Details for CRS503 Curriculum Studies – English: Part B

This subject requires Teacher Education Students (TES) 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 syllabus (Stages 6) it will focus on current pedagogical perspectives in English, which allow the TES to develop critical knowledge and pedagogical skills in using multimodal texts. This subject will give opportunity to consider global perspectives in education and the implications for teaching English, based on these perspectives. TES will make links to their own practice and the range of strategies they have developed. Students will have opportunity to ‘reflect’ on their practice and its impact on competing worldviews by developing a well– researched, evidence-based justification for their own approach to teaching secondary English. The course will provide exposure to the current Australian curriculum in English using a variety of frameworks for teaching English to diverse learners. It will address the role of literacy across the curriculum, literacy for academic purposes and workplace multi literacies.

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS503
• Credit points: 10

Subject Coordinator

Prerequisite

The following subject is a prerequisite:

• CRS403 Curriculum Studies – English: Part A 

   

Unit Content

Outcomes

1. Identify conceptual knowledge of pedagogical principles and practices utilising contemporary curriculum frameworks for the ACARA English curriculum 11-12 and NSW English syllabus (Stages 6) (concepts, substance and structure) and analyse their usefulness;
2. Examine in depth the development of listening, speaking, reading and writing in the learning and teaching of secondary English utilising digital and multimodal texts; 
3. Critically analyse the impact of worldview on content choice and strategies; 
4. Critically analyse secondary English and construct assessment activities across the Years 11-12 continuum;
5. 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, and demonstrate in depth knowledge and understanding of recent theory and practice related to the acquisition of reading, writing, speaking, listening and visual literacy;
6. Critically explore and appraise the key elements of the ACARA English curriculum 11-12 and NSW English syllabus (Stages 6). Develop a range of teaching of programs for diverse learners from a range of abilities and backgrounds;
7. Demonstrate relevant alignment of their skill development in English teaching to the Graduate Teacher Standard Descriptors; by forming their own research and evidence based justification for how they will teach English; 
8. Conduct a micro teaching lesson that demonstrates a range of communication strategies as well as supporting students’ well-being and safety; 
9. Review various global perspectives in secondary Education and the implications for academic and workplace literacy development.

Subject Content

1. Knowledge about written language: includes: relationship between context and text, language structures and features, text structures, grammar and its conventions; processes related to  grammar, spelling and punctuation; the nature and role of teaching English; English as a language of communication for positive participation in society, the purpose of language and its desired audience(s), through reading, writing, listening, speaking, viewing, and representing experiences, ideas and values from specific worldviews. A range of strategies for teaching and assessing reading, writing, listening, speaking, viewing and representing and ways of differentiating the English curriculum to meet the diverse needs and full range of abilities of learners in the classroom.  
2. Pedagogical approaches and viewpoints includes: a focus on the learning and teaching of ACARA English curriculum 11-12 and NSW English syllabus Stages 6 (concepts, substance/content and structure) using multimodal texts and digital media; text types; literary texts (e.g. plot, setting, characterisation, mood); creating texts; editing text; use of text software; literacy and numeracy teaching strategies and their application in teaching areas; the role and value of English in the broader school curriculum and the relationship between English and literacy and the place of secondary English in the continuum of learning in English K-12, including a particular understanding of the links between the Years 7-10 English syllabus and Stage 6 English syllabus, including advanced, standard, extension, etc. and key terms Board of Studies assessment requirements for the Higher School Certificate for English. Construction of a research and evidenced based approach to the teaching of English. 
3. Assessment in English includes: using a range of models and strategies to teach and assess English, in particular reading and writing: fluency, vocabulary and text comprehension, concepts of grammar, punctuation, spelling. Evaluation and analysis of theory and practice related to acquisition of reading, writing, speaking, and visual literacy; reporting strategies.  
4. Global developments in secondary English teaching and assessment includes: language and literacy across the curriculum and for academic purposes and workplace literacy. Australian literature, including texts that give insights into Aboriginal and multicultural experiences, as well as literature from other countries. Appropriate fiction (including adolescent literature and young adult fiction), poetry and drama, picture books and non-fiction including study of texts required by Stage 6 English Syllabus informed by Stage 6 English Prescriptions. 
5. Explicit teaching and demonstration includes: focusing instruction on identified ACARA English curriculum 11-12 and NSW English syllabus (Stages 6) and other resources and/or other support documents and skills focus areas; explicit teaching of contextual knowledge, comprehension, thinking and reflecting skills and processes; the interplay between the range of communication types (print, spoken, visual, digital and multimedia texts); connecting to prior knowledge and skills when beginning a learning sequence; deconstructing and sequencing teaching to focus on the steps that lead to new knowledge, deeper understandings and/or more sophisticated skill (in particular as it relates to gifted and talented students); varying instruction in response to immediate and reflective feedback, asking questions to continually monitor understanding and progress and inform immediate feedback; verbal and non-verbal cues; providing scaffolded learning experiences for students to practise, synthesise and consolidate learning; developing the capability of students to self-regulate and learn independently; strategies to support students’ well-being and safety in a range of contexts including legislative and contextual requirements; making meaning through language to values and attitudes.
6. Strategies to engage students in multicultural and multilingual classes to read and compose texts more effectively and value English literacy acquisition includes: meeting the needs of diverse learners e.g. EALD students and the various learners on the learning continuum; linguistic diversity and culturally inclusive curriculum; socioeconomic diversity; exclusivity and inclusivity, cross cultural advantage and disadvantage, what counts as success in Australian Indigenous communities; Australian Indigenous identity, worldview and language; ‘two-way/both ways’ bidialectal pedagogy; building on Aboriginal students’ prior learning; physical, social and intellectual development and characteristics of students and how these may affect learning. Programming English programs, which shows evidence of pedagogical perspectives, technology, designing templates for programs and lesson plans and multimodal texts, which are inclusive of all learners. 

This course may be offered in the following formats

• Face to face (extensive)
• Face to face (intensive)
• 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. Multimedia Teaching Resource (30%)
2. Unit of Work (35%)
3. Critical Reflection and Instructional Video (35%)

Prescribed Text

No prescribed texts applicable.