To develop students' critical understanding of the nature, content, practices and theories of the English curriculum for middle and senior schools.
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.
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
Derewianka, B & Jones, P 2012, Teaching Language in Context, 1st ed, Oxford University Press, South Melbourne
Callow, J 2013, The shape of text to come, 1st ed, PETAA, Newtown NSW
|INTERNAL, MAWSON LAKES
||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.
|INTERNAL, MAWSON LAKES
|Critical Analysis of Unit Plan
||1500 words equivalent
Commonwealth Supported program (Band 1A)
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Fee-paying program for domestic and international students
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* 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