Teaching the Arts – Unit of work
Assessment overview
This assessment task is the second component of your Folio for this unit. In this second Folio
submission, the focus is on your capacity to apply what you have learned in regard to teaching the Arts
in the primary classroom. The activities you undertake in each of the five Arts throughout Module Two
are intended to provide a basis for what you articulate in this assessment task.
Across a range of components of the task, you will demonstrate your attainment of the unit’s Learning
Objectives, and your capacity to generate plans and resources for your future practice as a teacher of
the Arts.
Assessment detail
There are a number of interrelated components for this Folio submission. Central to all components is
the development of a unit of work that encompasses three of the five Arts forms (Dance, Drama, Music,
Visual Art, or Media Arts), striving for depth of meaningful learning in each rather than superficial
breadth. You will then supplement this unit plan with additional statements, articulating specific aspects
of the design of the unit.
Approximate word counts for sections is offered as a guide only. You may adjust this as necessary
across all points to fit within the 2000 whole word count.
Your folio must comprise all of the following:
1. Unit plan developed to encompass learning in each of the five art forms [1,400 words
equivalent*].
Write a plan for a unit of work that provides opportunity for students to learn in three of the
five Arts strands (Dance, Drama, Music, Visual Art and Media Arts).
The length of the unit should be three weeks, with three lessons per week (one lesson for
each of the Arts forms you selected each week).
You should build on from the work completed in Part A of your Folio submission, and use
the eLA feedback therein to help refine your approach for the remaining components. In
determining a focus for your unit, you should choose a theme or a pretext through which the
learning experiences in the three Arts areas will connect. What this means is that you can
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use your plan from Assessment 2 as the basis for this unit plan but it must be more
developed. You cannot simply submit the same work.
Select one Content Descriptor for each of the Arts strands you are including, and a year
level as the key area of focus for your unit. Use the below words in bold as sub-headings to
present your plan, which must include:
o The year level (e.g. Year 6)
o A statement of intended learning outcomes (100 words) – what do you want students
to know, understand, or be able to do by the end of the unit? Each outcome should be
presented as a succinct dot point, and you should include one for each of the Arts you
have chosen as a minimum.
o A brief overview of the unit as a whole – the key aims of the unit, and the focus of
each week (no more than 250 words).
o An overview of each lesson within the unit (750 words). This can be presented in
table format, and/or incorporate bullet points. Include in this table, or list, the key
activities for each lesson. This will make up the bulk of your plan.
o A list of resources you intend to use to support students’ learning within the unit
(including stimuli, texts, tools, ICT). Be aware that your list must be specific. For
instance, rather than listing ‘a picture book’ or ‘a Surrealist painting’ you must name
the specific picture book or the title/artist of the painting you intend to use. All
references should be appropriately cited using APA style.
* Given the nature of this kind of task and the difficulty of assigning word counts to a unit plan, please be
guided by the individual word counts for each section, and the weighting of the task overall.
2. Pedagogical approaches [200 words].
Write a statement justifying the pedagogical approach(es) you have used in your unit. This
statement should draw upon and make reference to scholarly literature (e.g. theories
pertaining to the teaching of, and/or learning in and through the Arts).
3. Catering for diversity [200 words].
Write a statement that explains how your unit will cater for diverse learners, drawing on
scholarly literature to support your ideas.
4. Resources [200 words].
Write a statement that justifies your choice of resources in terms of their appropriateness for
specific modes of communication and your intended unit outcomes.
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Submission details
Please submit your assignment through Turnitin. More detailed information is available in the
Assessment 3 folder in Blackboard.
Assessment criteria
1. Understanding of the practice of planning, teaching and assessing in primary Arts education
2. Capacity to evaluate and justify strategies, resources and tools designed for Arts teaching
3. Understanding of theories/models underpinning Arts education in the primary classroom
4. Academic writing conventions including APA referencing, punctuation, grammar, spelling
Your work will be assessed using the following holistic rubric. Please note, if the assignment does not
reach a satisfactory standard on any criterion it must be awarded a fail.
Pass (50-59%) – In order to be awarded a pass for this assessment task, all components of the task
must be completed, the unit plan is your own original work except where the works have others have
been used and cited according to APA referencing conventions, and the requirements of all criteria met
at a satisfactory level. At this level, that means:
Your unit plan demonstrates a developing understanding of the practice of planning, teaching
and assessing in three of the five Art forms. All components of the plan are included, and
descriptions provided are sufficient to enable the reader to understand how most aspects of the
unit would be implemented, and the specific resources required to support student learning.
Teaching and assessment practices are generally appropriate for the nominated year level and
curriculum context.
Sections 2-4 of the Folio demonstrate a capacity to justify and analyse choices of teaching and
assessment strategies and resources. Specifically, these sections go beyond describing what
will be done, to instead explain why they are being used. This discussion draws upon a limited
range of literature, demonstrating a developing understanding of the theories that underpin
contemporary Arts teaching.
Conventions of written English are generally adhered to. Careful proofreading has meant the
elimination of most typographical and spelling errors, and word choice, sentence structure and
grammatical issues do not detract substantially from the communication of ideas.
While there may be some errors in your APA referencing, you do provide evidence to support
your ideas.
Credit (60-69%) – To be awarded a credit, students must fulfil all the requirements of the pass level but
with more insight and maturity. Specifically, this means:
Your unit plan demonstrates a comprehensive understanding of the practice of planning,
teaching and assessing in three of the five Art forms. In describing each component of the unit,
sufficient detail is provided to enable the reader to understand all aspects of the unit. Teaching
and assessment practices described within the unit are relevant to the year level and curriculum
context.
Sections 2-4 of the Folio show a developing capacity to critically analyse and justify choices of
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strategies and resources. These sections present reasoned arguments for each aspect of the unit
plan, and these arguments are supported by a wide range of current and relevant literature,
demonstrating a well-developed understanding of the theories that underpin contemporary Arts
teaching.
Writing is concise and word choice is deliberate. Meaning is effectively communicated without the
need for superfluous words, phrases, and/or sentences.
Apart from minor issues in text and/or in the reference list, you adhere to APA referencing
conventions.
Distinction (70-79%) – to be awarded a distinction for this task students must meet all the
requirements of the credit level, but with a higher degree of insight into planning for and assessing
teaching in the Arts, and competence in written communication. Specifically, this means:
Your unit plan demonstrates deep knowledge of the practice of planning, teaching and assessing
in three of the five Art forms. The descriptions of each component are concrete, specific and
concise. The teaching and assessment practices described within the unit are appropriate to the
year level and highly relevant to the curriculum context.
Sections 2-4 of the Folio demonstrate confidence in the justification and evaluation of strategies
and resources. Arguments in support of choices made in regard to all components of the unit plan
demonstrate insight and clarity into theories that underpin Arts teaching, and draw on wide
reading and evidence from scholarly and relevant professional literature.
Any errors in spelling, referencing, and grammatical construction that remain after careful
proofreading do not detract from the quality of the submission.
High Distinction (80-100%) – To be awarded an HD for this assignment students must meet all the
requirements of the distinction standard, outlined above, and then they must go beyond that. Specifically,
this means:
Your unit plan is presented in such a way that another teacher could implement all aspects of the
work without seeking additional clarification. This means that all components are described with
clarity and precision. The teaching and assessment practices demonstrate creativity, innovation,
and insight into the year level, curriculum context, and Arts pedagogy more broadly.
Sections 2-4 of the Folio demonstrate highly-developed critical thinking and analytical skills,
through the presentation of concise, relevant, and focused justifications and evaluations of each
aspect of the unit. All choices in this regard are supported with relevant and current literature,
showing evidence of extensive reading and in-depth knowledge and understanding of the
theories that underpin contemporary Arts teaching.
All aspects of the assessment task have been addressed explicitly, showing attention to detail
and care for the work you submit.