University of Technology Sydney

013414 English Teaching Methods 4

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): 013069 English Teaching Methods 4 AND 028274 English Teaching Methods 4

Description

This subject in the culminating phase for preparing to teach English, thus draws on what has been learnt in English Teaching Methods 1, 2 and 3 to focus on the planning to teach and assess students in the secondary school classroom. On completion of this subject, students are able to apply their educational studies to teaching – to design, organise and evaluate methods and materials for teaching, and use their framework as a basis for their future teaching. Students are also challenged to draw on their core subjects to think holistically about the impacts and influences on how the English program is taught, particularly how assessment can be used productively to enhance teaching and learning sequences. Double methods students complete a Teaching Methods 4 program in one of their specialisations.

Subject learning objectives (SLOs)

a. discuss contentious and key issues and their implications for English education
b. apply a theoretical framework grounded in education research, to teaching and learning in English
c. evaluate their contribution to a team working through professional learning cycles
d. present research outcome within and beyond a school community
e. identify and address selected problems related to literacy issues and skills of critical literacy in reference to English education
f. clear and precise academic writing and referencing

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 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)
  • 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)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

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

2.1) Enquire into and research practice to improve educational experiences and outcomes
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
6.3) 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/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 assessment strategies with revision of this in the light of practicum experiences, and assignments which critically examine and apply current thinking in teaching and learning.

Content (topics)

This is the fourth English Teaching Methods subjects. In this subject, students synthesise their prior learning about each of the following aspects of teaching:

  • Current issues and research that shape English teaching and course design;
  • Researching, identifying and applying appropriate topics, themes and concepts as the basis of programming;
  • Reviewing content at Stages 4, 5 & 6;
  • Investigate ways to use assessment moderation and its application to support consistent and comparable judgements of student learning;
  • Designing units of work;
  • Moderating work to identify strengths and weaknesses ;
  • English teaching as a profession.

Assessment

Assessment task 1: Learning Team Presentation

Objective(s):

a, b, c, d and e

Weight: 30%
Length:

40-45 mins (includes 10 minutes or questions)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Clear and coherent explanation of context, policy, examples and argument 20 a, b .2
Clear and robust argument including illustration of key points with example sand citations from relevant literature 20 a, b 2.1
Appropriate selection and use of a range of resources, including ICT, that engage students in their learning 20 b, d .2
Identify and assess strategies used to evaluate teaching programs to improve student learning 10 e 1.3
Identify, explain and evaluate assessment practices and the importance of reporting on student achievement 10 a, e 1.3
Liaise, collaborate and cooperate with peers in teamwork situation 10 c, e .3
Clear, coherent and organised communication 10 d, e 2.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: 1A Reflection (Individual)

Objective(s):

a, b and f

Weight: 20%
Length:

1000 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Identify and integrate relevant syllabus outcomes, content and objectives 25 a, b 1.2
Identify, evaluate and justify the use of specific teaching and learning strategies appropriate to the Stage of learning 25 a, b 1.3
Describe and justify specific assessment strategies appropriate to the Stage of learning 25 b 6.1
Clear, precise and appropriate use of academic written language and referencing 25 f .3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Essay, new media or webpage

Objective(s):

a, b, d, e and f

Weight: 50%
Length:

1,500 words either in hard copy or online. Need to include resource and professional learning links (at least 10)

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Identify and justify focus of teaching learning project 20 a, b 1.2
Explain and justify relevance of ideas and themes related to problem 20 a, b, e 1.3
Explain and evaluate relevant literature 20 f 2.1
Clear and coherent argument specifying selected teaching and assessment approaches 20 d .2
Clear and coherent language use and overall modes of communication 20 f .3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is important in this subject because it is based on a collaborative approach which involves

essential workshops and interchange of ideas with other students and the lecturer.

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.

Gannon, S., Howie, M., Sawyer, W. & Gold, E. (Eds.). (2020). Charged with Meaning. Re-Viewing English: Third Edition. Phoenix Education.

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

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

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.

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.

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. Cottesloe, WA: 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

Biggs, J. B. (Ed.). (1991). Teaching for learning: The view from cognitive psychology. ACER.

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

Cumming, J., & Wyatt-Smith, C.M. (2001). Multi-disciplinary approaches to literacy research. In J. Cumming and C.M. Wyatt-Smith (Eds.). Literacy and the curriculum: Success in senior secondary schooling. ACER.

Dolin, T., Jones, J. & Dowsett, P. (2017). Required Reading: Literature in Australian Schools since 1945. Monash University Press.

Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. Basic Books.

Harland, R. (1999). Literary theory from Plato to Barthes. Macmillan.

Lodge, D. (Ed.) (1988). Modern criticism and theory. Longman.

Nystrand, M. & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, (25), 261–290.

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

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

Westwood, P. (2016). What teachers need to know about differentiated instruction, ACER.

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