Learning Area Visual Arts & Design 1 (EDUC90477)

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

• Critically reflect on research and practice into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments in visual arts and design in the secondary years. (Graduate Standards 1.2, 1.5, 2.1, 3.2, 3.6, 6.2, & 6.4)
• Interpret, design and implement, current knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources to design lesson plans and learning sequence in visual arts and design (Graduate Standards 1.2, 1.5, 2.2, 2.3, 2.5. 3.1, 3.2, 3.3 & 3.6)
• Understand how to set learning goals that provide appropriate strategies to meet the specific needs of students of varying abilities and characteristics (Graduate Standards 3.1, 3.2, 3.3, 3.4)
• Select appropriate strategies to differentiate teaching to meet specific needs of students, drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning in visual arts and design. (Graduate Standards 1.1, 1.2, 1.5, 2.5, 3.3, 3.4, 3.5, 3.6, 4.1, 4.5)
•  Evaluate teaching programs to improve learning in visual arts and design in the secondary years, and to determine the effectiveness of strategies and resources. (Graduate Standards 3.3, 3.4, 3.6 & 5.1)
• Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in visual arts and design in the secondary years. (Graduate Standards 2.3, 3.3, 3.4, 3.6, 5.1, & 5.4)

Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.

Generic skills

This subject will develop the following set of key transferable skills:

• Clinical reasoning and thinking
• Problem solving
• Evidence based decision making
• Creativity and innovation
• Teamwork and professional collaboration
• Learning to learn and metacognition
• Responsiveness to a changing knowledge base
• Reflection for continuous improvement
• Linking theory and practice
• Inquiry and research
• Active and participatory citizenship