English for Secondary Teaching 1

Course aim

To develop students' critical understanding of the nature, content, practices and theories of the English curriculum for middle and senior schools.

Course content

Students will become acquainted with the theories, principles, goals, and methods of integrating language arts (reading, writing, speaking, and listening) throughout the middle school curriculum (AC) and high schools (SACE). Students will learn how to empower students to teach students studying English at the secondary level to use reading, writing, speaking, and listening to acquire information, create knowledge, express and share ideas, ask questions and raise issues, pursue answers, argue points, come to consensus, and communicate and collaborate with others. Students will bring together theory and practice to develop a classroom program, and consider the role of assessment and its implications for pedagogy. Students will focus on key aspects of their professional practice as teachers. Students will be required to demonstrate a high level of analytical skill on written communication and through discussion. Students will develop critical knowledge of English as a secondary school subject, focusing on the various pedagogical approaches to teaching content. Students will investigate the scope of the English curriculum in Australia today through an analysis of current frameworks within the Australian curriculum. Literacy will be conceptualised as the explicit teaching of language through texts, short stories, novels, picture books, TV, film, video, media, and non-fiction texts. Students will engage, as members of a community of learners, in micro-teaching activities which require them to plan, strategise, engage with cross-curriculum perspectives, and assessment.

Textbook(s)

McDonald, L & Walsh, M N 2013, A literature companion for teachers , 1st edition, Primary English Teaching Association Australia , Marrickville Metro, NSW

Derewianka, B 2011, A new grammar companion for teachers, 2nd ed, Primary English Teachers Association , Marrickville Metro, NSW

Lemov, D, Driggs, C & Wollway, E 2016, Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction, 1st edition , Jossey-Bass, San Francisco

Lemov, D 2015, Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College , 2nd edition, Jossey-Bass , San Francisco

Prerequisite(s)

Nil

Corequisite(s)

Nil

Teaching method

Component	Duration
INTERNAL, MAWSON LAKES
Workshop	3 hours x 11 weeks

Note: These components may or may not be scheduled in every study period. Please refer to the timetable for further details.

Assessment

Critical Analysis of Unit Plan, Essay, Presentation

Fees

EFTSL*: 0.125
Commonwealth Supported program (Band 1A)
To determine the fee for this course as part of a Commonwealth Supported program, go to:
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Fee-paying program for domestic and international students
International students and students undertaking this course as part of a postgraduate fee paying program must refer to the relevant program home page to determine the cost for undertaking this course.

Non-award enrolment
Non-award tuition fees are set by the university. To determine the cost of this course, go to:
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Not all courses are available on all of the above bases, and students must check to ensure that they are permitted to enrol in a particular course.

* Equivalent Full Time Study Load. Please note: all EFTSL values are published and calculated at ten decimal places. Values are displayed to three decimal places for ease of interpretation.