Alison-Jane Hunter
School of Mechanical Engineering 324j
The University of Adelaide
Ph: +61 416 767 893
Email: alison-jane.hunter@adelaide.edu.au

On Successful completion of this course student will be able:

#	Course Learning Outcomes	APST	GA Arts	GA Uni
Both Semesters
1 S1&S2	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
2 S1&S2	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
3 S1&S2	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
4 S1&S2	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
5 S1&S2	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
6 S1	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
7 S1	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
8 S1	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
9 S2	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
10 S2	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
11 S2	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
12 S2	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
Note: Australian Professional Standards for Teachers (APST): http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1  Graduate Attributes: Faculty of Arts Graduate Attributes: https://arts.adelaide.edu.au/learning-teaching/ Graduate Attributes: University of Adelaide Graduate Attributes: http://www.adelaide.edu.au/learning/strategy/gradattributes/

Alison-Jane Hunter (2013) Approaches to Senior English SAETA Norwood

Access to http://www.sace.sa.edu.au/web/english/ and other websites.

Students will be advised via MyUni as to the requirements.

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.

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.

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.

Schedule

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 Burning. 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.

There are no other anticipated requirements.

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

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.

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.