013411 English Teaching Methods 1

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 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013041 English Teaching Methods 1 AND 028271 English Teaching Methods 1

Description

This subject explores how English teaching and curriculum in years 7 to 12 can be organised and managed for effective learning. The subject combines theory with practice to provide students with the skills and understanding required to begin to teach English in a secondary school. The subject includes study of secondary English syllabuses, an introduction to lesson planning, approaches to learning and teaching, 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 ascertain 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.	Use 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)
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

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

1.1) Know students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners

1.2) 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

1.6) Exhibit recent technological and content knowledge with creativity and knowledge

2. Critical and creative inquiry

2.2) Critically analyse and reflect on and synthesise complex theories of learning and teaching

6. Effective communication

6.1) Assess, provide feedback and report on student learning

6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies

6.3) Are effective communicators, highly skilled in new literacies, able to justify and interpret professional decisions to specialist and non-specialist audiences

Teaching and learning strategies

The teaching and learning strategies employed in this subject will include lecture input, structured discussions, collaborative small group work and workshops, individual research and engagement in assignments that critically examine and apply current thinking in the area. The tutor will provide formal feedback on any work completed outside of tutorial times. Tutorials provide a forum for students to receive ongoing peer and tutor feedback.

Content (topics)

This is the first of the four 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;
Student engagement with poetry: writing and reading poetry;
Pair work and group work.

Assessment

Assessment task 1: Planning activities in the classroom

Objective(s):

a, b, e and f

Weight:

40%

Length:

2000 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriate and effective selection of texts for stage of learning	25	a	1.1
Identification of clear and appropriate teaching strategies	25	b	1.2
Clear and appropriate explanation and justification	25	e	.2
Clear and scholarly written expression	25	f	.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Sequencing activities

Objective(s):

a, b, c, d and e

Weight:

60%

Length:

equivalent to 3000 words.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Identification of relevant syllabus outcomes for stage of learning	20	a	1.2
Effective identification of appropriate technology/digital text	20	d	.6
Effective identification of appropriate teaching strategies including language modes	20	b	1.2
Effective explanation, rationale and analytical skills	20	c	6.1
Clear and scholarly written expression	20	e	6.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at classes 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 session is missed, additional make-up work may be assigned. Students who are absent for more than 2 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. (2012). English K-10 Syllabus (Vol. 2). NESA. (available online).

New South Wales Education Standards Authority. (2017). English Stage 6 Syllabus. NESA. (available online).

Manuel, J. & Carter, D. (2020). The English Teacher’s Handbook A-Z: Second edition. Phoenix Education.

Sawyer, W. (Ed.). (2020). Charged with Meaning. Re-Viewing English: Third Edition. Phoenix Education.

Recommended texts

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

Doecke, B. & Parr, G. (Eds.). (2005). Writing = learning. AATE.

Hough, L. (2002). English A-Z. Heinemann.

Jonassen, D. (2000). Computers as mindtools for schools: Engaging critical thinking. Upper Saddle River.

Merrill. Lewis, D. & Collins, A. (2010). HSC Advanced English. Pascal Press.

McDonald, L. (2018). 'Viewing and Reading picture books', A Literature Companion for Teachers, PETAA.

Moon, B. (2001). Literary terms: A practical glossary. Chalkface Press.

Sawyer, W. (2015). 'Researching in English: Document Study', English in Australia, 50(3).

Sawyer, W. & Gold, E. (Eds.). (2004). Reviewing English in the 21st century. Phoenix Education.

Wilhelm, J.D. (2008). You gotta BE the book. Teachers College Press.

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

Doecke, B. & Parr, G. (Eds.). (2005). Writing = learning. AATE.

Hough, L. (2002). English A-Z. Heinemann.

Jonassen, D. (2000). Computers as mindtools for schools: Engaging critical thinking: Merrill.

Lewis, D. & Collins, A. (2010). HSC Advanced English. Pascal Press.

McDonald, L. (2013). 'Viewing and Reading picture books', A Literature Companion for Teachers, PETAA.

Moon, B. (2001). Literary terms: A practical glossary. Chalkface Press.

Sawyer, W. (2015). 'Researching in English: Document Study', English in Australia, 50(3).

).Sawyer, W. & Gold, E. (Eds.). (2004). Reviewing English in the 21st century. Phoenix Education.

Wilhelm, J.D. (2008). You gotta BE the book. Teachers College Press.