Teaching Secondary English PG (11363.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus Placement |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.25 | 6 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Post Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Important Note: Students should only enrol in this unit if it matches their designated discipline area at point of admission to the course. If in doubt, contact the Program Director or the Academic Programs Team at the Faculty of Education before enrolling.
Students should be aware that completing a disciplinary 'method' unit for which they do not meet NESA's Subject Content Knowledge Requirements may lead to problems when seeking to register as a teacher.
Learning outcomes
On successful completion of this unit students will be able to:1. Demonstrate an understanding of student development, how this affects student learning and implications for inclusive curriculum and teaching;
2. Display knowledge and understanding of the Australian Curriculum's cross-curriculum priorities and general capabilities;
3. Demonstrate a broad knowledge and understanding of the structure of the Australian Curriculum for English at secondary and senior secondary levels, the relationship between Language, Literature and Literacy and their significance to teaching and learning in the English classroom;
4. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in secondary English classroom;
5. Adopt a reflective approach to teaching and the related ability to plan for and implement to teaching, learning and assessment strategies that inform and have a positive impact on English learners in the contemporary secondary classroom;
6. Display knowledge and understanding of literacy, numeracy and ICT teaching strategies and resources, and how these can be used to expand curriculum learning opportunities for all students;
7. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
8. Demonstrate an understanding and ability to implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
9. Demonstrate the capacity to organise and manage classroom activities and behaviour, to provide clear directions, and to maintain a supportive and safe learning environment; and
10. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.
Graduate attributes
1. ºÚÁϳԹÏÍø graduates are professional - communicate effectively1. ºÚÁϳԹÏÍø graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. ºÚÁϳԹÏÍø graduates are professional - employ up-to-date and relevant knowledge and skills
1. ºÚÁϳԹÏÍø graduates are professional - take pride in their professional and personal integrity
1. ºÚÁϳԹÏÍø graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. ºÚÁϳԹÏÍø graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. ºÚÁϳԹÏÍø graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. ºÚÁϳԹÏÍø graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. ºÚÁϳԹÏÍø graduates are global citizens - communicate effectively in diverse cultural and social settings
2. ºÚÁϳԹÏÍø graduates are global citizens - make creative use of technology in their learning and professional lives
2. ºÚÁϳԹÏÍø graduates are global citizens - think globally about issues in their profession
2. ºÚÁϳԹÏÍø graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. ºÚÁϳԹÏÍø graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. ºÚÁϳԹÏÍø graduates are lifelong learners - be self-aware
3. ºÚÁϳԹÏÍø graduates are lifelong learners - evaluate and adopt new technology
3. ºÚÁϳԹÏÍø graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Skills development
Students should not enrol in this unit if Secondary English has not been identified as a teaching area in their initial offer letter. If you are unsure if the unit is appropriate to you, please contact the unit convener for information. If you are unable to demonstrate that you meet the for Secondary English, your ability to register as a teacher may be compromised as a result.
Prerequisites
This unit is only available to students in the Master of Secondary Teaching.Students must have passed 11354 Using Data to Improve Learning AND 11351 Curriculum and Assessment in Secondary Education.
Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Semester 1 | 05 February 2024 | On-campus | Dr Duncan Driver |
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-campus | Dr Duncan Driver |
| 2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | Placement | Dr Duncan Driver |
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | Placement | Dr Duncan Driver |
Required texts
All required readings will be provided via the unit's (ºÚÁϳԹÏÍø Learn) Canvas site. Recommended readings for this unit include:
Boas & Gazis (2016). The Artful English Teacher: Over 100 practical strategies for the English classroom. Australian Association for the Teaching of English.
Campbell & Green (Eds.) (2000) Literacies and Learners: Current Perspectives. Prentice Hall.
Cope & Kalantzis (Eds.) (2000) Multiliteracies: Literacy Learning and the Design of Social Futures. Routledge
Driver & Hewes (2023). Teaching Shakespeare in Australian Schools. Small Caps Publishing.
Gannon, Howie & Sawyer (Eds.) (2009). Charged with Meaning: Re-Viewing English (3rd Ed.). Phoenix Press.
Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. John Wiley & Sons.
Kittle, P. (2008). Write beside them. Risk, voice, and clarity in high school writing.
Quin, R. & Driver, D. (2020) Secondary English: Subject and Method. Cambridge University Press.
Shann (2014). Imagined Worlds and Classroom Realities. Sense Publishers.
Shipp, C. (2023). Listening from the Heart: Rewriting the Teaching of English With First Nation Voices. AATE publications.
Simpson & White (Eds.) (2013) Language, Literacy & Literature. Melbourne: Oxford University Press.
Tovani (2000) I Read It, But I Don't Get It: Comprehension Strategies for Adolescent Readers. Portland: Stenhouse Publishers.
Wiliam & Leahy (2015) Embedding Formative Assessment.+ Hawker Brownlow.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will recieve a score of '0' in keeping with ºÚÁϳԹÏÍø's assessment policy.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit
Satisfactory completion of a , as evidenced by a satisfactory , is required to pass this unit.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Students must apply academic integrity in their learning and research activities at ºÚÁϳԹÏÍø. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
ºÚÁϳԹÏÍø students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
ºÚÁϳԹÏÍø uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
As this is a 6cp unit, you are required to commit approximamtely 300 hours to class activities, readings, study and assessment preparation over the course of the semester.
In practice this looks like:
Face-to-face Workshops and clinics - 33 hours (11 x 3 hour workshops)
Reading, study and assessment preparation - approximately 150 hours distributed as needed across the semester (Approximately 14 hours per week across 11 teaching weeks)
15 days of Professional Placement (approx. 120 hours) is also associated with this unit.
Participation requirements
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
Participation in ‘school based' tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the ‘school based' tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences from school-based tutorials may lead to failure of the unit due to non-completion.
*Note: This unit commences with week 1 on campus (see timetable for rooms) and weeks 2 to 7 at Dickson College to meet accreditation requirements of 3.5 days professional experience
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
It is expected that students undertaking this unit will have a basic level of information technology competence. This includes the electronic manipulation of documents, use of PowerPoint, photographs, videos, slide shows, e-books, websites and apps.
In-unit costs
None.
Work placement, internships or practicums
This unit involves work integrated learning in the form of teaching clinics at Dickson College and a school-based professional experience placement. Students must adhere to University policy during WIL activities, including the Student Conduct Rules 2018, the WIL Policy and WIL Procedure, and the Assessment Policy and Assessment Procedure.
This unit has pre-placement requirements. You must complete the following prior to commencement of your placement:
- ºÚÁϳԹÏÍø Student Placement/Internship Agreement Form
You are also required to complete details in InPlace, refer to . If you have any queries related to InPlace please contact placement@canberra.edu.au.
WWVP: You are required to have a current Working with Vulnerable People card in order to participate in this unit
Canvas: Please refer to the Professional Experience section on the Teacher Education Canvas site for full information on the Professional Experience requirements.
Please note: This unit involves professional practicum and therefore additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Students and staff confidentiality must always be maintained, including for assessment items such as e-portfolios, reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, tutorials etc as scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.
Additional information
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Research Led Education: This unit involves research-led education and/or work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
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