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

This unit offers an introduction to English teaching within secondary schools. It is early in the course because it provides a basis for subsequent English curriculum studies by establishing your understanding of the theories of language and texts. In this unit you will develop an understanding of these theories which underpin secondary English curriculum and pedagogy and which condition students' learning within English classrooms. You will have opportunities to apply your learning to your field observations and to plan to put theory of language, texts and learners into practice for your future English teaching.

Aims

The aim of this is to provide you with opportunities to engage with foundational theories and concepts about the subject matter of English - the functions of language and texts in sociocultural contexts. You will understand the differing language capabilities, needs and aspirations of the range of students in English classrooms, and the ways in which their language development can be supported. You will synthesize frameworks for analysing, models and practices of English teaching, with your theorized understanding about language, texts and learners. The unit provides opportunities for you to i) plan teaching episodes designed to put theory into practice, ii) engage with a range of theories, iii) demonstrate an inquiry-based and project-based approach to your learning and that of your future students; and iv) reflect critically on English teaching practice.

Objectives

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

1. select and use teaching and learning strategies, and resources that meet specified learning goals, English curriculum requirements, learning needs, interests and learning styles [QCT Standard One]
2. analyse English teaching practices modelled in textbooks and observed in current classroom practice and design and plan strategies for identifying students' learning styles, interests, and prior learning and life experiences [QCT Standard Six; QCT Standard Seven ]
3. demonstrate your understanding of the functions of language and texts in sociocultural contexts in the light of contemporary theorized understandings about language, texts and learners. [QCT Standard Two; QCT Standard Three]
4. understand the fundamentals of planning, evaluating inclusive learning environments and scaffolding language learning experiences for diverse learning needs, interests and learning styles, such as students who are gifted and talented, ESL, or have disabilities or learning difficulties [QCT Standard One; QCT Standard Two; QCT Standard Four]

Content

This unit will cover the following topics and contribute to your developing Professional Learning Profile:

- Module One engages with the understandings about language learning and engagement with texts which inform English curriculum and pedagogy.
- Module Two focuses on students as users and learners of language and investigates effective support strategies for students, including Indigenous students, ESL learners, gifted and talented students, and students with language learning disabilities. Questions of inclusivity are explicitly addressed.

Approaches to Teaching and Learning

Internal mode
As a student on campus you will participate in a range of teaching strategies, including lectures, tutorials and workshops, group work, web-forum discussions and self-directed, inquiry-oriented learning. These activities are supported by appropriate library and web-based resources, set texts, readings and English classroom materials.

Internet mode
In this mode you will access online materials hosted on Blackboard and the unit blog. You will be directed in your study of selected readings, the set texts and English classroom resources. A series of refletive questions will enable you to demonstrate your learning at various points in the unit. There is an expecation that you will participate in a variety of online learning forums to enable support from your tutor and peers.

Assessment

Assessment in the unit is both formative and summative. Formative assessment is provided for on-campus students through feedback from tutors and peers in workshops, and for external students through guided activities to be completed online. Summative assessment tasks are authentic, contribute to your learning, and are linked closely to the underlying principles of the unit. Tasks will be assessed according to a standard appropriate for undergraduates. Each of the tasks will provide you with opportunities to demonstrate the unit objectives:

Assessment name: Case Study
Description: English pedagogy and course book analysis
Length: 1200-1500 words
Relates to objectives: 2, 3 & 4.
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Report
Description: Report on observations and critical reflections of language learners
Length: 800 words
Relates to objectives: 1 & 4.
Weight: 20%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Professional Plans
Description: Lesson plans - critical literacy focus
Length: 1500-2000 words
Relates to objectives: 1, 2, 3 & 4.
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Late-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

Texts

Bull, G. & Anstey, M. (2010) Evolving Pedagogies: Reading and writing in a multimodal world. Carlton South: Curriculum Press

Williams, L. (2007) Secondary English Teaching: a survival manual. Rochedale South, Qld.: Wordsmart Consulting

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of 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: 29-Oct-2012