013232 English Teaching Methods 1
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 48 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013411 English Teaching Methods 1 AND 028271 English Teaching Methods 1
Description
This subject explores the skills and understandings required to be an effective secondary English teacher and how English teaching and curriculum in years 7 to 12 can be organised and managed for effective learning. The subject informs professional experience by combining theory with practice to provide teacher-education students with the skills and understanding required to begin to teach English in a secondary school. The subject includes study of the NSW secondary English syllabuses and an overview of the Australian Curriculum; an overview of current issues in education and the education sectors; an introduction to lesson planning, approaches to learning and teaching; ICT and resources for the English classroom; and different forms and functions of practical work and its role in learning and teaching English. This subject is a prerequisite for the other English Teaching Methods subjects and Professional Experience subjects.
Subject learning objectives (SLOs)
| a. | Analyse the English syllabus documents to identify the particular concepts and skills secondary students need to develop (GTS 2.1.1, 2.3.1; PA 4.10) |
|---|---|
| b. | Plan, present and manage lessons (GTS 2.2.1) |
| c. | Explain concepts and skills from the English syllabus accurately and with clarity using suitable language, examples and models (GTS 2.1.1, 3.3.1, 3.4.1, 3.5.1; PA 4.1) |
| d. | Apply technology in teaching English (GTS 2.6.1, 3.4.1; PA 3.6) |
| e. | Evaluate and reflect on teaching and its effectiveness in promoting students’ learning (GTS 3.6.1) |
| f. | Compose scholarly written and oral responses, based on sound academic conventions, including accurate referencing (GTS 6.2.1) |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
- Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
- Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
- Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)
- Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design technology-intensive learning resources (6.2)
Teaching and learning strategies
As for English Teaching Methods 2 and 3, and the Teaching Method subjects for the other Key Learning Areas (HSIE, Maths, Science, TAS), there are components of this subject that are inter-disciplinary and others that are discipline-specific. In the inter-disciplinary components, teacher-education students experience plenary lecture activities but likely not in conventional, monologue form. Opportunities for exchange and discussion across the various teaching areas are provided in large workshop and online discussion forums. Other teaching and learning strategies employed in this subject include structured discussions, collaborative small group work and workshops, individual research and engagement in assignments that critically examine and apply current thinking in the area. Teacher-education students receive ongoing formative feedback throughout the session, in both synchronous and asynchronous activities and through questions posted in discussions and online forums.
Content (topics)
This is the first of the three English Teaching Methods subjects. In this subject, students focus on:
- English teaching - principles, roles;
- The NSW curriculum - English as a key learning area; the Australian Curriculum and its relationship with NSW;
- Developing familiarity with and knowledge of the English syllabuses;
- NSW English courses - an overview;
- Cox’s models of English teaching;
- Identifying, selecting and using a range of texts in the classroom;
- Using the language modes effectively in the classroom;
- Teaching reading and writing;
- Lesson plans, units of work - an introduction;
- Digital and multimodal texts - selection of and effective application in the classroom;
- Shakespeare in the English classroom;
- Secondary school student engagement with poetry - writing and reading poetry;
- Pair work and group work;
- Understanding of innovative use of information and communication technologies in enhancing student learning.
Assessment
Assessment task 1: Written Explanation - Planning classroom activities
| Objective(s): | a, b, e and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1,500 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Written rationale - sequencing activities
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||||||
| Length: | 2,500 words | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
A pass on each assessment task is required to pass this subject in order to meet the NESA requirement that all subject learning objectives and APST graduate standards descriptors be achieved.
A significant amount of student learning in this subject occurs via workshopping in seminar activities where teacher-education students learn about the value of various forms of teacher learning by experiencing and reflecting on their experience of them. Teacher-education students are required to attend 8 of 9 seminars and to engage with the online learning materials, including recorded lectures. Attendance for on-campus activities will be recorded with a roll and learning analytics will be used to monitor engagement with online teaching and learning activities. Students who do not meet attendance requirements may receive a ‘Fail’ for the subject (Rule 3.8).
Required texts
Manuel, J. & Carter, D. (2020). The English Teacher's Handbook A-Z. 2nd Edition. Phoenix Education.
Sawyer, W. (Ed.) (2019). Charged with Meaning: Becoming an English Teacher. 2nd Edition. Phoenix Education.
Recommended texts
Australian Curriculum, Assessment and Reporting Authority (n.d.). Assessment page. http://www.acara.edu.au/assessment.
New South Wales Education Standards Authority. (2012). English K-10 Syllabus (Vol. 2). https: English K–10 NSW Education Standards.
New South Wales Education Standards Authority. (2017). English Stage 6 Syllabus. https: English NSW Education Standards.
References
Anderson, M. & Jefferson, M. (2009). Teaching the screen: Film education for generation next. Allen & Unwin.
Anderson, M., Hughes, J. & Manuel, J. (2008). Drama and English teaching: Imagination, action and engagement. Oxford University Press.
Blake, J. (2006). The Full English: An A-Z handbook of English teaching activities. NATE/teachit.co.uk. https: NATE/teachit.co.uk - Bing.
Derewianka, B. & Jones, P. (2016). Teaching Language in Context. 2nd edition. Oxford University Press.
Merrill. Lewis, D. & Collins, A. (2010). HSC Advanced English. Pascal Press.
McDonald, L. (2018). A Literature Companion for Teachers. PETAA.
Sawyer, W. (2015). 'Researching in English: Document Study', English in Australia, 50(3), 67-70. https: ERIC - EJ1099395 - Researching in English: Document Study, English in Australia, 2015 (ed.gov)