EDUC 4532A - Senior English Curriculum & Methodology A (UG)

North Terrace Campus - Semester 1 - 2016

The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.

  • General Course Information
    Course Details
    Course Code EDUC 4532A
    Course Senior English Curriculum & Methodology A (UG)
    Coordinating Unit School of Education
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Planning and Teaching
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 6 courses of English literature
    Restrictions Available to B Teaching students only
    Course Staff

    Course Coordinator: Ms Alison-Jane Hunter

    Alison-Jane Hunter
    School of Mechanical Engineering 324j
    The University of Adelaide
    Ph: +61 416 767 893
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On Successful completion of this course student will be able:

    Course Learning Outcomes


    GA Arts
    GA Uni
    Both Semesters
    Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2
    Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2
    Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6
    Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5
    Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3
    Semester One
    Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2
    Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2
    Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6
    Semester 2
    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6
    Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5
    Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5
    Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5

    Australian Professional Standards for Teachers (APST): 

    Graduate Attributes: Faculty of Arts Graduate Attributes:

    Graduate Attributes: University of Adelaide Graduate Attributes:
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 6, 7
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 5, 6, 7, 10, 11, 12
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4, 5, 9, 10, 11, 12
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    8, 9
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    4, 10, 11, 12
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 8, 9
  • Learning Resources
    Required Resources
    Alison-Jane Hunter (2013) Approaches to Senior English SAETA Norwood
    Recommended Resources
    Access to and other websites.
    Online Learning
    Students will be advised via MyUni as to the requirements.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    There will be a 1 x 2 hour workshop for per week for this course. Students are expected to engage with MyUni for some online components, lecture information and readings.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    There are 2 hours contact time for eight weeks in semester one. Students should expect that an additional 6 - 7 hours will be required for preparation. At the peak time of assessment, students can expect an increased time commitment.
    Learning Activities Summary
    There are four hours of contact time per week, comprising two lectures of one hour each and a two hour workshop. The lectures are common to the whole 4th Year cohort and are not canvassed here. The workshops will include activities and tasks designed to enhance students’ understanding of teaching approaches and strategies in relation to the teaching of English. The lecture and workshop program is outlined in more detail below, with relevant applicable APST standards.
    Week Section 1 Section 2 Section 3 Assignment due dates (see the details of the Assignments below)
    Week 1 Using UBD.

    The four part lesson plan.

    P136: Starters.

    P137: Creativity Tools for Thinking Skills.

    P138: Putting Work Packs together.
    Looking at the SACE Design Criteria: Stages 1&2: Pathways, Communications and Studies. 5-9 Teaching Writing: P131. Looking at text types. (Please Note that ICT strategies are integral to each element in this program)
    APST All 3 2.3 2.3, 2.5, 3.4
    Week 2 Blending elements and building up a folio. Written and Graphic Texts.

    Creating Texts. Language: Expressing and Developing Ideas.
    Language for Interaction – speech conventions and identities.

    Review of SFL grammar for application in the SACE
    APST All 2, 3.4, 3.7 4.1, 5.3, 5.4, 5.5 2.3, 2.5, 3.2
    Week 3 Media texts and cultural perspectives. Focus text: Lantana

    Focus Poems: Carol Ann Duffy.
    How voice is used in poetry to evoke an emotional response. Create 5 lesson plans for one Unit on a topic of your choosing from the Year 11 SACE English. Include any worksheets you wish to use.

    Note: If you choose a language based Unit here, you must do a literature based Unit for the second assignment and vice versa. Assignment Due: Monday Week 4.
    APST 1.4, 1.5, 2.4 2.4, 1.3, 3.4, 4.1 2.2, 3.3, 3.4
    Week 4 Teaching Text Analysis.
    Stage 1.
    P11: The Cider House Rules.
    Teaching Text Analysis.
    Stage 1.
    P25: ESL inclusive tasks for Romeo and Juliet.
    Teaching Text Analysis.
    Stage 2.
    P56: Poetry Anthology Analysis.
    Assignment 1 due: Monday Week 4.
    APST 2.5, 4.1, 2.2 1.3, 1.5, 2.5, 3.3 1.3, 2.1, 2.2
    Week 5 Teaching Text Production.
    P 75: Science Fiction Writing.
    Teaching Text Production.
    P 80: Recount.
    Teaching Text Production.
    P84: Radio Broadcasts.
    APST 2.2, 3.1, 3.4 1.5, 1.6, 2.2 1.6, 3.4, 2.6,
    Week 6 Teaching Paired Texts.
    Stage 1.
    P87: TKAMB & Blood Diamond /Mississippi

    Teaching Text Transformations – new to Year 12.
    Teaching the connected text study – New to SACE 2016.

    P97: The Secret River and Great Expectations.
    Teaching the Communication Study.
    P111: Writing for Publication.
    Assignment 2 due: Monday of Week 6.
    APST 1.3, 3.1, 3.4 1.3, 3.1, 3.4 3.1, 3.4, 2.2
    Week 7 Teaching the Folio.
    P117: Television Series Analysis.
    Teaching the Writer’s Statement.

    Considering Multiliteracies Pedagogies – new to SACE 2016.
    Teaching the IB  Part 3 and 4 (IOC and IOP) Teaching the IB WIT and Part 2 (Writing)
    APST 1.3, 2.2, 2.6, 3.1 2.3, 3.2, 3.3 2.3, 3.2, 3.3
    Week 8 Teaching the IB and Studies: Unseen Commentaries. Teaching the IB and Studies Extended Essays/Individual Studies Review
    APST 2.3, 3.2, 3.3 2.3, 3.2, 3.3
    Textbook: Approaches to Senior English. This will be available from the course tutor in the first lesson for the special price of $30. Please bring cash to pay for your course textbook to the first class.

    It is strongly recommended you also purchase Great Ideas for the Middle School Classroom, which costs $50. If you buy both together, the price for both is $75.

    You are expected to read the texts named in this course outline, but not necessarily to purchase them all. Further text ideas are to be found in the textbook.
    Specific Course Requirements
    There are no other anticipated requirements.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Assignment 1: Prepare 3 Lessons from a Unit for Year 11 (with an outline of the unit) 40% 1, 2, 3, 4, 5, 6, 7, 8
    Assignment 2: 2,000 - 4,500 Word Fully Worked Through Unit (Nominate Year Level and Task Type of the Focus of Work) 50% 1, 2, 3, 4, 5, 6, 7, 8
    Attendance 10% 1, 8
    Assessment Related Requirements
    Attendance at all classes is compulsory. 10% of the total course marks are allocated for attendance.
    Assignment 1 is 40% of the total marks. Assignment 2 is worth 50% of the total marks.
    Assessment Detail
    Assignment 1
    Create 3 lesson plans for one Unit on a topic of your choosing from the Year 11 SACE English curriculum. Include any worksheets you wish to use. See below for more detail. Include an outline for the whole Unit to show how your individual lessons fit in to the whole scheme of work.
    Note: If you choose a language based Unit here, you must do a literature based Unit for the second assignment and vice versa.

    What you send in:
    • An outline of the class and any special needs you must address.
    • An outline of the whole Unit and how it fits into the course.
    • A list of resources.
    • Three full lesson plans, indicating where and how you will differentiate for those with special needs and differing abilities.
    • Any associated worksheets for the lessons you have written up in detail.

    Assignment 2
    Create a fully articulated Unit of Work for Year 12 Comms or Studies. Note: If you chose a language based Unit for your first assignment, you must do a literature based Unit for the second assignment and vice versa.

    What you send in:
    • An outline of the class and any special needs you must address.
    • An outline of the whole Unit and how it fits into the course.
    • A list of resources.
    • All lesson plans, indicating where and how you will differentiate for those with special needs and differing abilities.
    • All associated worksheets for the Unit.

    Preparing for Assignments 1 and 2:
    • Include an outline of the class, including details of any students with special needs and how you intend to address those needs. Create details.
    • Remember that units do not stand alone: you will need to outline the learning context, the location of the unit in the full year plan and what will follow and build on what you have taught in this unit.
    • Give a list of resources required.
    • Outline your rationale for text and task choices.
    • Make sure you teach every element you wish your students to learn: the ideas, the form, the language, every element of the marking criteria.
    • Differentiate the plans for the top, middle and bottom of the class,. You may differentiate by the process, the product, the content and/or the environment.
    • Show how your unit fits in with the SACE requirements and the SACE outcomes for the exact year level you have chosen.
    • Include work sheets, homework, tasks and as much of the teaching as you can.
    • Use the four part lesson plan I will teach you in class. There are ideas for starters, developments, shared and individual writing, grammar and plenaries in the course book – get to know it well. Remember the texts in there are the right level, so they are good ideas.
    • Make sure you include the full unit and all teaching plans. Notice that I specifically require you to show how this unit will move the young people forward in their learning: busywork has no place in the contemporary classroom.
    • Be creative, dedicated and detailed.
    • I will not count words: successful whole units usually come in at about 6-12 pages, depending on the way you set them out. Length is not a guarantee of success but units which are only a couple of pages long rarely contain sufficient detail to access the highest grades.
    • Unit cover sheets are not essential but they do look professional.
    • Do your best and seek help early. I am not sympathetic to late requests for extensions. That said, you must tell me if you have a serious problem so I can help you work around it.
    Assignment 1 is due on Monday Week 4.
    Assignment 2 is due on Monday Week 6.

    All work must be submitted as a Word document. Do not send a PDF or any other format. Please use Times New Roman, 1.5 spacing, 11 point size.
    If you borrow from other people’s work, acknowledge all your sources. If you develop something from someone’s else’s work use the phrase ‘based on... by... accessed on....’. This avoids accusations of plagiarism.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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  • Policies & Guidelines
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