028274 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): (028271 English Teaching Methods 1 AND (120 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 120 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 120 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): 013414 English Teaching Methods 4 AND C10209 Bachelor of Educational Studies

Description

This subject is the final stage of preparation to teach English and draws on what has been learnt in English Teaching Methods 1, 2 and 3 by focusing on the planning to teach and assess students in the secondary English classroom. On completion of this subject, students are able to apply their educational studies 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 an English program is taught, particularly how assessment can be used productively to enhance teaching and learning sequences.

Subject learning objectives (SLOs)

a.	Identify and discuss with confidence and knowledge issues in the secondary English classroom such as programming and student work with colleagues to identify student achievement and teaching strategies (GTS 5.3.1);
b.	Identify secondary English student needs to design effective teaching sequences. (GTS 2.2.1);
c.	Identify, analyse and evaluate secondary English curriculum and resources for inclusion in effective teaching programs (GTS 2.2.1);
d.	Apply assessment, curriculum principles and resources to design units of work for the secondary English classroom (GTS 2.3.1);
e.	Apply academic conventions with clarity and precision.

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)
Respect diverse societies and cultures and demonstrate inclusive practices (GTS 1, 3, 4) (3.2)
Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

GRADUATE TEACHER STANDARDS

There are three descriptors from the graduate teacher standards that are addressed in this subject and demonstrated in relation to Taught, Practised and Assessed:

2.2.1 Organise content into an effective learning and teaching sequence.

2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

Descriptor 2.2.1 will be taught in the Week 1 lecture, practiced in the Week 2 tutorial and assessed in Assessment task 2.

Descriptor 2.3.1 will be taught in the Week 3 lecture, practiced in the Week 4 tutorial and assessed in Assessment task 2

Descriptor 5.3.1 will be taught in the Week 5 lecture, practiced in the Week 6 tutorial and assessed in Assessment task 1

COURSE INTENDED LEARNING OUTCOME

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
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments

3. International and Intercultural Engagement
3.2 Respect diverse societies and cultures and demonstrate inclusive practices

6. Effective Communication
6.2 Exhibit high-level numeracy and literacies

Teaching and learning strategies

The teaching/learning strategies employed in this subject include lecturer input, structured discussion, workshop activities, individual research, lesson presentation by students, peer evaluation 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. Studentsreceive ongoing feedback throughout the session. In particular, they receive feedback on informal tasks undertaken in the first three weeks. Students then receive written feedback on Task 1 that is submitted in Week 4, and Task 2 submitted in Week 9.

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: Analytical report: moderating student work

Objective(s):

a, b and e

Weight:

50%

Length:

2000 words, plus references + appendices if needed.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Clarity and comprehensiveness of description of student needs relevant to stage of learning and syllabus requirements	15	b	1.1
Clarity and comprehensiveness of analysis of assessment and moderation outcomes	40	a	1.2
Effectiveness and coherence of the moderation process and its application	15	a	1.2
Appropriateness of planned teaching and learning based on the student�s assessment	20	b	1.1
Appropriateness of academic research and use of conventions	10	e	6.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Unit of work

Objective(s):

a, c, d and e

Weight:

50%

Length:

2,000 words, plus references + appendices if needed.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriateness of selection and linking of outcomes to teaching activities	20	c, d	1.2
Appropriateness of assessment for and of learning	20	c, d	1.1
Alignment of student needs to unit design and text selection	20	a	3.2
Logic of organisation of content into effective learning and teaching sequences	20	d	1.1
Effectiveness of curriculum, assessment and reporting strategies to design learning sequences	10	d	1.2
Clarity and precision of explanation using relevant academic conventions	10	e	6.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is essential in this subject because important information is only available through the essential workshopping and interchange of ideas with other students and the tutor.

Required texts

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

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

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

New South Wales Education Standards Authority. (2012). English K-10 Syllabus (Vol. 2). NESA.

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

References

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). A Literature Companion for Teachers. PETAA.