English Curriculum 1

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

English Curriculum 1

Unit ID:

EDMAS6009

Credit Points:

15.00

Prerequisite(s):

(Undergraduate Study in Appropriate Degree)

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

070105

Other Change:

Brief description of the Unit

This unit is designed to enhance knowledge and skills related to the effective teaching of English in secondary schools. It begins with the critical examination of personal learning experiences and theoretical perspectives and debates about the purposes of the subject. PSTs will learn about the dynamic nature of literacy and language and will be inspired to teach a range of diverse literary texts, including multimodal and digital texts. PSTs will learn how to plan, structure and sequence English lessons and to use a range of teaching strategies, resources and assessment approaches to foster the active participation and engagement of all secondary students. PSTs will learn how to develop school students as perceptive and skilled readers and writers able to participate in substantive conversations about texts.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

Placement Component: No

Supplementary Assessment:Yes

Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment

Course Level:

Learning Outcomes:

Knowledge:

K1.	Examine the history of English, personal experiences related to the subject, and contemporary views about the practice of teaching English in secondary school contexts.

K2.	Critically interrogate the changing, contested, cultural, social and situated nature of language use, literacy and literary experiences.

K3.	Identify what effective English teachers know and do in relation to teaching approaches, lesson and curriculum design, text selection, communication, and assessment.

K4.	Understand contemporary curriculum, assessment and reporting policies relevant to teaching English from years 7-10, including curriculum capabilities.

K5.	Examine the dynamic process of reading and pedagogical approaches which enhance metacognition, reading skills, critical analysis, imaginative responses and attitudes to reading.

K6.	Examine the processes of writing for different audiences and purposes, teaching strategies to support students to effectively construct different text types, and to understand the connections between writing, reading, speaking and listening.

K7.	Identify a range of effective learning, thinking, teaching and literacy strategies related to English and which support inclusive participation and engagement.

K8.	Analyse the use of ICT and multi-modal texts in English with a focus on critical literacy and creativity.

K9.	Articulate personal practical theories related to the teaching and learning of language, literacy and literature.

K10.	Examine the role of social and collaborative interactions in English and ways to foster substantive conversations.

Skills:

S1.	Reflect critically and imaginatively on the practice of teaching English, using the writing process to make meaning and drawing strategically upon feedback, dialogue and observations.

S2.	Collect, use and evaluate strategies and resources (including ICT) related to the effective, inclusive teaching of reading, writing, speaking and listening.

S3.	Design engaging, challenging curriculum and assessment approaches that enhance learning and are in line with personal theories and curriculum policies.

S4.	Read, critique and respond to various research texts related to the teaching of secondary school English.

S5.	Use research and data analysis skills to examine students learning, reflect critically on teaching and suggest next steps.

S6.	Use interpersonal and communication skills to provide clear directions to students and to offer feedback to learners and colleagues.

S7.	Pursue interests related to teaching English and model curiosity, leadership, resilience and problem-solving capacities.

S8.	Actively participate in professional dialogues and debates about the teaching of English with attention to the Ethical Capability in the Victorian Curriculum.

S9.	Adapt curriculum for a wide range of abilities, skills and interests and be inclusive of all students.

Application of knowledge and skills:

A1.	Reflect new understandings in a critical and creative journal.

A2.	Create and teach a creative writing lesson within attention to teaching strategies and assessment.

Unit Content:

• The nature of the subject English, its history, our personal experiences of English, and the debates surrounding its purpose.
• What do effective English teachers know and do: an examination of narratives, research and classroom practices.
• Planning lessons and designing curriculum with a focus on identifying learning goals and success criteria, phases of learning, feedback and assessment strategies and catering for diverse learners and backgrounds.
• The changing, complex conceptualisation of literacy: research, tensions and frameworks to inform teaching.
• Writing for different purposes and audiences and strategies for enhancing writing skills, spelling and the construction of a range of text types.
• Teaching and assessing creative writing with a focus on enhancing imagination, conferencing and formative assessment.
• Understanding readers and reading including teaching strategies for enhancing skills, strategies, engagement and positive attitudes.
• Choosing, interpreting and responding to a range of literary texts including the examination of metalanguage.
• Teaching grammar and the linguistic structures and features of texts.
• Oral communication skills and the use of substantive conversations to enhance learning.

Graduate Attributes:

Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		Level
FEDTASK 1 Interpersonal	Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams.	1 - Yes
FEDTASK 2 Leadership	Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations.	1 - Yes
FEDTASK 3 Critical Thinking and Creativity	Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning.	1 - Yes
FEDTASK 4 Digital Literacy	Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities.	1 - Yes
FEDTASK 5 sustainable and Ethical Mindset	Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life	1 - Yes

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K2, K3, K4, K5, K6, K7, K8, K9, K10 S1, S2, S3, S4, S5, S6, S7, S8, S9, APST 2.1, 2.5,3.3, 3.4, 3.5, 4.1, 5.1	Create a written journal over time to demonstrate knowledge and understanding of theoretical concepts, curriculum content, and teaching strategies in English, reflecting on implications for personal practice.	Learning Journal	40 – 60%
2.	K3, K6, K7, K9, K10 S3, S5, S6, S7, S9 APST 2.1, 2.2, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1	Design, teach and critically analyse a creative writing lesson, applying planning skills, content knowledge, pedagogical understandings, eﬀective teaching strategies, including the use of mentor texts, assessment strategies and policy knowledge.	Teaching Performance	40-60%

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Knowledge
	2. Know the content and how to teach it
		2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.	Yes	Advanced
		2.2 Content selection and organisation Organise content into an effective learning and teaching sequence.	Yes	Advanced
		2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas.	Yes	Advanced
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics.	Yes	Advanced
		3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.	Yes	Advanced
		3.3 Use teaching strategies Include a range of teaching strategies.	Yes	Advanced
		3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.	Yes	Advanced
		3.5 Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.	Yes	Advanced
	4. Create and maintain supportive and safe learning environments
		4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.	Yes	Introductory
		4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions.	Yes	Introductory
	5. Assess, provide feedback and report on student learning
		5.1 Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.	Yes	Advanced