013233 English Teaching Methods 2
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 96 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education AND 013232 English Teaching Methods 1
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013412 English Teaching Methods 2 AND 028272 English Teaching Methods 2
Description
Teacher-education students gain skills and knowledge required to be an effective secondary English teacher and create an engaging program for learning. The subject informs supervised teaching placements in the professional experience subjects. There is an emphasis on professional commitment, current developments in English teaching and learning, and reflection on teaching practice. Topics include teaching to mixed-achievement classes; selecting digital resources and tools to enhance student learning; organising and evaluating methods and materials for learning; discipline-specific assessment and reporting; and theoretical teaching frameworks. Teacher- education students acquire in-depth knowledge within selected areas of education relevant to the Australian curriculum in selected NSW English syllabuses.
Subject learning objectives (SLOs)
| a. | Identify and interpret the key components of the English syllabuses (GTS 2.1.1) |
|---|---|
| b. | Explore and analyse a range of approaches for the teaching of English for a wide range of students (GTS 1.1.1; 2.1.1; 3.2.1) |
| c. | Create learning sequences based on educational research for a diverse range of students, using a wide range of resources, including digital technology (GTS 2.2.1) |
| d. | Critique and evaluate teaching/learning programs, key theories and models relevant to the subject English (GTS 2.1.1; 3.6.1) |
| e. | Construct clear and scholarly responses (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 for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
- 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)
Contribution to the development of graduate attributes
There are four APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed.
Standard 2.2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Standard 2.2.1 is taught and practised in Weeks 2 and 3, and assessed in Assessment task 1 criterion a, and Assessment task 2 criterion a and c.
Standard 2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Standard 2.3.1 is taught and practised in Week 4, and assessed in Assessment task 1 criterion b, and Assessment task 2 criterion b.
Standard 3.2.1 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Standard 3.2.1 is taught and practised in Weeks 4 and 5, and assessed in Assessment task 1 criterion c, and Assessment task 2 criterion c.
Standard 3.6.1 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Standard 3.6.1 is taught and practised in Weeks 6 and 7, and assessed in Assessment task 1 criterion d, and Assessment task 2 criterion d.
Teaching and learning strategies
Teacher-education students critically examine and apply current thinking and practices in English education. They work in teams and individually to analyse curriculum and syllabuses to plan and teach lessons. The teaching and learning strategies employed in this subject include lecture input, structured discussions, collaborative small group work and workshops, individual research and activities in an online environment. Teacher-education students undertake individual inquiry to understand the framework and elements of selected senior curriculums and trial, select and design a variety of teaching and learning activities exemplifying student-centred and inquiry teaching approaches. Teacher-education students develop knowledge and understanding of writing effective learning sequences for units of work. As part of a learning continuum, they acquire knowledge through presentations, multi-modal representations, questioning and assessments. Learning sequences are evaluated to improve school-student learning.
Content (topics)
In this subject, students focus on:
- Roles and responsibilities of the English teacher;
- Quality Teaching Framework;
- AITSL Standards;
- NSW English Syllabus K-10 (Vol. 2) and English Stage 6 Syllabus: aims, objectives, stage statements, outcomes, content, requirements, assessment emphases, courses;
- Australian Curriculum in English: emphases, relationship to the NSW curriculum;
- Key programming documents: scope and sequence, lesson plans, key aspects of a unit of work;
- Exploring ways to organise content into an effective learning and teaching sequence;
- Investigating strategies that can be used to evaluate teaching programs to improve student learning;
- Investigating the purpose of providing timely and appropriate feedback to students about their learning;
- Identifying, selecting and using a range of texts in the secondary classroom;
- Teaching reading and writing in the secondary classroom: key elements and considerations;
- Developing effective questions for the English classroom;
- Visual literacy;
- Drama in the English classroom;
- Using Shakespeare in the classroom: some ideas;
- Critical literacy and the English classroom;
- Teaching oral skills in the secondary classroom: key elements and considerations.
- Creating a positive learning environment that engages Aboriginal and/or Torres Strait Islander learners effectively
Assessment
Assessment task 1: Critical review
| Objective(s): | b, d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1500 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Stage 6: Year 11 Module
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||||||
| Length: | 10 minute video presentation 5 minute oral in-class presentation | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must pass all assessment tasks to pass this subject because the tasks collectively assess the Subject Learning Objectives and Graduate Attributes (both APST graduate descriptors and CILOs) covered in this subject. External accrediting bodies (NESA and AITSL) require all tasks to be satisfactorily completed in order to demonstrate achievement against the Australian Professional Standards for Teachers. Students who do not pass all assessment tasks will be awarded an X Fail grade.
Attendance at workshops is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer. An attendance roll will be taken at each class. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. If more than one workshop is missed, additional make-up work may be assigned. Students who are absent for more than two classes may be refused to have their final assessment marked (see UTS Rule 3.8).
Required texts
Australian Curriculum, Assessment and Reporting Authority (ACARA), Assessment page, http://www.acara.edu.au/assessment
New South Wales Education Standards Authority. (2024). English K-10 Syllabus. Sydney. NESA. (available online)
New South Wales Education Standards Authority. (2017). English Stage 6 Syllabus. Sydney. NESA. (available online)
Manuel, J. & Carter, D. (2020). The English Teacher’s Handbook A-Z, Phoenix Education.
Sawyer, W. et al. (Eds.). (2019). Charged with Meaning. Re-Viewing English: Fourth Edition. Phoenix Education.
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 Merrill.
Lewis, D. & Collins, A. (2010). HSC Advanced English. Pascal Press.
McDonald, L. (2018). A Literature Companion for Teachers, NSW: PETAA.
Sawyer, W. (2015). 'Researching in English: Document Study', English in Australia, 50(3).