Please refer to the link below for the assignment Appendices http://www.slideshare.net/rowseh/hrowsedar462-ass2appendices

1. PROFESSIONAL
DEVELOPMENT SESSIONS
FOR THE EFFECTIVE
IMPLEMENTATION OF THE
AUSTRALIAN CURRICULUM:
ARTS FOUNDATION TO YEAR 10
EDAR462
Assignment 2
Hannah Rowse
S00099263

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Session Three
Step 3: Outline of aspects of the plan to meet your
goal including:
 Objectives
 Activities
 Timeline
 Plan for Collaboration

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. 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. 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. 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. 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.