EML442 Curriculum Method 2: English (8)
Abstract|
This subject examines the wide-ranging nature of matriculation 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 Stage 6 English curriculum teaching and learning programs that cater for the needs of diverse learners. NSW curriculum documents are used as exemplars, however completion of this subject enables students to be accredited as secondary English teachers. |
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+ Subject Availability Modes and Location
| Session 2 | | Internal | Albury-Wodonga Campus | | Distance | Bathurst Campus |
Continuing students should consult the SAL for current offering details: EML442
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 sessiion | HD/FL | School of Teacher Education |
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| Incompatible subject(s) |
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| EML494 |
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Learning OutcomesUpon successful completion of this subject, students should:
- demonstrate their readiness to become Graduate Standard Teachers of secondary English by creating, designing and producing their own pedagogical Position Statement on the teaching of secondary English. Through the production of this multimodal Position Statement students will demonstrate their ability to analyse, evaluate and critically reflect upon their professional knowledge of the principles, models of pedagogy and professional practices advanced for the teaching of secondary English in Years 7-12 (Stage 4, Stage 5 and Stage 6);
- demonstrate their professional knowledge by critically reflecting on the mandated professional documents in English curriculum teaching and learning in NSW such as the Stage 6 syllabus. Students will have the ability to demonstrate their knowledge of English curriculum content, including knowledge of language, grammar, literacy and a the range of texts prescribed for English matriculation studies in Years 11-12 (Stage 6);
- create a sequence of English lessons for the NSW Stages 6 English syllabus (1999) that demonstrates an ability to select, analyse and evaluate literary texts and/or non-literary texts (including media and multimedia texts) for matriculation studies and an ability to apply a range of strategies for effective teaching in the secondary English context (Stage 6), including creating and implementing appropriate incidental, formative and summative assessment strategies for Stage 6 English;
- demonstrate an ability to design and plan a two week Stage 6 English Unit Program, including choosing an appropriate prescribed text from the NSW Board of Studies;
- demonstrate an ability to analyse, justify and critically reflect upon the teaching decisions and learning activities, and assessment strategies incorporated in the Stage 6 two week English Unit Program;
- apply the differentiation of teaching strategies in Stage 6 English required to meet the diverse needs of learners, including ESL, special needs and Indigenous students according to the Stage 6 English Course which secondary students elect to study.
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SyllabusThe subject will cover the following topics:
- principles, practices and models of pedagogy for teaching English in Years 11-12 Stage 6) in the secondary school;
- knowledge of a range of strategies for teaching reading, writing, listening, speaking, viewing and representing attitudes, ideas and experiences;
- the K-12 English learning continuum as incorporated into state documents, including the transition from Stage 5 to Stage 6, including Stage 6 syllabus content and structure;
- planning and programming in English (Stage 6) and the NSW Stage 6 English syllabuses – 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 Stage 6 English, including multiliteracies and multimodal texts, 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 Stage 6 secondary English context;
- quality teaching and curriculum organisation and classroom management in English studies in the Stage 6 context;
- differentiation of teaching strategies and appropriate text selection in English to meet the diverse needs of learners, including ESL, special needs and Indigenous students in the range of Stage 6 English courses students may elect to study;
- appropriate assessment and reporting strategies in Stage 6 English, including incidental, formative and summative 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.
