Details for Curriculum Studies – English: Part B

This subject requires teacher education students to continue to reflect on their theoretical knowledge and understanding of secondary English teaching. There will be an emphasis on teaching the ACARA English curriculum 11-12 and NSW English syllabi (Stages 6). It will focus on current pedagogical perspectives in English and allow pre-service teachers to develop critical knowledge and skills by using spoken, written and multimodal texts. This subject will give opportunity to consider global perspectives in education and the implications for teaching English based on these perspectives. It will also address the role of literacy across the curriculum, literacy for academic purposes and workplace and popular culture multi literacies, to broaden themselves and their understanding of diverse human experiences and cultures. 


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS330
  • Credit points: 10
  • Subject coordinator: Jennie Bickmore-Brand

Prerequisites

The following courses are prerequisites:

Awards offering Curriculum Studies – English: Part B

This unit is offered as a part of the following awards:

Unit Content

Curriculum Objective

This subject requires teacher education students to continue to reflect on their theoretical knowledge and understanding of secondary English teaching. There will be an emphasis on teaching the ACARA English curriculum 11-12 and NSW English syllabi (Stages 6). It will focus on current pedagogical perspectives in English and allow pre-service teachers to develop critical knowledge and skills by using spoken, written and multimodal texts. This subject will give opportunity to consider global perspectives in education and the implications for teaching English based on these perspectives. They will make links to their own practice and range of strategies they have developed. They will have opportunity to ‘reflect’ on their practice and that of others, and the impact on competing worldviews, and critique of current Christian worldview English syllabus approaches, to developing a well research evidence based justification for their own approach to teaching secondary English. It will provide exposure to the current Australian curriculum in English using a variety of frameworks through teaching English to diverse learners. It will address the role of literacy across the curriculum, literacy for academic purposes and workplace and popular culture multi literacies, to broaden themselves and their understanding of diverse human experiences and cultures.

Outcomes

  1. Identify a sound conceptual knowledge of pedagogical principles and practices used in developing the frameworks for the ACARA English curriculum 11-12 and NSW English syllabi (Stages 6) (concepts, substance and structure) and analyse their effectiveness in meeting the aims of the syllabus;
  2. Examine in depth the development of listening, speaking, reading and writing in the learning and teaching of secondary English utilising spoken, written, digital and multimodal texts, critically analysing the impact of worldview on content choice and strategies;
  3. Using the Cross Curriculum Priority of Aboriginal and Torres Strait Islander histories and cultures in text choice, construct lesson sequences and assessment activities Years 11-12 that demonstrate a critical engagement with the Australian Curriculum Stage 6 continuum and demonstrate an advanced understanding of how to effectively design, implement, monitor and evaluate a literacy program for diverse learners, including students from Aboriginal and Torres Strait Islander backgrounds. Demonstrate in depth knowledge and understanding of recent theory and practice related to the acquisition of reading, writing, speaking, listening and visual literacy;
  4. Critically explore and appraise the key elements of the ACARA English curriculum 11-12, NSW English syllabi (Stages 6) and current resources from Christian and any other faith/ ideologically based resources that engage in the teaching of programs for diverse learners from a range of abilities and backgrounds and how this informs your research and evidenced base justification for how to teach English;
  5. Conduct, record and edit a micro teaching event (with a Voice Over commentary to be used as an Instructional video for your peers) that shows a range of communication strategies as well as supporting students’ well-being and safety; and demonstrate relevant alignment of skill development in English teaching to the Graduate Teacher Standard Descriptors listed in Learning Outcome 4 above;
  6. Review various global perspectives in secondary Education and the implications for academic, workplace and popular culture multi literacy development.

This course may be offered in the following formats

  • Face to Face (onsite)
  • E-learning (online)
  • Intensive
  • Extensive 

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis College.

Assessment Methods

  • Multimedia Teaching Resource (20%)
  • Unit of Work (50%)
  • Critical Reflection and Instructional Video (30%)