EML441 Curriculum Method 1: English (8)
Abstract|
This subject will require students to engage with conceptualisations of the English curriculum and examine how these are represented in mandated curriculum documents. This subject examines the wide-ranging nature of English curriculum content with due attention given to each of the three significant strands in English curriculum, namely language, literature and literacy, and also including multiliteracies and multimodal texts. Students will develop an understanding of the teaching strategies appropriate to the design, implementation and assessment of high quality English curriculum teaching and learning programs that cater for the needs of diverse learners. |
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+ Subject Availability Modes and Location
| Session 1 | | Internal | Albury-Wodonga Campus | | Internal | Wagga Wagga Campus | | Distance | Bathurst Campus |
Continuing students should consult the SAL for current offering details: EML441
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Teacher Education |
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| Incompatible subject(s) |
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| EML493 |
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Learning OutcomesUpon successful completion of this subject, students should:
- understand, analyse and evaluate the principles, practices and models of pedagogy advanced for the teaching of English in the secondary school and begin the creation of their own pedagogical position statement in relation to the various conceptualisations of the subject;
- create a sequence of lessons in English (Stages 4 & 5) for the NSW K-10 English syllabus (2012) that demonstrates the selection, analysis and evaluation of Stage-appropriate literary texts and/or non-literary texts (including media and multimedia texts) and the application of a range of strategies for effective teaching in the secondary English context (Stages 4 & 5), including creating and implementing appropriate assessment strategies for Stages 4 and 5 English;
- create a teaching resource that demonstrates deep knowledge and understanding of teaching language, literature, literacy and numeracy in English, including knowledge about teaching the range of modes employed in multimodal text design (Stages 4 & 5);
- understand cross-curriculum priorities, general capabilities, curriculum organisation and classroom management in English studies (Stages 4 & 5);
- understand and apply the differentiation of teaching strategies in English required to meet the diverse needs of learners, including ESL, special needs and Indigenous students (Stages 4 & 5).
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SyllabusThe subject will cover the following topics:
- the history and philosophy of subject English – principles, practices and models of pedagogy for teaching English in the secondary school;
- the role and value of English in contemporary school curriculum;
- knowledge of a range of strategies for teaching reading, writing, listening, speaking, viewing and representing attitudes, ideas and experiences;
- the K-10 English learning continuum as expressed in the Australian Curriculum and incorporated into state documents, including the transition from Stage 3 to Stage 4, including Stages 4 and 5, and links to Stage 6 syllabus content and structure;
- planning and programming in English (Stages 4 & 5) and the NSW K-10 English syllabus – strategies for teaching and learning, approaches to textual study including texts from Australia and other countries;
- approaches to teaching language, literature, literacy and numeracy in English, including multiliteracies and multimodal texts (Stages 4 & 5), as appropriate in everyday communication, popular culture and sophisticated aesthetic and cultural texts;
- knowledge of strategies appropriate for teaching a wide range of literary texts (fiction, poetry drama, picture books and non-fiction) and non-literary texts (film, media and multimedia) for use in the secondary English context (Stages 4 & 5);
- quality teaching, cross-curriculum priorities, general capabilities, curriculum organisation and classroom management in English studies (Stages 4 & 5);
- differentiation of teaching strategies and appropriate text selection in English to meet the diverse needs of learners, including ESL, special needs and Indigenous students (Stages 4 & 5);
- appropriate assessment and reporting strategies in Stages 4 and 5 English and links to Stage 6 assessment strategies.
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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.
