OnlineSession 1N/A

Unit description

Provides students with the methodological basis for teaching Dance or Drama in secondary schools. It provides students with a foundation of the knowledge and skills required to teach Years 7 to 10 Dance or Drama. In Dance, students relate their knowledge and experiences of Dance as an art form and the elements of Dance through the aspects of performing, composing and appreciating. In Drama, students relate and extend their knowledge and experiences of the dramatic elements through the aspects of making, performing and appreciating dramatic and theatrical works.  There is also the opportunity to reflect critically on a range of contemporary pedagogical frameworks, perspectives and issues in the teaching and learning of the Performing Arts in secondary schools.

Unit content

Knowledge of Dance or Drama Years 7-10 syllabi content

  • historical development, aims and content of the Dance or Drama Years 7–10 syllabi
  • the place of the secondary Dance or Drama curriculum in the continuum of learning
  • underlying philosophy, rationale, aims and objectives of the syllabi
  • skills, knowledge and understanding themes in the syllabi
  • outcomes, learn tos and learn abouts
  • key competencies in the syllabi
  • values and attitudes embedded in the syllabi, including cross curriculum priorities and general capabilities
  • the knowledge base underpinning effective teaching and learning strategies
  • the roles, resources and teacher support provided by organisations such as the BOSTES, NSW DEC and the federal Ministerial Council on Education, Employment, Training, and Youth Affairs.

Knowledge of pedagogy, including linking current pedagogical theory to teaching dance/drama

  • teaching and learning strategies
  • lesson planning and program development
  • assessment and reporting strategies
  • ways of differentiating the curriculum
  • strategies for teaching Dance or Drama to meet the needs of Aboriginal and Torres Strait Islander students
  • strategies for achieving a culturally inclusive classroom
  • strategies for addressing challenging behaviours; classroom management skills
  • integration of new and emerging technology into teaching and learning strategies
  • application of the Quality Teaching Framework, PEEL and other pedagogical models into teaching and learning in dance and/or drama
  • Planning and developing a unit of work: (a) teaching and learning goals; (b) selection and organisation of content; (c) selection, development and use of materials and resources; (d) linking assessment to learning; (e) providing feedback to students; (f) monitoring students’ progress and record keeping (g) using evidence of student learning to design lessons

Knowledge of curriculum requirements for teaching dance and/or drama

  • NSW Board of Studies assessment requirements for the Record of School Achievement
  • current issues and contemporary perspectives relating to teaching and learning in the Dance or Drama 7–10 syllabi
  • cross curriculum priorities and general capabilities in the Dance or Drama 7–10 syllabi
  • linking curriculum and resources (including ICT)  to the development of effective:
  • teaching and learning strategies
  • lesson planning and program development
  • strategies for assessment of student learning and achievement of outcomes in dance and/or drama; planning and devising assessment activities; designing assessment activities for teaching and learning sequences.
  • reporting to students, parents and caregivers on students’ progress, and methods for keeping accurate and reliable records
  • strategies for teaching dance and/or drama to meet the needs of Aboriginal and Torres Strait Islander students
  • strategies for literacy support and development; strategies for addressing the needs of NESB students
  • strategies for numeracy support and development.

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

Learning outcomes and graduate attributes

Prescribed texts

Session 1

  • No prescribed texts.
Prescribed texts may change in future study periods.

Teaching and assessment


Teaching method
Structured online learning 2 hours (10 weeks)
Tutorial online 1 hour (5 weeks)
Short tasksSR
Teaching resource40%
Lesson plans60%

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information


Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2019 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees


Please check the international course and fee list to determine the relevant fees.