Details for Curriculum Studies – English: Part A

This subject enables pre-service teachers to establish an introduction to contemporary theories and practices to equip students to teach the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5), drawing on critical theories such as critical literacy, cultural heritage, cultural literacy, personal growth and the social view of language.

Awards offering Curriculum Studies – English: Part A

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

• Graduate Certificate in Teacher Preparation
• Master of Teaching (Secondary)

Unit Content

Curriculum Objective

This subject enables Pre-service Teachers to establish an introduction to contemporary theories and practices to equip students to teach the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5), drawing on critical theories such as critical literacy, cultural heritage, cultural literacy, personal growth and the social view of language. This subject provides 'real life' examples as a means of contextualising theories within the theory and practice of explicit teaching. Topics include principles of learning and teaching in English and effective pedagogy, as well as current debates and issues relevant to teaching secondary English in contemporary contexts. A variety of curriculum frameworks are explored while learning about the developing of programs and lesson plans, assessment tasks and modes of providing feedback to students and parents.

Outcomes

1. Demonstrate a detailed understanding of the concepts and theories about visual and textual communication and content of the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5);
2. Critically analyse the role of Australian Professional Standards for Teachers;
3. Demonstrate ability to plan and program and lesson sequences across the full range of abilities, understanding the effect of the physical, social and intellectual development on students learning, using the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5);
4. Demonstrate ability to design assessments across the full range of abilities and to designate work samples for reporting and record-keeping;
5. Apply effective strategies to cater for the full range of diversity, including engaging students from diverse linguistic, cultural, religious and socio-economic backgrounds;
6. Identify programming strategies for inclusivity;
7. Critically assess how concepts, content and theories of teaching English, such as the visual literacy model, can be integrated with relevant ICT strategies and resources. The language, literacy and numeracy demands of the content areas and strategies from English to enhance the teaching and learning.

Subject Content

1. Models of pedagogy for secondary language and literacy development, e.g. Literature-based, Whole Language, Systemic and functional linguistics, genre-based, thematic, integration across the curriculum; visual language; vocabulary; responding to literature; figurative language e.g. poetry; listening and speaking interactions; oral presentations; reading processes; comprehension strategies. A range of strategies for teaching, assessing and reporting on reading, writing, listening, speaking, viewing and representing and ways of differentiating the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5) – concepts, substance and structure, and other resources and/or other support documents and skills focus areas for those stage and year levels) to meet different learning styles and the diverse needs of learners in the classroom, physical, social and intellectual development on learning achievement. Literacy and numeracy teaching strategies and their application in teaching areas i.e. relationship between the APTS’s as it relates to literacy expectations for the TES (e.g. 2.5.1) and content area knowledge (e.g. 2.1.1).
2. Explicit teaching worldviews (including Christian) of adolescents: focusing instruction on identified the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5), and other resources and/or other support documents and skills focus areas for those stage and year levels); the place of secondary English in the continuum of learning in English K-12, including a particular understanding of the links between Stage 3 and Stage 4; connecting to prior knowledge and skills when beginning a learning sequence; teaching and expecting students to use metalanguage in ways that support learning; deconstructing and sequencing teaching to focus on the steps that lead to new knowledge, deeper understandings and/or more sophisticated skill in lesson sequences and catering for gifted and talented; varying instruction in response to immediate and reflective feedback asking questions to continually monitor understanding and progress and inform immediate feedback; providing scaffolded learning experiences for students to practise, synthesise and consolidate learning; developing the capability of students to self-regulate and learn independently. Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. Design formative and summative assessment; assessment to inform and modify learning experiences; interpreting student data. Use of commercial and mandated assessment tools. Digital record keeping practices. Communication to parents/carers, professionals and government departments.
3. Linguistic features: development of vocabulary, punctuation rules, developing confidence in using and teaching grammar. Understanding current linguistic theories and their applications to classroom practice. Resources: King James Bible, development of the English language, Jonathan Swift, Samuel Johnson, William Hazlitt, Roget’s Thesaurus, William Bullokar, Robert Lowth, Lindley Murray and Henry Fowler.
4. Language and literacy learning and teaching strategies and skill development (i.e. communication and classroom management). Multicultural and multilingual classrooms; reading and composing texts; English literacy acquisition. Different theoretical frameworks for teaching English as a second language (including contemporary critical theory in TESOL), and first phase learners; culturally inclusive curriculum; linguistic diversity; socioeconomic diversity; knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds; physical, social and intellectual development and characteristics of students and how these may affect learning; use of interpreters, collaborating with bilingual families and agencies. Language of power:- access to institutions, choice and empowerment, exclusivity and inclusivity, cross cultural advantage and disadvantage, what counts as success in Australian Indigenous communities; Australian Indigenous identity, worldview and language; Aboriginal English and Standard Australian English; ‘two-way/both ways’ bidialectal pedagogy; building on Aboriginal students’ prior learning. Australian literature, including texts that give insights into Aboriginal and multicultural experiences, as well as literature from other countries.
5. Visual literacy model: represent actions, objects and settings, create interactive or interpersonal meanings between viewer and what is being viewed (colour, angles, shot distance, media etc), present layout choices that indicate value and emphasis. Role of Advertising and mass media communications and the safe and ethical use of ICT. Early Literacy development strategies: - implementation of vocabulary knowledge and text comprehension, concepts of grammar and punctuation, spelling, drama and role play. Numeracy and literacy teaching strategies across the curriculum.
6. Programming and strategies for inclusivity; Aboriginal and Torres Strait Islander, Special Needs, knowledge of practical approaches to manage challenging behaviour, teaching students from Non-English Speaking Backgrounds (EALD), TESOL; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities; and organising and catering for multi-staged classroom settings, negotiated curriculum. Scaffolding literacy learning strategies for the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5), and other resources and/or other support documents and skills focus areas for those stage and year levels). Appropriate fiction (including adolescent literature and young adult fiction), poetry and drama, picture books and non-fiction including study of texts required by the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5). The Board of Studies assessment requirements for the Record of School Achievement.

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

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

Assessment Methods

1. Reflective Journal and Instructional Video Clip (35%)
2. Unit of Work (35%)
3. Reading and viewing resources (30%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references