Outline

Overview

This unit will examine the current syllabus documents and explore the ways in which contemporary theoretical perspectives underpin and inform the English curriculum. There will be a focus on planning, programming, and implementing teaching programs across English 7-12. The unit will continue to examine the pedagogies appropriate for the teaching of English, including drama, film, and digital media.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	96 credit points of units, including EDSE3044
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jen Scott Curwood, js.curwood@sydney.edu.au
Lecturer(s)	Megan Bowmer, megan.bowmer@sydney.edu.au
Tutor(s)	Alison Grove O'Grady, alison.ogrady@sydney.edu.au
	Karly Lazarou, karly.lazarou@sydney.edu.au
	Vasiliki Papaefstathiou, vasiliki.papaefstathiou@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Unit of Work See Canvas	80%	STUVAC Due date: 14 Nov 2022 at 23:59 Closing date: 30 Nov 2022	3500 words
Outcomes assessed:
Assignment	Teaching Resource Analysis See Canvas	20%	Week 04 Due date: 31 Aug 2022 at 23:59 Closing date: 16 Sep 2022	1000 words
Outcomes assessed:

Assessment summary

Annotation of teaching resource: You are required to annotate a teaching and learning resource. Select and annotate a film or television episode related to Indigenous perspectives; include at least four references to related scholarship. This resource will demonstrate your knowledge of the English K-10 Syllabus and related support documents and show your knowledge of information and communication technologies.
Unit of work:You are required to develop a unit of work based on either the text from your literature circles or the Australian text used for Task 1. This demands that you synthesise all that you have learnt about the many aspects of effective English teaching. You need to clearly show how the design and assessment of the unit of work embodies student-centred pedagogy, meets the needs of diverse learners, incorporates information and communication technologies, and includes reading, writing, talking, listening, viewing and representing.
Tutorial contribution: Each week, you are expected to fully engage in lectures, tutorials, and other events. This includes being prompt, paying attention, and participating in all learning activities. One week, you will work in a small group to lead a 20-30 minute discussion on the week's readings.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Programming and Planning in Secondary English	Lecture and tutorial (4 hr)
Week 02	Integrating the Cross-Curriculum Priority Areas: Indigenous Perspectives	Lecture and tutorial (6 hr)
Week 03	Teaching Media	Lecture and tutorial (4 hr)
Week 09	Integrating the Cross-Curriculum Priority Areas: Asia	Lecture and tutorial (6 hr)
Week 10	Understanding the Needs of Students from Diverse Backgrounds	Lecture and tutorial (4 hr)
Week 11	Meeting the Needs of Students from Diverse Backgrounds through Programming and Planning	Lecture and tutorial (4 hr)
Week 12	Teaching Writing: Discursive, Creative, Persuasive, and Reflective	Lecture and tutorial (4 hr)
Week 13	Assessing writing	Lecture and tutorial (4 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

See Canvas for weekly content and readings.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate a thorough knowledge and understanding of the theory and practice of English teaching in contemporary educational settings
LO2. demonstrate a sound knowledge and understanding of the current, debates, issues and developments in the teaching and learning of English in Australia and internationally
LO3. develop a repertoire of highly effective teaching and learning strategies appropriate to the range of content in English 7-12, with a particular emphasis on catering to the needs of diverse students
LO4. plan and prepare units of work for English 7-12 that demonstrate a thorough understanding of scope and sequence, syllabus requirements, effective pedagogy, required content, appropriate resources and suitable assessment
LO5. have a sound and demonstrable knowledge of assessment, reporting and evaluation processes and practice
LO6. understand the effective uses of ICT in English teaching and learning and the requirements of the syllabus in terms of digital texts
LO7. continue to value and develop reflective practice
LO8. demonstrate the concept of excellence in teaching and learning through engagement with current issues and educational reforms

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The content in this unit has been updated based on student feedback.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDSE3062: Teaching English 2

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links