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  2. Introduction to Secondary English Teaching [LAN3250]

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

    Introduction to Secondary English Teaching

  • Unit Code

    LAN3250

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit is an introduction to the teaching of secondary school English, for the non-specialist. It covers curriculum frameworks for English, lesson design, resources, and instructional methods. Students will learn to develop lessons and lesson sequences that meet current curriculum requirements, with a focus on the core subject strands of language, literacy and literature. Particular emphasis will be placed on the importance of content knowledge in the English curriculum, and its role in developing students reading and writing abilities. Special consideration will be given to subject content and resources for the non-specialist teacher of English. Demonstrations and examples used in the course will relate to the lower secondary years.

Equivalent Rule

Unit was previously coded LAN3150

Learning Outcomes

On completion of this unit students should be able to:

  1. Appraise developments and trends in the monitoring of literacy in Australia.
  2. Construct effective lessons for reading and writing in lower secondary English.
  3. Demonstrate personal competence in the major learning outcomes of English, to a standard appropriate for teaching in the lower secondary school.
  4. Describe the language abilities and interests of students in Years 7-10, and relate these to curriculum goals and content for English.
  5. Evaluate some competing constructions of secondary English.
  6. Explain key principles of language learning and development in reading, writing and oral language.
  7. Explain the content and organisation of relevant curriculum frameworks for English, including the WA Curriculum Framework and incoming Australian Curriculum.
  8. Respond to and remediate writing by secondary students.
  9. Select and apply instructional techniques and technologies appropriate to students, content and curriculum goals.

Unit Content

  1. English curricula and frameworks: state, national, international.
  2. Evaluating, assessing and remediating student work.
  3. Instructional techniques for concepts and skills in English: modelling, demonstration, guided reading, guided writing, and direct instruction.
  4. Language learning principles: psycholinguistic, sociolinguistic and developmental aspects.
  5. Language processes in English: reading, writing, viewing, listening, speaking.
  6. Lesson planning for reading and writing: formats, requirements, processes.
  7. Standards, monitoring and trends in English achievement.
  8. Technologies in the teaching of English.
  9. Text types and content in secondary English.
  10. The teachers bookshelf: resources and references for teaching English.

Additional Learning Experience Information

Lecture presentations, discussions, readings 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
AssignmentLesson planning for reading and writing60%
ExaminationTheory and practice of English teaching40%

Text References

  • ^ Curriculum Council. (2005). Curriculum framework: English. Osborne Park: Curriculum Council WA.
  • Davison, J., & Dowson. (Eds.). (2009). Learning to teach English in the secondary school: A companion to school experience. (3rd ed.). Abingdon: Routledge
  • Dean, G. (2003). Teaching reading in secondary schools. (2nd ed.). London: David Fulton.
  • Durrant, C., & Beavis, C. (2001). P(ICT)ures of English: Teachers, learners and technology. Kent Town: Wakefield/AATE.
  • DEST. (2005). Teaching reading: Report and recommendations. National Inquiry into the teaching of literacy. Canberra: Department of Education, Science and Training.
  • Doeck, B., & Parr, G. (2009). Writing=Learning. St Leonards: AATE.

Journal References

  • Interpretations. Perth: English Teachers' Association of WA
  • English in Australia. Adelaide: AATE
  • 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.

LAN3250|1|1

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

    Introduction to Secondary English Teaching

  • Unit Code

    LAN3250

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit is an introduction to the teaching of secondary school English, for the non-specialist. It covers curriculum frameworks for English, lesson design, resources, and instructional methods. Students will learn to develop lessons and lesson sequences that meet current curriculum requirements, with a focus on the core subject strands of language, literacy and literature. Particular emphasis will be placed on the importance of content knowledge in the English curriculum, and its role in developing students reading and writing abilities. Special consideration will be given to subject content and resources for the non-specialist teacher of English. Demonstrations and examples used in the course will relate to the lower secondary years.

Equivalent Rule

Unit was previously coded LAN3150

Learning Outcomes

On completion of this unit students should be able to:

  1. Appraise developments and trends in the monitoring of literacy in Australia.
  2. Construct effective lessons for reading and writing in lower secondary English.
  3. Demonstrate personal competence in the major learning outcomes of English, to a standard appropriate for teaching in the lower secondary school.
  4. Describe the language abilities and interests of students in Years 7-10, and relate these to curriculum goals and content for English.
  5. Evaluate some competing constructions of secondary English.
  6. Explain key principles of language learning and development in reading, writing and oral language.
  7. Explain the content and organisation of relevant curriculum frameworks for English, including the WA Curriculum Framework and incoming Australian Curriculum.
  8. Respond to and remediate writing by secondary students.
  9. Select and apply instructional techniques and technologies appropriate to students, content and curriculum goals.

Unit Content

  1. English curricula and frameworks: state, national, international.
  2. Evaluating, assessing and remediating student work.
  3. Instructional techniques for concepts and skills in English: modelling, demonstration, guided reading, guided writing, and direct instruction.
  4. Language learning principles: psycholinguistic, sociolinguistic and developmental aspects.
  5. Language processes in English: reading, writing, viewing, listening, speaking.
  6. Lesson planning for reading and writing: formats, requirements, processes.
  7. Standards, monitoring and trends in English achievement.
  8. Technologies in the teaching of English.
  9. Text types and content in secondary English.
  10. The teachers bookshelf: resources and references for teaching English.

Additional Learning Experience Information

Lecture presentations, discussions, readings 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
AssignmentLesson planning for reading and writing60%
ExaminationTheory and practice of English teaching40%

Text References

  • ^ Curriculum Council. (2005). Curriculum framework: English. Osborne Park: Curriculum Council WA.
  • Davison, J., & Dowson. (Eds.). (2009). Learning to teach English in the secondary school: A companion to school experience. (3rd ed.). Abingdon: Routledge
  • Dean, G. (2003). Teaching reading in secondary schools. (2nd ed.). London: David Fulton.
  • Durrant, C., & Beavis, C. (2001). P(ICT)ures of English: Teachers, learners and technology. Kent Town: Wakefield/AATE.
  • DEST. (2005). Teaching reading: Report and recommendations. National Inquiry into the teaching of literacy. Canberra: Department of Education, Science and Training.
  • Doeck, B., & Parr, G. (2009). Writing=Learning. St Leonards: AATE.

Journal References

  • Interpretations. Perth: English Teachers' Association of WA
  • English in Australia. Adelaide: AATE
  • 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.

LAN3250|1|2