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Teacher professional accreditation demands that secondary teaching graduates have a strong professional knowledge of discipline-specific curriculum and pedagogical studies within chosen their teaching areas. Although there are some common pedagogical approaches across clusters of disciplines, there are also distinctive practices within specific disciplines. This course enables preservice teachers to develop specific knowledges and pedagogical understandings within the Arts discipline.

The course begins with preservice teachers exploring specific structures and knowledges related to their teaching area. Building on this, they will then actively construct their own pedagogical practice and develop professional expertise in delivering discipline specific teaching for learning. The purpose of this course is to move beyond generic approaches of teaching for learning to provide a deep understanding of how to teach in specific Arts disciplines. This course provides the opportunity for preservice teachers to learn how the Arts content, pedagogy and curriculum fit and work together to provide effective learning opportunities.

On successful completion of this course preservice teachers should be able to:

1. articulate appropriate content and a wide range of teaching strategies to implement effective pedagogical practice in the senior Arts disciplines (Australian Professional Standards for Teachers (APST) 2.1, 3.3);
2. plan, structure and sequence senior Arts learning into effective learning and teaching sequences, making use of a range of teaching strategies and teacher attributes (APST 2.2, 3.3);
3. implement and explain teaching strategies use differentiated teaching to meet the specific learning needs of students across the full range of abilities in the Arts disciplines and assist students in classroom participation (APST 1.5, 4.1);
4. justify the selection of the use of a range of relevant resources in the Arts disciplines, including ICTs, from relevant curriculum documents in order to engage students in their learning (APST 3.4);
5. design and rationalise formative and summative assessment items and reporting processes on student achievement and the application of well-developed judgement to student work in the senior Arts disciplines (APST 5.1, 5.2);
6. analyse and justify how external and community representatives, including research associations and organisation, can be accessed and partnered with to enhance senior Arts discipline learning and broaden professional knowledge and practice (APST 7.4).