Curriculum Method 2: English

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Abstract

This subject requires students to examine professional perspectives on the teaching of secondary English. Students examine the structure and organisation of Stage 6 English curriculum content, with attention given to each of the three significant strands in Stage 6 English curriculum, namely language, literature and literacy, and including multiliteracies and multimodal texts. Students develop knowledge and skill in applying professional principles and practices 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.

Syllabus

Principles, practices and models of pedagogy for teaching English in Years 11-12 (Stage 6) in the secondary schoolKnowledge of a range of strategies for teaching reading, writing, listening, speaking, viewing and representing attitudes, ideas and experiencesThe K-12 English learning continuum as incorporated into state documents, addressing the transition from Stage … For more content click the Read More button below.

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, addressing the transition from Stage 5 to Stage 6, and including the content and structure of the suite of Stage 6 syllabuses
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
NESA requirements for ROSA and HSC for English
Differentiation of teaching strategies and appropriate text selection in English to meet the diverse needs of learners, including EAL/D, special needs including Gifted and Talented, and Indigenous students in the range of Stage 6 English courses students may elect to study
Embedding Aboriginal and Torres Strait Islander histories and cultures in English
Appropriate assessment and reporting strategies in Stage 6 English, including incidental, formative and summative assessment strategies

Assessment items

1. Professional Position Paper - a scholarly analysis

2. Stage 6 HSC English Lesson Plans & Justification

Learning outcomes

Upon successful completion of this subject, students should:

be able to compose a pedagogical position statement on teaching and learning in secondary English;

be able to explain how secondary English curriculum content is organised, including the teaching of language, literature and literacy;

be able to plan Stage 6 English lessons that include quality teaching, learning and assessment strategies, including ICT strategies, that provide for differentiation of learning strategies for diverse learners;

be able to select, examine and evaluate literary texts and/or non-literary texts for teaching and learning in Stage 6 English; and

be able to examine, justify and evaluate teaching and learning principles and practices for Stage 6 English.

Assumed knowledge

Student will have completed EML441 prior to completing this subject.

Enrolment restrictions

This subject is not available to students who have completed EML494.

Incompatible