University of Technology Sydney

028271 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:

Undergraduate

Result type: Grade, no marks

Requisite(s): 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013411 English Teaching Methods 1 AND C10209 Bachelor of Educational Studies

Description

This subject develops students' knowledge and understanding of the English K–10 Syllabus (Vol. 1), its place in the NSW curriculum and relationship with other key learning areas of the curriculum as well as the Australian curriculum. Students are introduced to the major emphases of the syllabus including objectives, outcomes, content, stage statements, general capabilities, cross-curriculum priorities and the processes of composing and responding. They explore the different theoretical perspectives and models for teaching English, for example the personal growth model. Students investigate the role of language and literature in the syllabus and approaches for the English classroom through the development of scope and sequence documents, units of work and individual classroom lessons by integrating strategies using the language modes of listening, speaking, reading, writing, viewing and representing. Students identify and evaluate relevant digital programs, applications and tools for the English classroom, undertake basic assessment of sample student scripts on the Assessment Resource Centre and are introduced to the NSW Quality Teaching Framework and the English Textual Concepts approach. They also explore aspects and emphases of the Stage 6 English Syllabus as an introduction to senior English in NSW.

Subject learning objectives (SLOs)

a. Identify key aspects of 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. Identify and discuss key issues in order to 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. Select appropriate technology for use 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.

  • Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
  • Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
  • Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
  • Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
  • Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

1. Professional Readiness
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS 3)

6. Effective Communication
6.2 Exhibit high level numeracy and literacies (GTS 2)

Teaching and learning strategies

Learning activities will include short lectures, tutorial and on-line discussion, study of a range of text types appropriate for the secondary classroom, professional readings, in-class interactive simulations, and student group work. In addition, students will be required to read and research independently.

Content (topics)

The content of the course will include:

  • content, structure and emphases of the NSW English syllabuses;
  • the rationale, aim, objectives and outcomes of the syllabus (PA 4.1, 4.2, 4.3, 4.4, 4.10, );
  • appropriate texts, lesson structure, planning and teaching using a range of written, spoken, visual, digital and multi-modal texts (PA 4.5, 4.11 );
  • literacy and language in the secondary classroom (PA 4.5, 4.7, 4.8, 4.9,4.12);
  • assessment principles and practices (PA 4.12 );
  • developing knowledge and skills in marking a range of student writing and other tasks;
  • differentiation and addressing the learning needs of a range of students (PA 4.15, 5.2,5.3, 6.3, 6.4, 6.5);
  • the integration of ICT into the English classroom using a range of digital programs, platforms and software including Bloglines, Youtube, Google Tools, Digg, Edheads etc;
  • Life Skills for students in Stages 4 to 6 – Syllabus features and emphases, developing appropriate teaching/learning strategies.

Assessment

Assessment task 1: Planning activities in the classroom

Objective(s):

a, b, e and f

Weight: 40%
Length:

1200 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 2.2
Clear and scholarly written expression 25 f 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Sequencing activities

Objective(s):

a, b, d, e and f

Weight: 60%
Length:

1800 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 rationale and justification 25 d, e 2.1
Clear and scholarly written expression 25 f 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. (2009). The English Teacher’s Handbook A-Z, Phoenix Education.

Sawyer, W. (Ed.). (2009). Charged with Meaning. Re-Viewing English: Third Edition. Phoenix Education.

Recommended texts

Manuel, J. & Carter, D. (2009). The English Teacher's Handbook A to Z. 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

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

Gannon, S. et al. (2009). Charged with Meaning. Re-Visioning English: Third Edition. Phoenix Education.

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.