028272 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.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): (028271 English Teaching Methods 1 AND (48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 48 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 48 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013412 English Teaching Methods 2 AND C10209 Bachelor of Educational Studies
Description
This subject further develops students' knowledge of teaching and learning in the English classroom and stages 4 to 6 as well as their understanding of objectives, content, outcomes and assessment requirements. The subject focuses on the range of texts available for teaching English, the development of learning units, assessment practices, and current developments in teaching and learning such as the use of digital technology. The subject is closely associated with professional experience. An emphasis is placed on current developments in teaching and learning, reflection on teaching practice and professional commitment.
Students draw on their professional experience to reflect on the strategies and technologies they have observed in schools.
Subject learning objectives (SLOs)
| a. | explain the objectives, outcomes, content and assessment requirements of the Stage 4,5 and 6 syllabuses in NSW (GTS 2.1); |
|---|---|
| b. | select and analyse a wide of range of texts and text types available for the teaching of English for a wide range of students (GTS 1.2, 1.3, 1.4, 1.5, 2.2, 2.4 ); |
| c. | create learning sequences using a wide range of resources, for a diverse range of students (GTS 2.3,2.4, 2.5, 2.6, 3.1, 3.2, 3.2, 3.4, 3.5); |
| d. | evaluate a range of assessment types and design appropriate assessment tasks (GTS 2.3, 5.1); |
| e. | Investigate potential of, and use digital technology in the classroom (GTS 3.4). |
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)
- Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
- Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
- Exhibit high-level numeracy and literacies (GTS 2) (6.2)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
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
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS3)
6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)
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, a formal presentation to the class, 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. Students will receive ongoing feedback from peers and tutor during tutorial activities and feedback from the tutor for any work completed outside of tutorial times.
Content (topics)
The content of the subject addresses teaching strategies and the integration of a selection of NSW Priority Areas (PAs) that students will integrate into their teaching approaches. This involves students learning about, and the application of:
- the content and structure of the English syllabuses;
- the rationale, aim, objectives and outcomes of the syllabus (PA 4.1, 4.2, 4.3, 4.4, 4.10, );
- the range of appropriate texts;
- learning and teaching sequences using a range of written, spoken, visual, digital and multi-modal texts (PA 4.7, 4.11, 4.12, 4.19);
- the Quality Teaching Framework;
- assessment practices and differentiation (PA 4.15, 5.7,);
- digital technology in the English classroom (PA 3.1, 3.3, 3.4, 3.5, 3.6, 3.8);
- teaching strategies, including drama, games and other interactive strategies.
Assessment
Assessment task 1: Critical Review
| Objective(s): | b, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||||||
| Length: | 1,000 words | ||||||||||||||||||||||||
| Criteria linkages: |
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: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at classes is essential because the subject takes a collaborative approach which involves an interchange of ideas with other students and the lecturer. 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
Gannon, S, Howie, M. & Sawyer, W. (2019). Charged with Meaning: Reviewing English. 2nd Edition, Phoenix Education.
(NB: an older edition of this book may be in the library and is also a relevant reference).
Manuel, J. & Carter, D. (2020). The English Teacher’s Handbook A-Z, Phoenix Education.
New South Wales Education Standards Authority, (2012). English K-10 Syllabus, (Volume 2), ISBN: 978 174301.
New South Wales Education Standards Authority, (2017). Stage 6 English Syllabus, ISBN: 0731342135.
Sawyer, W. and Gold, E. (Eds.) (2004). Reviewing English in the 21st century. Phoenix Education.
NSW DET (2014) School Excellence Framework, https://bit.ly/365bV8n
Recommended texts
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 edn.). 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, 2, 2011.
Finger, G., Russell, G., Jamieson-Proctor, R. & Russell, N. (2006) Transforming Learning with ICT Making IT Happen. Pearson.
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.
Henderson, R. (2012) Teaching Literacies. Pedagogies and Diversity in the Middle Years, Oxfor 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, C. (2010). Becoming a Teacher. 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., & Noble, T. (2010) Hits and Hots. Pearson.
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, John (2007). Teaching Shakespeare: Why Shakespeare Still Matters in School. Teacher: The National Education Magazine, October, 46-49.
Polette, K. (2012). Teaching Grammar Through Writing (2nd ed.). Pearson Education.
Pullen, D.P., & Cole, D.R. (Eds.) (2009). Multiliteracies and technology enhanced education: Social practice and the global classroom. 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, J. 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.bostes.nsw.edu.au/wps/portal/home
NESA brings together the functions previously provided by the Board of Studies NSW, and the NSW Institute of Teachers. The Quality Teaching Council will continue to function under the auspices of NESA.
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 NESA website or you can buy hardcopies from the Bookshop
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 DoE site.
www.curriculumsupport.education.nsw.gov.au/literacy/policy/index.htm
http://www.curriculumsupport.education.nsw.gov.au/literacy/resources/index.htm
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.
HSC online (DoE and Charles Sturt University site) - material for students and teachers.
http://www.australiancurriculum.edu.au
This is the Australian Curriculum site.
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.
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
Primary English Teachers' Association Australia (PETAA)
Receive three professional books and five PETAA Papers each year.
Tel 9565 1277
Email info@peta.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