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  2. Planning and Teaching English 7-12 [LAN2251]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Planning and Teaching English 7-12

  • Unit Code

    LAN2251

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit focuses on long-term planning for the teaching of secondary English. It covers curriculum goals and content, text selection, program sequencing, and teaching strategies. Students will develop programs of work that address relevant curriculum requirements and the developmental needs and abilities of secondary students. Important content topics and text types will be studied in detail to support the construction of teaching programs. Documents, materials and demonstrations in this unit will range across years 7 to 12 of secondary schooling.

Equivalent Rule

Unit was previously coded LAN2151, LAN2276

Learning Outcomes

On completion of this unit students should be able to:

  1. Adapt teaching plans to take account of the diversity of student backgrounds, needs and abilities.
  2. Construct detailed programs for English that meet curriculum and syllabus requirements across a range of text areas.
  3. Demonstrate sound knowledge of the content topics, text types and skills to be taught in units of work.
  4. Devise appropriate assessments for formative and summative assessment of student achievement.
  5. Evaluate the suitability of specific texts for inclusion in a program of work.
  6. Explain the content and organisation of curriculum frameworks and syllabuses in secondary English, including senior secondary courses.
  7. Identify factors that influence student development in comprehension and composition, and accommodate these factors in their planning.
  8. Reflect upon their aims and methods in relation to specific text areas and to different possible models of English teaching.

Unit Content

  1. Consideration of appropriate reading, writing, viewing, speaking and listening activities for different secondary year levels.
  2. Consideration of nontraditional and emergent content and topics for English, including the use of new technologies in the curriculum.
  3. Construction of extended work programs for secondary English classes.
  4. Detailed examination of curriculum frameworks and syllabuses for English, in lower secondary and senior secondary courses.
  5. Examination of resources and approaches appropriate to the content topics and text types taught in English.
  6. Examination of the text types taught in secondary English, including prose fiction, scripted drama, poetry and song, expository text, feature film, TV narrative, digital media and canonical texts.
  7. Exploration of political, historical and theoretical issues relevant to the planning and teaching of English.

Additional Learning Experience Information

Lecture presentations, readings, discussion and practical workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentProgram of work for English60%
ExaminationTheory and practice: planning and teaching40%

Text References

  • ^ ACARA. (2010). Australian curriculum: English (draft). Canberra: ACARA.
  • ^ Curriculum Council. (2005). Curriculum framework. Osborne Park: Curriculum Council of WA.
  • ^ Curriculum Council. (2008). English syllabus: Early adolescence. Osborne Park: Curriculum Council of WA;.
  • Davis, J., & Dowson, J. (Eds.). (2009). Learning to teach English in the secondary school: A companion to school experience. (3rd ed.). Abingdon: Routledge.
  • Dymoke, S. (2009). Teaching English texts 11-18. London: Continuum.
  • McPherson, D., et al. (2009). Choices for English: Books, films and other texts that work. Sydney: Nelson.
  • Glasson, T. (2009). Improving student achievement: A practical guide to assessment for learning. Sydney: Curriculum Corporation.

Journal References

  • English in Australia. Adelaide: AATE
  • Interpretations. Perth: English Teachers' Association of WA
  • English and Media Magazine. London: English and Media Centre.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN2251|1|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Planning and Teaching English 7-12

  • Unit Code

    LAN2251

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit focuses on long-term planning for the teaching of secondary English. It covers curriculum goals and content, text selection, program sequencing, and teaching strategies. Students will develop programs of work that address relevant curriculum requirements and the developmental needs and abilities of secondary students. Important content topics and text types will be studied in detail to support the construction of teaching programs. Documents, materials and demonstrations in this unit will range across years 7 to 12 of secondary schooling.

Equivalent Rule

Unit was previously coded LAN2151, LAN2276

Learning Outcomes

On completion of this unit students should be able to:

  1. Adapt teaching plans to take account of the diversity of student backgrounds, needs and abilities.
  2. Construct detailed programs for English that meet curriculum and syllabus requirements across a range of text areas.
  3. Demonstrate sound knowledge of the content topics, text types and skills to be taught in units of work.
  4. Devise appropriate assessments for formative and summative assessment of student achievement.
  5. Evaluate the suitability of specific texts for inclusion in a program of work.
  6. Explain the content and organisation of curriculum frameworks and syllabuses in secondary English, including senior secondary courses.
  7. Identify factors that influence student development in comprehension and composition, and accommodate these factors in their planning.
  8. Reflect upon their aims and methods in relation to specific text areas and to different possible models of English teaching.

Unit Content

  1. Consideration of appropriate reading, writing, viewing, speaking and listening activities for different secondary year levels.
  2. Consideration of nontraditional and emergent content and topics for English, including the use of new technologies in the curriculum.
  3. Construction of extended work programs for secondary English classes.
  4. Detailed examination of curriculum frameworks and syllabuses for English, in lower secondary and senior secondary courses.
  5. Examination of resources and approaches appropriate to the content topics and text types taught in English.
  6. Examination of the text types taught in secondary English, including prose fiction, scripted drama, poetry and song, expository text, feature film, TV narrative, digital media and canonical texts.
  7. Exploration of political, historical and theoretical issues relevant to the planning and teaching of English.

Additional Learning Experience Information

Lecture presentations, readings, discussion and practical workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentProgram of work for English60%
ExaminationTheory and practice: planning and teaching40%

Text References

  • ^ ACARA. (2010). Australian curriculum: English (draft). Canberra: ACARA.
  • ^ Curriculum Council. (2005). Curriculum framework. Osborne Park: Curriculum Council of WA.
  • ^ Curriculum Council. (2008). English syllabus: Early adolescence. Osborne Park: Curriculum Council of WA;.
  • Davis, J., & Dowson, J. (Eds.). (2009). Learning to teach English in the secondary school: A companion to school experience. (3rd ed.). Abingdon: Routledge.
  • Dymoke, S. (2009). Teaching English texts 11-18. London: Continuum.
  • McPherson, D., et al. (2009). Choices for English: Books, films and other texts that work. Sydney: Nelson.
  • Glasson, T. (2009). Improving student achievement: A practical guide to assessment for learning. Sydney: Curriculum Corporation.

Journal References

  • English in Australia. Adelaide: AATE
  • Interpretations. Perth: English Teachers' Association of WA
  • English and Media Magazine. London: English and Media Centre.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN2251|1|2