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  2. Introduction to Secondary English Teaching [LAN6601]

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

    Introduction to Secondary English Teaching

  • Unit Code

    LAN6601

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

This unit introduces foundational principles and practices in secondary English teaching. It covers curriculum frameworks for English, lesson design, teaching strategies, resources, and instructional methods. Students will learn how to plan effective lessons that meet curriculum requirements and student needs. Particular emphasis will be placed on the importance of content knowledge in the English curriculum and its role in the development of reading and writing abilities. Common ideologies and misperceptions that undermine effective teaching and learning in English will also be addressed. Demonstrations and examples used in the unit will relate mainly to the lower secondary years.

Learning Outcomes

On completion of this unit students should be able to:

  1. Construct effective lessons for reading and writing in lower secondary English.
  2. Describe the language abilities of students in Years 8-10, and relate these to curriculum goals and content for English.
  3. Evaluate some competing constructions of secondary English.
  4. Explain and apply key principles of language learning and development in reading, writing and oral language.
  5. Explain the content and organisation of the Australian Curriculum.
  6. Respond to and remediate writing by secondary students.
  7. Select and apply instructional techniques and technologies appropriate to students, content and curriculum goals.

Unit Content

  1. English curricula and frameworks.
  2. Evaluation and remediation of student writing.
  3. Ideologies and misperceptions in the teaching of English.
  4. Instructional techniques for concepts and skills in English: modelling, demonstration, guided reading, guided writing, and direct instruction.
  5. Issues and challenges in Secondary English.
  6. Language processes in English: reading, writing, viewing, listening, speaking.
  7. Lesson planning for reading and writing: formats, requirements, processes.
  8. The place of English in the secondary curriculum: its history, purposes and functions.

Additional Learning Experience Information

Online readings Independent activities Interaction with tutor and peers via email and discussion boards

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

  • ^ ACARA. (2012). Australian curriculum: English. Canberra: ACARA.
  • Dean, G. (2003). Teaching reading in secondary schools. (2nd ed.). London: David Fulton.
  • Dept of Education, Science and Training. (2005). Teaching reading: Report and recommendations. National Inquiry into the Teaching of Literacy. Canberra: DEST.
  • Doecke, B., Howie, M., & Sawyer, W. (Eds.). (2006). Only connect: English teaching, schooling and community. Kent Town, SA: Wakefield Press.
  • Davison, J., & Dowson, J. (Eds.). (2009). Learning to teach English in the secondary school: A companion to school experience. (3rd ed.). Abingdon: Routledge.
  • Durrant, C., & Beavis, C. (Eds.). (2001). P(ICT)ures of English: Teachers, learners and technology. Kent Town: Wakefield/AATE
  • Moon, B. (2011). Writing projects: Practical lessons based on classical methods. 2 vols. Chalkface Press.
  • Fleming, M., & Stevens, D. (2004). English teaching in the secondary school. (2nd ed.). London: David Fulton.
  • Dymoke, S. (2009). Teaching English texts 11-18. London: Continuum.

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.

LAN6601|2|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

    Introduction to Secondary English Teaching

  • Unit Code

    LAN6601

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

This unit introduces foundational principles and practices in secondary English teaching. It covers curriculum frameworks for English, lesson design, teaching strategies, resources, and instructional methods. Students will learn how to plan effective lessons that meet curriculum requirements and student needs. Particular emphasis will be placed on the importance of content knowledge in the English curriculum and its role in the development of reading and writing abilities. Common ideologies and misperceptions that undermine effective teaching and learning in English will also be addressed. Demonstrations and examples used in the unit will relate mainly to the lower secondary years.

Learning Outcomes

On completion of this unit students should be able to:

  1. Construct effective lessons for reading and writing in lower secondary English.
  2. Describe the language abilities of students in Years 8-10, and relate these to curriculum goals and content for English.
  3. Evaluate some competing constructions of secondary English.
  4. Explain and apply key principles of language learning and development in reading, writing and oral language.
  5. Explain the content and organisation of the Australian Curriculum.
  6. Respond to and remediate writing by secondary students.
  7. Select and apply instructional techniques and technologies appropriate to students, content and curriculum goals.

Unit Content

  1. English curricula and frameworks.
  2. Evaluation and remediation of student writing.
  3. Ideologies and misperceptions in the teaching of English.
  4. Instructional techniques for concepts and skills in English: modelling, demonstration, guided reading, guided writing, and direct instruction.
  5. Issues and challenges in Secondary English.
  6. Language processes in English: reading, writing, viewing, listening, speaking.
  7. Lesson planning for reading and writing: formats, requirements, processes.
  8. The place of English in the secondary curriculum: its history, purposes and functions.

Additional Learning Experience Information

Online readings Independent activities Interaction with tutor and peers via email and discussion boards

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

  • ^ ACARA. (2012). Australian curriculum: English. Canberra: ACARA.
  • Dean, G. (2003). Teaching reading in secondary schools. (2nd ed.). London: David Fulton.
  • Dept of Education, Science and Training. (2005). Teaching reading: Report and recommendations. National Inquiry into the Teaching of Literacy. Canberra: DEST.
  • Doecke, B., Howie, M., & Sawyer, W. (Eds.). (2006). Only connect: English teaching, schooling and community. Kent Town, SA: Wakefield Press.
  • Davison, J., & Dowson, J. (Eds.). (2009). Learning to teach English in the secondary school: A companion to school experience. (3rd ed.). Abingdon: Routledge.
  • Durrant, C., & Beavis, C. (Eds.). (2001). P(ICT)ures of English: Teachers, learners and technology. Kent Town: Wakefield/AATE
  • Moon, B. (2011). Writing projects: Practical lessons based on classical methods. 2 vols. Chalkface Press.
  • Fleming, M., & Stevens, D. (2004). English teaching in the secondary school. (2nd ed.). London: David Fulton.
  • Dymoke, S. (2009). Teaching English texts 11-18. London: Continuum.

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.

LAN6601|2|2