Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

ESL teachers need to become familiar with specific syllabus documents that shape the design of teaching and learning experiences. This unit provides the opportunity to explore syllabus documents and extensive units of work and to develop long term ESL planning abilities.
ESL teachers need an understanding of the principles of language and content assessment and how they can be used in planning and implementing valid, reliable and authentic assessment instruments. This unit presents assessment as a fundamental part of the education process and of the process of diagnosing language-based needs and reporting on student language learning.

Aims

In this unit, you will explore the guiding syllabus/es for the Qld context, evaluate existing mainstream units of work for language learning opportunities, develop a long term ESL unit plan according to syllabus requirements including assessment items. You will also develop ESL advocacy skills for working in professional teams.

Objectives

On successful completion of this unit you should be able to:

1. Design and implement engaging and flexible learning experiences in ESL for secondary aged class groups, including ICT. [QCT Standards 1 & 6]

2. Identify, critique and design learning experiences in ESL that develop language and literacy [QCT Standard 2]

3. Demonstrate effective standards of communication and professional responsibility with teams [QCT Standards 2 & 9]

4. Assess and report constructively on student learning [QTC Standard 5]

5. Commit to reflective practice and ongoing professional renewal [QTC Standard 10]

Content

The content of this unit comprises evaluating and developing units of work with appropriate advanced teaching and learning strategies for inclusive ESL teaching. It also provides the opportunity to consider a range of current issues and practices in assessment and their impact on ESL teaching and learning.

Approaches to Teaching and Learning

Teaching approaches include a selection of lectures, tutorials, on-line components, student-led presentations, whole class, small group and autonomous learning periods. Use is made of relevant literature. Critical reflection and autonomous learning are encouraged throughout the unit.

Assessment

-Feedback will be provided via qualitative comments on your work and also via a rubric for each assessment item. The rubrics will be given to you and explained to you in week 1.
Formative feedback will be given via tutorial discussions and written feedback.

Assessment name: Critique (written)
Description: You will develop a set of criteria (based on relevant literature and guiding documents) for evaluating an existing unit of mainstream curriculum work (e.g. Science, SOSE, Art) and critique the unit (including at least one assessment item) from an ESL perspective.
Length: Equiv. 2000 words
Relates to objectives: 2, 3 & 5
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Project (applied)
Description: Unit Plan - a multi-week unit of work with assessment instrument/s, at least one ICT element, and all resources that conforms to the Senior Syllabus - English for ESL Learners.
Length: Equiv. 2500 words
Relates to objectives: 1, 2, 3, 4 & 5
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

McKay, P. (Ed). (2007). Assessing, monitoring and understanding English as a Second Language in schools: The NLLIA ESL bandscales version 2. Queensland University of Technology and Independent Schools Queensland.

McNamara, K and Watt, E. (2006). TEEPL - Teaching Emphases for English Proficiency Levels. Retrieved February 12, 2009 from

Mohan, B, Leung, C and Davison, C. (2001). English as a Second Language in the mainstream : teaching, learning and identity. Harlow, UK:Longman (Pearson Education Ltd)

Qld Studies Authority. (2007 amended 2009) Senior syllabus - English for ESL Learners - Trial syllabus
http://www.qsa.qld.edu.au/downloads/senior/snr_esl_07_syll_trial_march_09.pdf

Risk assessment statement

There are no out-of-the-ordinary risks associated with this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 10-Jan-2013