Introduces students to English teaching in secondary education. Students learn about syllabus requirements, the development of a unit of work, the development of detailed lesson plans and the selection of appropriate assessment strategies. There is also an opportunity to reflect critically on contemporary perspectives and issues in the teaching of English in secondary schools. The focus in this unit is on the Years 7-10 classroom.
1. Knowledge of English Years 7-10 (Stages 4 and 5) syllabus content
2. Knowledge of pedagogy
3. Knowledge of curriculum and assessment requirements
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
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||demonstrate broad and critical understanding of the concepts and content of the Years 7-10, including recent theory and research, contemporary perspectives and issues, and cultural contexts of relevance||Intellectual rigour||Knowledge of a discipline||Communication and social skills|
|2||understand and discuss the role of the English syllabus in the secondary curriculum||Knowledge of a discipline|
|3||develop engaging and appropriate units of work and lesson plans related to selected theoretical and practical content and learning outcomes from either the English Years 7-10 syllabus, demonstrating familiarity with the required syllabus outcomes, objectives, key competencies, knowledge, skills and understandings||Knowledge of a discipline|
|4||apply current pedagogical theory including the NSW DEC Quality Teaching Framework to the development of effective teaching and learning strategies that encourage students with a diversity of learning needs, styles and cultural backgrounds to engage effectively with English in Stages 4 and 5||Intellectual rigour||Knowledge of a discipline||Communication and social skills|
|5||exhibit a well-developed ability to utilise a range of strategies to assess student achievement of learning outcomes, to recognise how learners use their current understanding to discover, develop and incorporate new skills, knowledge and understanding, and to report the achievement of learning outcomes||Knowledge of a discipline||Communication and social skills|
|6||identify and critically examine assessment and reporting procedures and strategies in the context of a standards-referenced assessment framework||Intellectual rigour||Knowledge of a discipline||Communication and social skills|
|7||prepare units of work and marking criteria using outcomes in the Years 7-10 syllabus with a particular emphasis on either: reading/writing, listening/speaking or viewing/representing.||Intellectual rigour||Knowledge of a discipline||Communication and social skills|
- Gannon, S., Howie, M., & Sawyer, W, (eds), 2009, Charged with meaning: Re-viewing English, 3rd, Phoenix Education, Melbourne, Vic. ISBN: 978-1-921586-18-7.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2017 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.