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Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ÌÇÐÄÔ­´´ with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include:

• Reflecting on prior experiences of teaching and learning in Years 7-10 Drama 
• Australian Curriculum and local curriculum iterations for Years 7-10 Drama, including Cross?Curriculum Priorities, General Capabilities and local curriculum documentation 
• Theories of learning relevant to Drama classroom education  
• Pedagogical Content Knowledge (PCK) in Drama, including making, performing and responding/appreciating pedagogical frameworks, Drama specific pedagogies, culturally responsive pedagogy methods, collaborative learning, experiential, embodied and aesthetic and explicit instruction  
• Designing units of work and related summative assessments for Drama in Years 7-10  
• Selection of forms and styles of drama, dramatic texts, performance works, and stimuli to support and engage junior secondary drama learners
• Teaching the language of Drama; using the elements and skills of drama, creating and communicating meaning through making and performing drama, reflecting on and evaluating drama works
• Teaching strategies and approaches for Years 7¨C10 Drama, including process drama, experiential, aesthetic and embodied learning
• Managing practical classes, including embodied and collaborative learning environments, rehearsals and performance processes, movement and spatial awareness, and inclusive participation
• Strategies for monitoring and differentiating student learning in Drama, including observations, process documentation, feedback and conferencing 
• Classroom verbal and non-verbal communication for Drama, including the Initiation-Response-Feedback (IRF) model, embodied demonstration, descriptive questioning, scaffolding, visual thinking strategies, think-aloud modelling, metacognitive reflection, guided critique and collaborative discussion 
• Ethical and professional resource selection and development for Drama, including the use of generative AI in making, performing and responding/appreciating
• Roles and professional responsibilities of a contemporary teacher of Drama, including student safety and wellbeing in physical and digital environments, including generative AI 
• Digital technologies in the Drama classroom including emergent technologies such as generative AI and considerations for ethical, critical and creative engagement.

Learning and teaching strategy and rationale

This unit is grounded in a social constructivist approach, emphasising active engagement, dialogue, and purposeful collaboration as ways for adult learners to build knowledge and professional capability. Learning activities support preservice teachers to connect theoretical perspectives with practical classroom application through modelling, guided practice, peer feedback, and structured reflection. Online lectures and readings provide key concepts and disciplinary foundations, while tutorials offer opportunities to trial and refine teaching strategies in supportive, interactive settings. 

Because adult learners have varied experiences with Drama and schooling, teaching approaches are designed to be flexible, transparent, and scaffolded. Strategies such as worked examples, explicit modelling, guided rehearsal, and structured peer collaboration help preservice teachers to build confidence when tasks involve making, performing and responding/appreciating. The unit also prioritises inclusive learning design, ensuring that teaching approaches are accessible to students with disability and neurodiverse learners through multimodal content, repeated practice opportunities, and options for differentiated participation in practical activities. 

By engaging in planning, teaching demonstrations, and microteaching, preservice teachers build the communication, problem solving, and reflective skills required for junior secondary teaching. These strategies promote professional dialogue, ethical practice, and the ability to adapt teaching to meet diverse student needs in real classroom contexts. 

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the :

• APST(GA)1.1

  Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

  Relevant Learning OutcomeLO2, LO3

  Practiced
• APST(GA)1.2

  Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

  Relevant Learning OutcomeLO1, LO2

  Practiced
• APST(GA)1.3

  Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

  Relevant Learning OutcomeLO2, LO3

  Practiced
• APST(GA)1.4

  Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds

  Relevant Learning OutcomeLO2, LO3

  Practiced
• APST(GA)1.5

  Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

  Relevant Learning OutcomeLO2, LO4

  Practiced
• APST(GA)2.1

  Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

  Relevant Learning OutcomeLO1, LO3

  Taught

  Practiced

  Assessed
• APST(GA)2.2

  Relating toOrganise content into an effective learning and teaching sequence.

  Relevant Learning OutcomeLO2

  Taught
• APST(GA)2.3

  Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

  Relevant Learning OutcomeLO2

  Taught
• APST(GA)2.4

  Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

  Relevant Learning OutcomeLO1, LO2

  Taught
• APST(GA)2.5

  Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

  Relevant Learning OutcomeLO2, LO3

  Taught

  Practiced

  Assessed
• APST(GA)2.6

  Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

  Relevant Learning OutcomeLO2, LO3

  Taught

  Practiced

  Assessed
• APST(GA)3.1

  Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

  Relevant Learning OutcomeLO2

  Practiced
• APST(GA)3.2

  Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

  Relevant Learning OutcomeLO2

  Taught

  Practiced

  Assessed
• APST(GA)3.3

  Relating toInclude a range of teaching strategies.

  Relevant Learning OutcomeLO2, LO3

  Taught

  Practiced

  Assessed
• APST(GA)3.4

  Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

  Relevant Learning OutcomeLO2, LO3

  Taught

  Practiced

  Assessed
• APST(GA)3.5

  Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

  Relevant Learning OutcomeLO3

  Practiced
• APST(GA)4.1

  Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

  Relevant Learning OutcomeLO2, LO3

  Taught
• APST(GA)4.4

  Relating toDescribe strategies that support students¡¯ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

  Relevant Learning OutcomeLO3

  Practiced
• APST(GA)4.5

  Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

  Relevant Learning OutcomeLO3, LO4

  Practiced
• APST(GA)5.1

  Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

  Relevant Learning OutcomeLO2, LO4

  Taught
• APST(GA)5.2

  Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

  Relevant Learning OutcomeLO2, LO5

  Practiced
• APST(GA)5.3

  Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

  Relevant Learning OutcomeLO5

  Taught
• APST(GA)5.4

  Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

  Relevant Learning OutcomeLO5

  Taught
• APST(GA)6.1

  Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

  Relevant Learning OutcomeLO3

  Taught
• APST(GA)6.2

  Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.

  Relevant Learning OutcomeLO3

  Taught
• APST(GA)6.3

  Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.

  Relevant Learning OutcomeLO4

  Practiced
• APST(GA)6.4

  Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

  Relevant Learning OutcomeLO3

  Taught
• APST(GA)7.4

  Relating toUnderstand the role of external professionals and community representatives in broadening teachers¡¯ professional knowledge and practice.

  Relevant Learning OutcomeLO1

  Taught

Australian Institute for Teaching and School Leadership (AITSL) Core Content

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:

• AITSL - 1.1.1

  Relating toThe difference in the process of knowledge acquisition in the brain of a novice vs the brain of an expert. This should be taught with reference to the development of mental models and schemas.?

  Relevant learningLO1, LO2

• AITSL - 1.2.3

  Relating toThe most effective teaching practices to reduce cognitive overload, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning.?

  Relevant learningLO1, LO2

• AITSL - 1.3.3

  Relating toHow to develop and use worked examples for students who are unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar with the knowledge of a subject.?

  Relevant learningLO2, LO3

• AITSL - 2.1.1

  Relating toThe key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress.?

  Relevant learningLO2

• AITSL - 2.1.2

  Relating toHow to plan a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory.?

  Relevant learningLO2

• AITSL - 2.2.4

  Relating toHow to explicitly model new skills and content through ¡®worked examples¡¯ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.

  Relevant learningLO3

• AITSL - 2.3.1

  Relating toHow to pitch an introductory lesson at an appropriate level, before starting a new unit of work, by identifying where a student is in their learning through assessing what they know, or think they know.?

  Relevant learningLO2

• AITSL - 2.3.3

  Relating toHow to design summative assessment to assess students against a standard or benchmark to gain an understanding of the level of mastery attained.?

  Relevant learningLO2, LO4

• AITSL - 2.3.4

  Relating toHow to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected.?

  Relevant learningLO2

• AITSL - 2.4.3

  Relating toHow to explicitly deliver reading and writing instruction through discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.

  Relevant learningLO2, LO3

• AITSL - 2.5.3

  Relating toHow to deliver explicit numeracy instruction followed by a progressive removal of scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills as appropriate to discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.??

  Relevant learningLO2

• AITSL - 3.2.2

  Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour.?

  Relevant learningLO3

• AITSL - 4.1.1

  Relating toThe content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.??

  Relevant learningLO1, LO2

• AITSL - 4.1.4

  Relating toExplicitly teach the concept of cultural safety and explore practical examples of what it can look like in a classroom context.?

  Relevant learningLO2, LO3