University of Technology Sydney

013412 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 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Requisite(s): 013411 English Teaching Methods 1 OR 013041 English Teaching Methods 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013053 English Teaching Methods 2 AND 028272 English Teaching Methods 2

Description

This subject considers the skills and understandings required to be an effective secondary English teacher and create an engaging program for learning. The subject informs professional experience. Topics include the roles and responsibilities of the English teacher; NSW syllabus aims and components; key programming documentation; using a range of texts in the secondary classroom; reading and writing in the secondary classroom; visual literacy; and drama in the English classroom. Students demonstrate the development of a depth of knowledge regarding the structure and elements of the NSW English syllabuses and their relationship with the Australian Curriculum in English.

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 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

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

1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems

2. Critical and creative inquiry

2.2) Critically analyse, 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

Teaching and learning strategies

The teaching/learning strategies employed in this subject will include lecturer input, structured discussion, workshop activities, individual research, lesson presentation by students, evaluation by students of presentations, development of lessons with revision of this in the light of practicum experiences, and assignments which critically examine and apply current thinking in teaching and learning. Students will receive ongoing informal formative feedback from their tutors in the tutorial sessions throughout the teaching session.

Content (topics)

This is the second of the four English Teaching Methods subjects. 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.

Assessment

Assessment task 1: Critical Review

Objective(s):

b, d and e

Weight: 40%
Length:

1500 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Appropriateness & depth of analysis reflecting comprehensive subject knowledge (critical review) 20 d 1.2
Comprehensiveness of the integration of ideas from scholarly sources 20 d 1.2
Comprehensiveness of structure and detail of the lesson plans which reflect relevant research (lesson plan) 20 b 1.1
Appropriateness of the teaching strategies for the chosen class (mixed ability) (lesson plan) 20 b 1.3
Clarity and accuracy of written expression and APA referencing 20 e 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Stage 6 Module Development

Objective(s):

a, b, c, d and e

Weight: 60%
Length:

1500 words (equivalent)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Appropriateness, clarity and accuracy of video presentation to engage peers 30 e 6.1
Depth of knowledge of the syllabus, English course and chosen text 30 a, b 1.1
Appropriateness and relevance of suggested teaching/learning strategies 30 c .2
Appropriateness, relevance, clarity and accuracy of class presentation 10 c, d 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

To demonstrate the range of knowledge and skills appropriate to secondary English teaching, students are required to pass each assessment task in order to pass the subject.

Required texts

Australian Curriculum, Assessment and Reporting Authority (ACARA), Home page, http://www.acara.edu.au/assessment

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

Gannon, S., Howie, M., Sawyer, W. & Gold, E. (Eds.). (2019). Charged with Meaning. Re-Viewing English: Second Edition. Phoenix Education.

NESA. (2012). NSW English K-10 Syllabus (Vol. 2). NESA.

NESA. (2017). English Stage 6 Syllabus. NESA.

Recommended texts

Anderson, M., Hughes, J. & Manuel, J. (2008). Drama and English Teaching. Imagination, Action and Engagement. Oxford University

Press.

Anderson, M. & Jefferson, M. (2009). Teaching the screen: Film education for generation next. Allen & Unwin.

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.

Ewing, R. & Simons, J. (2016). Beyond the Script. Drama in the English and Literacy Classroom. PETAA.

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

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

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., Hughes, J. and Manuel, J (2008) Drama and English Teaching: Oxford University Press.

Anstey, M. & Bull, G. (2004). The literacy labyrinth (2nd ed.): Pearson Education Australia.

Apple, M.W. & Beane, J. (Eds). (2007). Democratic schools: Lessons in powerful education (2nd ed.) Heinemann.

Appleman, D. (2009). Critical encounters in high school English: Teaching literary theory to adolescents, (2nd ed.). Teachers College Press, NCETE.

Ayres, P., Dinham, S. & Sawyer, W. (2002). Successful teaching in the NSW Higher School Certificate: Summary of a research report for the NSW Department of Education and Training. ERIC Resources in Education ERIC DOCUMENT NO: ED460944.

Beavis, C., O'Mara, J. & McNeice, L. (2012). Digital games: Literacy in action. AATE Interface series. Wakefield Press.

Butt, D. Etal., (2000). Using functional grammar: an explorer’s guide. 2nd edition, NCELTR.

Cole, D.R. (2009). The power of emotional factors in English teaching. Power and Education, 1(1) 57-70.

Cole, D.R. & Bui, H. (2007). Teaching Asian-Australian identities through literature. Literacy learning: The middle years, 15 (3) 29-39.

Cole, D.R., & Pullen, D.P. (Eds.) (2010). Multiliteracies in motion: Current theory & practice. Routledge.

Cumming, J., & Wyatt-Smith, C. (Eds) (2001). Literacy and the curriculum: Success in senior secondary schooling. ACER.

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

Edwards, Kim (2010). Exploring an Activity-based Approach to Teaching Shakespeare in Years 9-11. Idiom, 46(4), 19-20

Eggins, s., (2004). An Introduction to Systemic Functional Linguistics. 2nd edition, Continuum.

ETA NSW, mETAphor: Special Grammar Issue, No 2, 2011.

Finger, G., Russell, G., Jamieson-Proctor, R. & Russell, N. (2006) Transforming Learning with ICT Making IT Happen. Pearson Australia

Fry, S. (2005). The Ode Less Travelled. Hutchison.

Gibbons, P (2002) Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann.

Halliday, M.A.K., (2004). Introduction to functional grammar. 3rd edition, Edward Arnold.

Harrison, Neil (2008). Teaching and Learning in Indigenous Education, Oxford University Press

Hamston, J (2012). “Developing ‘Asia Literacy’ through the Australian curriculum – English” in Literacy Learning: The Middle Years, 20 (1) pp. 20- 25.

Hattie, J. (2012). Visible Learning for Teachers: Maximising Impact on Learning, Routledge, NY

Henderson, R. (2012). Teaching Literacies. Pedagogies and Diversity in the Middle Years, Oxford University Press.

Hyde, M., Carpenter, L. & Conway, R. (2010). Diversity and Inclusion in Australian Schools. Oxford University Press.

Irish, T. (2011). Would you risk it for Shakespeare? A case study of using active approaches in the English classroom. English in Education. 45 (1), 6-19.

Jago, C. (2004). Classics in the classroom: Designing accessible literature lessons. Heinemann.

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

Lutrin, B. And Oincus, M. (2004). The English Handbook and Study Guide. Bercelle Books.

Marsh, Colin (2010) Becoming a Teacher, Sydney: Pearson.

Martin, K. (2008). The intersection of Aboriginal knowledges, Aboriginal literacies and new learning pedagogy for Aboriginal students. In Healy, A (Ed.) Multiliteracies and diversity in education: New pedagogies for expanding landscapes. pp. 59-81. Oxford University Press.

McGrath, H. and Noble, T (2010). Hits and Hots: Pearson Australia.

McLoud, S. (2006). Making comics: Storytelling secrets of comics, manga and graphic novels. HarperCollins.

Meyer, H.M., & Thomsen, L. (1999). Actively Experiencing Shakespeare: Students “Get on Their Feet” for Henry IV, Part One. English Journal. 88 (5), 58-61.

O’Toole, J. (2007). Teaching Shakespeare: Why Shakespeare Still Matters in School. Teacher: The National Education Magazine, October, 46-49.

Polette, Keith (2012). Teaching Grammar Through Writing (2nd ed.) Pearson Education, Inc.

Pullen, D.P. & Cole, D.R. (Eds.) (2009). Multiliteracies and technology enhanced education: Social practice and the global classroom. Hershey, PA: IGI Press.

Shoemaker, B. (2013). To Read or Not to Read: Five Approaches to Teaching Shakespeare. English Journal. 102 (4), 111-114.

PEEL Publications (2000). PEEL In practice [Computer File]: 700 ideas For quality teaching. PEEL Publications.

Watson, K. (Ed.) (2010). Introducing Shakespeare. Phoenix Education.

Wells, K (2010) Australian slang – A story of Australian English http://www.australia.gov.au/about-australia/australian-story/austn-slang

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Association for Supervision and Curriculum Development (ASCD).

Wilhelm, Jeffrey D. (2008). “You Gotta BE the Book”: Teaching engaged and reflective reading with adolescents (2nd edition). Teachers College Press.

Winch, G., Johnston, R. R., Holliday, M., Ljungdahl, L., and March, P. (2010). Literacy: Reading, writing and children’s literature (4th ed.). Oxford University Press.

Wright, T. (2012). How to be a brilliant English teacher (2nd edn.): Routledge.

Wyatt-Smith, C.M. (2001). The function of evaluative talk to structure instructional sequences. In J. Cumming and C.M. Wyatt-Smith (Eds.), Literacy and the curriculum: Success in senior secondary schooling. ACER Press. [373.19 CUMM]

Other resources

PROFESSIONAL WEBSITES FOR TEACHERS

http://www.boardofstudies.nsw.edu.au/

The NSW Education Standards Authority (NESA) replaced the Board of Studies, Teaching and Educational Standards NSW (BOSTES) on 1 January 2017.

NESA decides what is to be taught and examined, so it writes the syllabuses and the examinations. NESA brings together the curriculum, teaching, assessment, registration and policy functions previously provided by the Board of Studies NSW, and the NSW Institute of Teachers. There are also some useful reference material, links to various related sites and an annotated bibliography of texts relevant to the syllabus and to English teaching. To obtain copies of the HSC syllabuses, please go to the BOSTES website or you can buy hardcopies from the Bookshop

http://www.dec.nsw.gov.au
The Department of Education and Communities has the responsibility for administering and staffing government schools and producing support material.
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/index

You should also be familiar with the material on literacy on the DEC site.
www.curriculumsupport.education.nsw.gov.au/literacy/policy/index.htm
http://www.curriculumsupport.education.nsw.gov.au/literacy/resources/index.htm

http://www.aitsl.edu.au
The Australian Institute for Teaching and School Leadership provides national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership.

http://www.hsc.csu.edu.au
HSC online (DET and Charles Sturt University site) - material for students and teachers.

http://www.australiancurriculum.edu.au
This is the Australian Curriculum site.

http://www.nap.edu.au
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. NAPLAN has been a part of the school calendar since 2008.

http://www.aisnsw.edu.au
The Association of Independent Schools

http://www.ceosyd.catholic.edu.au
The Catholic Education Office


PROFESSIONAL ASSOCIATIONS

http://www.englishteacher.com.au
The English Teachers Association (ETANSW) site. Join ETA as a student and receive their publication mETAphor (four a year - full of practical classroom resources, lessons, ideas) and English in Australia - up to the minute developments in English teaching.
Tel 9572 6900
Email admin@englishteacher.com.au

http://www.petaa.edu.au
Primary English Teachers' Association Australia (PETAA)
Receive three professional books and five PETAA Papers each year.
Tel 9565 1277
Email info@peta.edu.au

http://www.alea.edu.au/
Australian Literacy Educators Association (ALEA)
Join as a student and receive three issues of The Australian Journal of Language and Literacy (AJLL) and Literacy Learning: the Middle Years (LL) each year.
Tel 1800248 379
Email office@alea.edu.au