Details for CRS220 Curriculum Studies – English: Part A

This subject enables Teacher Education Students 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 developing reflective practices in teacher education students about their own assumptions, beliefs and values. 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. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS220
• Credit points: 10

Subject Coordinator

Prerequisite

The following are prerequisites:

• EDU103 Foundations of Christian Education
• EDU116 Introduction to Learning Theory
• or 40 credit points

Unit Content

Outcomes

1. Demonstrate understanding of Australian and State educational policies and priorities and how they inform ‘best practice’ teaching strategies, which along with engaging resources, enable teachers to fulfil the aims of the ACARA English curriculum 7-10 and NSW English syllabi (Stages 4 to 5). 
2. Describe in detail concepts, content and structure of 7-10 English, including (a) its language, literacy and numeracy demands, (b) its engagement with parents/carers through assessment, recording and reporting, and (c) engagement with the wider community, as this applies in both Christian and alternate school environments.  
3. Develop student-centred innovative and well-designed English learning activity sequences that include (a) English content concepts, substance, structure, and skills; (b) language, literacy and numeracy demands arising from the content; and (c) ways of addressing the Australian Curriculum’s General Capabilities (GCs) and Cross-Curriculum Priorities (CCPs).  The lesson plans should also include provisions to identify, apply and assess age-appropriate and differentiated strategies for the full range of student abilities [supporting their well-being and safety] and diverse backgrounds [multilingual and sociocultural].  
4. Critically reflect upon units of work, lesson activity sequences, and curriculum materials using critically appraised theories, models and approaches, and evidence-based research. 

Subject Content

1. Australian Curriculum Framework, State English Syllabus 
2. Values and human issues, Community Participation, Teacher professional associations 
   • Community Participation
   • Teacher professional associations
3. Teaching 7-10 English content, skills, enquiry processes and values
   • Teacher Decision-Making
   • Teaching General Capabilities
   • Teaching for the range of abilities
   • Teaching for Diverse Settings 
4. Teacher program building 
   • Teacher decision making 
5. Models supporting Assessment 

This course may be offered in the following formats

• Face to Face (onsite/extensive)
• E-learning (online/asynchronous)
• E-learning (online/synchronous)

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Professional Digital Presentation (50%)
2. Sequential Lesson Planning (30%)
3. Assessing a Unit of Work (20%)

Prescribed Text

No prescribed texts applicable.