learning of The Arts sub...
Session Two
Step 3: You will provide a rationale for your personal
professional goal
- Based on reflection
- Linking your ...
Session Three Overview
GOALS FOR TODAY
 Participants will commence writing their plan for

effective delivery of The Arts...
Session Three
Step 1: Plan for Assessing and Documenting the Goal
 E.g. ‘The method of assessment I will use to assess
my...
Session Three
Step 2: Determine how you will use data collected
 E.g. ‘I will use collected data to assess my
professiona...
Session Three
Step 3: Outline of aspects of the plan to meet your
goal including:
 Objectives
 Activities
 Timeline
 P...
Session Three
Step 4: Share your completed form to your
surrounding colleagues for them to offer feedback and
sign for app...
Session Three
Step 5: Final Reflection:
Teacher’s individual reflection
(Appendix 7)
Annual Review
 The learning professi...
Session Three
Annual Review cont’d.
 Possible Evidence to be collected through implementing The
Arts curriculum in classr...
THANK YOU!
WELL DONE ON SUCCESSFULLY ENGAGING
WITH THE SESSIONS.
ALL THE BEST FOR YOUR FUTURE
IMPLEMENTATION OF THE AUSTRA...
REFERENCES
Australian Curriculum, Assessment and Reporting Authority. (2012). Australian Curriculum: The Arts:
Foundation ...
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EDAR462 Assignment 2 S00099263

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EDAR462 Assignment 2 S00099263

  1. 1. PROFESSIONAL DEVELOPMENT SESSIONS FOR THE EFFECTIVE IMPLEMENTATION OF THE AUSTRALIAN CURRICULUM: ARTS FOUNDATION TO YEAR 10 EDAR462 Assignment 2 Hannah Rowse S00099263
  2. 2. BACKGROUND Reflection on the findings of a recent primary school Situational Analysis indicated: The responsibility for implementing various components of an arts curriculum is the primary responsibility of the classroom teacher. However, most classroom teachers lack the necessary training to deliver arts subjects successfully (McKean, 2001). This lack of training is in addition to the challenges the new Australian Curriculum: Arts Foundation to Year 10 poses and includes the challenges related to ‘an understanding of the meaning of outcomesbased education; a redefinition of planning approaches, teaching methods and assessment procedures; the emotional demands of change; organizational reconstruction and adequate resource provision’ (Proudford, 1999, p. 2-3).
  3. 3. BACKGROUND The research supports this literature indicating that teachers are being asked to teach subjects in which they have received no training or preparation. Findings from the recent Situational Analysis identified major barriers to implementation including: - feelings of being deskilled - insufficient resources and support materials - insufficient time to develop understanding and confidence and inequitable in-service Teachers expressed the view that involvement at the school level can: - enhance understanding and expertise - promote commitment, involvement and ownership and build confidence This indicates a strong need for schools to provide support through the change process to successfully implement the National Curriculum.
  4. 4. BACKGROUND Gardiner (2004, p. 1) states that, ‘the arts are a major area of human cognition, one of the ways in which we know about the world and express our knowledge. Much of what is said in the arts cannot be said in another way. To withhold artistic means of understanding is as much of a malpractice as to withhold mathematics’ (Gardner, 1992, p. 53). Primary teachers must therefore be given opportunities to learn how to engage their creativity in learning experiences for students in their classes. This requires an understanding of creativity and an opportunity to develop it. While learning in other subjects often focuses on development of a single skill or understanding, the arts regularly require students to multi-task, engaging and nurturing their cognitive and personal competencies simultaneously’ (Gardiner, 2004, p. 1). Opportunities to learn by ‘seeing, thinking, moving, collaborating, problem solving, speaking, reading, scripting, recording, shooting film/video, visually expressing, touching, modeling, cutting, shaping, forming, presenting, responding’ (Gardiner, 2004, p. 1) are essential in the new Australian Curriculum. Therefore, classroom teachers must be able to provide a safe learning environment, using the arts as a vehicle for teaching creativity as an essential element of a child’s education (Bresler and Stake, 1991).
  5. 5. BACKGROUND Quality professional development experiences are required to provide teachers with the confidence and competence to deliver arts experiences in their everyday instruction. As McKean (2001) states ‘educators in arts education look to ongoing professional development of primary teachers as one possible way to address the greater responsibility for teaching of the arts that has fallen on them’ (p. 27). Shuler (1995) supports this by stating that the key to the future of arts education is to improve the classroom teacher’s ability to deliver the content. Wong (2004) adds to this idea, discussing the critical role that teacher in-service opportunities play in the process of improving arts education.
  6. 6. BACKGROUND Dougherty and Van Broekhuzen (1999) state that professional development is essential in supporting teachers in their ‘lifelong learning as educators, as professionals, and as individuals who are responsible for the education of the next generation’ (p. 28). However it is Hutchens (1998) specific reference for the need to shift away from arts specialists or experts to embedded classroom instruction, which is particularly relevant to the current Victorian context, as the Australian Curriculum: Arts Foundation to Year 10 requires arts education be provided by the classroom teacher in their everyday instruction.
  7. 7. BACKGROUND It can therefore be seen that the literature clearly demonstrates that professional development is vital for the successful implementation of the current The Arts curriculum. This professional development program is important in the provision and facilitation of professional development as it provides insight into and sustainable practice for primary educators’ needs for professional learning.
  8. 8. Session One Overview GOALS FOR TODAY Participants will be able to:  Develop a strong understanding of the components that make up the Australian Curriculum: The Arts Foundation to Year 10.  Recognise and analyse the five Arts subjects in classroom practice.  Reflect and document your previous and current understanding/use of the five subject areas of the Arts curriculum.  Write an individual goal for integrating the Arts within their personal classroom practice.  Share and discuss their reflections with surrounding colleagues
  9. 9. Session One Step 1: Components that make up Australian Curriculum: The Arts Foundation to Year 10 From Foundation to Year 6, students will have opportunities to experience and enjoy learning in, learning through and learning about all five Arts subjects. The Australian Curriculum Arts Subjects:  Dance  Drama  Media Arts  Music  Visual Arts (Australian Curriculum, Assessment and Reporting Authority, 2012).
  10. 10. Session One The Arts in each subject is presented through two interrelated strands: 1. Making – using processes, techniques, knowledge and skills to make art works In the Making strand, content descriptions focus on students:  Imagining and improvising  Exploring the elements/materials/techniques/processes  Shaping their art works  Practising skills and techniques  Communicating ideas through their art works  Linking their art works to other Arts subjects and learning areas (Australian Curriculum, Assessment and Reporting Authority, 2012).
  11. 11. Session One 2. Responding – exploring, responding to, analysing and interpreting art works In the Responding strand, content descriptions focus on students:  Reflecting upon their own art works  Responding to others’ art works  Considering the broader context of arts works, such as the social, cultural and historical context of the artist and of the audience/s (Australian Curriculum, Assessment and Reporting Authority, 2012).
  12. 12. Session One The Arts curriculum in each subject is written in bands of year levels:  Foundation to Year 2  Years 3 and 4  Years 5 and 6  Years 7 and 8  Years 9 and 10  Band descriptions provide an overview of the content at each level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands. (Australian Curriculum, Assessment and Reporting Authority, 2012).
  13. 13. Session One The Arts curriculum includes content descriptors, content elaborations, and achievement standards for each band year level:  Content descriptors describe the knowledge, understanding, skills and processes that teachers are expected to teach and students are expected to learn  Content elaborations support material to illustrate and exemplify content and to assist teachers in developing a common understanding of the content descriptions  Achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling (Australian Curriculum, Assessment and Reporting Authority, 2012).
  14. 14. Session One The importance of cross-curricular priorities:  Learning in and through The Arts involves the development of understanding and knowledge for informed and effective participation not only in The Arts but also in other learning areas.  The Arts can provide a range of pedagogies for use across learning areas in the curriculum.  Some Arts subjects have direct relationships with particular subjects. Drama and Media Arts have a strong focus on language, texts and narrative, and aspects of these two Arts subjects are taught as part of English. Dance has links to Health and Physical Education. Media Arts and Visual Arts have links to the Technologies learning area. Numeracy is present in each of The Arts subjects at different times, as described in the general capabilities section. From time to time, there may be opportunity to directly connect The Arts subjects with Mathematics. (Australian Curriculum, Assessment and Reporting Authority, 2012).
  15. 15. Session One Step 2: Please complete the handout (Appendix 1) to reflect and analyse your current classroom practice in relation to integrating The Arts curriculum. Step 3: Once completed please share and discuss your responses with your surrounding colleagues.
  16. 16. Session Two Overview GOALS FOR TODAY  Participants will begin thinking about their personal plan using current data sources.  Participants will provide a rationale for their individual professional goal relating to The Arts curriculum in classroom practice.
  17. 17. Session Two Step 1: Working individually you will reflect on your current classroom:  Student performance data  Student achievement data  Personal reflections  Classroom observations (Appendix 2)
  18. 18. Session Two Step 2: You will then reflect on your responses and look for:  Links between student learning of The Arts subject areas and your practice  Student needs for experience with The Arts curriculum  Professional needs with delivering The Arts curriculum effectively  Patterns of teaching performance at the school delivering The Arts curriculum  Areas of professional or student interest of The Arts curriculum to focus on (Appendix 3)
  19. 19. Session Two Step 3: You will provide a rationale for your personal professional goal - Based on reflection - Linking your current classroom practice in integrating the five subject areas of The Arts curriculum - Linking this to two or more of the achievement standards of the Australian Curriculum: The Arts appropriate to your year level (Appendix 4) Step 4: Share and discuss reflections with surrounding colleagues
  20. 20. Session Three Overview GOALS FOR TODAY  Participants will commence writing their plan for effective delivery of The Arts curriculum within their future classroom practice  Participants will outline their individual plans
  21. 21. Session Three Step 1: Plan for Assessing and Documenting the Goal  E.g. ‘The method of assessment I will use to assess my professional growth in delivering an effective Arts curriculum within my classroom practice will be self-reflection. Additionally I will document my learning/growth from Student performance data, Student achievement data, Personal reflections and Classroom observations as well as lesson and unit plans and student projects to reflect my professional growth.’
  22. 22. Session Three Step 2: Determine how you will use data collected  E.g. ‘I will use collected data to assess my professional growth and improve my repertoire of teaching strategies so that each year I am better able to help my students succeed.’
  23. 23. Session Three Step 3: Outline of aspects of the plan to meet your goal including:  Objectives  Activities  Timeline  Plan for Collaboration
  24. 24. Session Three Step 4: Share your completed form to your surrounding colleagues for them to offer feedback and sign for approval. There needs to be a majority approval for you plan to be acceptable (i.e. 2/3 colleagues approve)
  25. 25. Session Three Step 5: Final Reflection: Teacher’s individual reflection (Appendix 7) Annual Review  The learning professionals at the school need to ensure an Annual Review is held including:  Completion dates for objectives  Reflections of professional growth  Reflections of the impact of professional growth on student learning of The Arts curriculum  Description of any substantial revisions made to objectives or activities for implementing an effective Arts curriculum
  26. 26. Session Three Annual Review cont’d.  Possible Evidence to be collected through implementing The Arts curriculum in classroom practice:  Whole group and individual student performance assessment data from state, local, formal, and/or informal assessments  Student work samples  Ongoing documentation of classroom management techniques and results  Action research projects and results  Documented application of knowledge, skills and dispositions gained from coursework, conferences etc.  Evaluations of teaching performance
  27. 27. THANK YOU! WELL DONE ON SUCCESSFULLY ENGAGING WITH THE SESSIONS. ALL THE BEST FOR YOUR FUTURE IMPLEMENTATION OF THE AUSTRALIAN CURRICULUM: ARTS FOUNDATION TO YEAR 10 IN YOUR CLASSROOM
  28. 28. REFERENCES Australian Curriculum, Assessment and Reporting Authority. (2012). Australian Curriculum: The Arts: Foundation to Year 10. Retrieved from http://www.acara.edu.au/arts.html Bresler, L. and Stake, R. (1991). Custom and Cherishing: The Arts in Elementary Schools. UrbanaChampaign, Council for Research in Music Education Dougherty, B. and Van Broekhuizen, D. (1999). Teacher Diversity: Implications for Professional Development. Honolulu, U.S Department of Education. Gardiner, G. (2004). "Creative Engagement - the place of arts-rich education in Australian schools." Curriculum Leadership Journal 2(24): 3. Gardner, H. (1992, March 30). Unknown. US News and World Report. US: 53. McKean, B. (2001). "Concerns and Considerations for Teacher Development in the Arts." Arts Education Policy Review 102(4): 27-32. Proudford, C. (1999). Curriculum Restructuring in Queensland: The Implications for Teachers' Work. NZARE Conference., Melbourne. Shuler, S. C. (1995). "The Impact of National Standards on the Preparation, In-service Professional Development and Assessment of Music Teachers." Arts Education Policy Review 96(3): 2. Wong, H. K. (2004). "Induction Programs That Keep New Teachers Teaching and Improving." National Association of Secondary School Principals, NASSP Bulletin 88(638): 41. Workforce of British Columbia (2001). English Teaching Workload Survey Questionnaire. UK.

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