Outline

Overview

This unit of study is the first of three curriculum methodology units designed to equip you to teach secondary English and develop your professional identity as a high school English teacher. This unit will introduce you to the theories and principles of teaching and learning in subject English, raise your awareness of the debates and issues relevant to teaching English, and develop your understanding of the New South Wales English K-10 Syllabus for the Australian Curriculum.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	72 credit points, including 12 Senior credit points from (Australian Literature, or English)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jen Scott Curwood, js.curwood@sydney.edu.au
Tutor(s)	Erin Kim-Rich, erin.kim-rich@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Group Lesson Plan – Presentation and Reflection Lesson Plan	50%	Formal exam period Due date: 19 Jun 2020 at 23:59	2500 words
Outcomes assessed:
Assignment	Statement of Goals and Values Essay	25%	Mid-semester break Due date: 09 Jun 2020 at 23:59	1000 words
Outcomes assessed:
Assignment	Curriculum Library Report Report	25%	Week 12 Due date: 18 May 2020 at 23:59	1000 words
Outcomes assessed:

Assessment summary

Curriculum Library Report – 25% - 1000 words

In this unit, you will watch a video lecture from Fisher Librarian Christine Tennent and receive a comprehensive handout of the library's online teaching resources. Your assessment must include:

Clear evidence of extensive research of online curriculum resources, including study guides, databases, and more.
Include a brief introduction that details the curriculum resources available in the Fisher Library.
List two young adult fiction titles, published since 2017 one which is suitable for Stage 4 and one which is suitable for Stage 5. Include brief annotations explaining why they are appropriate in the context of the requirements of the NSW English 7-10 syllabus, attending to content, reading level, and relation to syllabus and text requirements and outcomes.
Select one teaching and learning resource suitable for teachers of students in English 7-10, with brief annotations explaining why it is appropriate in the context of the requirements of the Stage 4-5 English Syllabus. This should be a resource that you will use as a teacher (such as a journal article on culturally relevant pedagogy or an online database on Indigenous literature).
All resources should be properly cited with APA style.

Statement of Goals and Values - 25% - 1000 words

In Teaching English 1, you will consider your developing identity as an English teacher. Your Statement of Goals and Values should include an overview of your goals as a developing teacher at this stage of your career, and you need to:

Clearly articulate your goals as a secondary English teacher which reflect a deep understanding of language modes and the NSW English syllabus and related documents.
Support this articulation of goals by identifying and explaining the significance of the values that you believe will underpin and guide your professional life as a teacher.
Draw on the ideas, theories and perspectives you have engaged with through the readings, lectures, and tutorials. There will be opportunities in class to explore and discuss this Statement prior to
submitting the assessment task.
Cite related scholarship, using APA style.
1000 words.

Lesson Plan – 50% - 2500 words

Working individually, you will design a lesson plan and related handout(s) that are focused on either reading, writing, speaking, listening, viewing, or representing in relation to the graphic novel The Invention of Hugo Cabret. Your comprehensive lesson plan should focus on Stage 4 and:

Identify the school and proposed class demographics including gender, ICSEA, language backgrounds, class size, etc.
Clarify the duration of lesson and the week in the term.
Note links to prior and subsequent lessons.
Include up to three syllabus outcomes/ content descriptors to be addressed.
Clearly explain the opening of lesson, sequence of activities with detailed indications of learning configurations (e.g., whole class, small group, pairs, individual), and closure.
Offer details of formal and/or informal assessment.
The lesson plan design should be informed by academic scholarship, assigned readings, and evidenced-based teaching strategies. Scholarship should be explicitly referenced in the lesson plan and properly cited with APA style.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1). See online marking criteria.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Formal exam period	Teaching speaking and listening	Lecture and tutorial (4 hr)
Formal exam period	Teaching viewing and representing	Lecture and tutorial (4 hr)
Week 09	Becoming an English teacher	Lecture and tutorial (4 hr)
Week 10	An introduction to English method	Lecture and tutorial (4 hr)
Week 11	Contextualising the Australian curriculum	Lecture and tutorial (4 hr)
Week 12	Teaching reading	Lecture and tutorial (4 hr)
Week 13	Assessing reading	Lecture and tutorial (4 hr)
Week 14 (STUVAC)	Teaching writing	Lecture and tutorial (4 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided on Canvas.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Required texts:

Burke, J. (2012). The English teachers’ companion (4th ed.). Portsmouth, NH: Heinemann.
Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2014). 50 instructional routines to develop content literacy (3rd ed.). Boston: Pearson.
New South Wales Education Standards Authority. (2012). Syllabus for the Australian Curriculum, English K-10.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate knowledge of the theory and pedagogy relevant to effective teaching and learning English across the language modes of listening, speaking, reading, representing, viewing and writing, and develop a repertoire of literacy strategies to address the needs of diverse students [1.1, 1.2, 1.3, 1.4, 1.5, and 1.6]
LO2. critique and understand the central tenets of the major theories relevant to language learning as they apply to secondary English teaching, learning, assessment and student achievement [2.1, 2.2, 2.3, and 2.4]
LO3. be familiar with current issues and developments in the teaching of secondary English, including developments at local, state, national and international levels [3.1, 3.2, 3.3, and 3.4]
LO4. provide evidence of wide reading and knowledge across a broad range of textual forms, including poetry, drama, fiction, non-fiction, media, multi-media, and other types of texts appropriate to the range of abilities at all levels in the secondary school [3.1, 3.2, 3.3, and 3.4]
LO5. demonstrate an ability to integrate aims, outcomes, appropriate pedagogical and assessment strategies and resources in lesson planning, based on an understanding of the requirements of the Stage 4-5 English Syllabus and other curriculum documents and the needs and capacities of a diversity of students [3.1, 3.2, 3.3, 4.1, 4.2, and 4.5]
LO6. demonstrate an understanding of the process for planning and designing units of work based on the requirements of the Stage 4-5 English Syllabus and the place of lesson plans within this broader unit and program scheme [5.1, 5.2, 6.1, 6.2]
LO7. demonstrate a thorough understanding of outcomes-based approaches to teaching and learning in secondary English and be able to integrate this understanding in a sequence of lesson plans [5.1, 5.2, 6.1, 6.2, 7.4]
LO8. demonstrate a thorough understanding of the structure, contents, underpinning theory, mandated texts and indicative hours, the place of ICT, and assessment requirements of the Stage 4-5 English Syllabus, and understand external examination/testing requirements for students in English in years 7-10 [5.1, 5.2, 6.1, 6.2]

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDSE3044: Teaching English 1

Semester 1b, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect