EDEN299 - Curriculum, Pedagogy and Assessment in English Education 1

Year

2022

Credit points

Campus offering

No unit offerings are currently available for this unit

Prerequisites

EDET100 Effective Teaching 1: Becoming a Teacher

Incompatible

EDLA278 Curriculum, Pedagogy and Assessment in English Education 1

Unit rationale, description and aim

Intending secondary English teachers need an understanding of the junior secondary curriculum in order to plan lessons that promote learner engagement and enhance student learning.

In this unit, pre-service teachers will study relevant curriculum frameworks, including general capabilities and cross-curriculum priorities and other allied materials. They will explore theoretical frameworks associated with teaching and learning in English education and evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn strategies to engage learners and to meet the learning needs to diverse students. They will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate lesson and unit plans in order to demonstrate a knowledge of curriculum and learning theory. They will engage in microteaching to practice engaging students and guiding the classroom discourse. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum.

The aim of this unit is for the pre-service teacher to become familiar with the knowledge, understanding and skills necessary for teaching English at a junior secondary level to promote the development of pedagogical content knowledge.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Describe the junior secondary English curriculum, including the knowledge and skills required of students, the theories which inform the curriculum and ways of teaching the curriculum (GA4, GA5, GA8; APST 2.1)

LO2 - Explain how students learn in English, together with a range of appropriate approaches to planning and delivering engaging and purposeful teaching/learning activities for learners with diverse background and including the selection of appropriate resources (GA4, GA5, GA7, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.5, 2.6, 3.3, 3.4, 4.1, 4.5, 5.2)

LO3 - Critique personal knowledge and understanding of the concepts, substance and structure of English curriculum to develop a plan for personal learning (GA4, GA5, GA8, GA9; APST 2.1, 2.3, 6.1, 6.2, 6.4, 7.4)

LO4 - Plan and devise a learning program in junior secondary English which builds on the learning strengths and supports the learning needs of students with diverse backgrounds (including Aboriginal and Torres Strait Islander students) across the full range of abilities (GA1, GA4, GA5, GA8; APST 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.5)

LO5 - Describe assessment strategies to assess and improve student learning including the provision of feedback to students about their learning (GA1, GA3, GA4, GA5; APST 2.1, 2.3, 5.1, 5.2, 5.3, 5.4)

Graduate attributes

GA1 - Demonstrate respect for the dignity of each individual and for human diversity

GA3 - Apply ethical perspectives in informed decision making

GA4 - Think critically and reflectively

GA5 - Demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession

GA7 - Work both autonomously and collaboratively

GA8 - Locate, organise, analyse, synthesise and evaluate information

GA9 - Demonstrate effective communication in oral and written English language and visual media

GA10 - Utilise information and communication and other relevant technologies effectively

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

6.2 Understand the relevant and appropriate sources of professional learning for teachers.

6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings.

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice

Content

Topics will include:

English in the Australian curriculum context and State syllabus and curriculum documents: historical context and current frameworks and documentation
General capabilities and cross curriculum priorities
Theoretical frameworks associated with English teaching and learning
Pedagogical approaches emblematic of English teaching and learning
With a focus on knowledge, understanding and use of the language forms, features and structures of texts, language learning and learning about language, and the imaginative, creative, interpretive and critical use of language for different purposes and audiences
Planning and curriculum alignment
Planning for effective teaching and learning in junior English education
Differentiated teaching in English
Needs of learners from diverse cognitive, physical, social, cultural backgrounds
Needs of learners from Aboriginal and Torres Strait Islander backgrounds
Incorporating literacy and numeracy in English teaching
Digital technologies for teaching/learning in English education
Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in English education
Teacher-presented directions and explanations
Assessment in junior secondary English education
Learning beyond the classroom
Student welfare and safety in English education classrooms and typical English teaching/learning environments

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of planning and assessment and skills in applying effective pedagogies through active engagement and collaborative learning. The pre-service teacher will have the opportunity to build on his/her understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. Her/his teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing English education curriculum. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.

Teaching and learning strategies may include:

Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
Hands-on tutorials and discussions that promote peer learning
Microteaching opportunities
Self-directed reading and research
Collaborative learning opportunities

Technology Enhanced Learning

The unit will include a Learning Environment Online (LEO) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school experiences. It may include:

Online review exercises.
Discussion board to exchange ideas and refine learning.
Video illustrations of teaching practice and focussed readings addressing a wide spectrum of teaching contexts, practices and competencies

Assessment strategy and rationale

The assessment tasks and their weightings are designed to allow the pre-service teacher to progressively demonstrate achievement against the course learning outcomes by demonstrating attainment of academic and professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers: Graduate.

The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 the pre-service teacher will have the opportunity to demonstrate knowledge of curriculum, and devise a plan for professional learning that supports their preparedness to teach English. Through completing Task 2, the pre-service teacher will develop communication and teamwork skills and will deepen her/his understanding of effective planning and teaching strategies through the development of instructional videos and describe the use within a lesson. In Task 3, the pre-service teacher will demonstrate knowledge of curriculum, planning and assessment in the development of a unit of work for use in a specific class context. These tasks reflect the ‘real world’ of school contexts, teaching responsibilities and collaborative nature of the teaching profession, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to demonstrate achievement of all learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50% and meet the requirements of the Critical Tasks which are core to the demonstration of a number of Australian Professional Teacher Standards:

Assessment Task 1: Analysis of curriculum
Assessment Task 3: Formative and Summative Assessment

Electronic Submission, Marking and Return

Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned three weeks after the assessment is completed.

Overview of assessments

Brief Description of Kind and Purpose of Assessment Tasks	Weighting	Learning Outcomes	Graduate Attributes
Assessment Task 1: Analysis of curriculum Critical Task Using professional readings and year 7 – 10 curriculum documents analyse and identify: models of teaching inherent in the curriculum concepts, knowledge, skills and understandings expected of students and those which are considered complex and difficult for students to develop pedagogical approaches the teaching of the knowledge and skills of one or more areas within the curriculum Using the Australian Professional Standards for Teachers as a guide, commence the design of a professional learning plan to address potential gaps or weaknesses in teaching English (the plan will be elaborated in later units).	30%	LO1, LO2, LO3	GA4, GA5, GA7, GA8, GA9, GA10
Assessment Task 2: Microteaching portfolio (Group task) Develop a selection of 3 video excerpts that illustrate teaching and learning activities which cater for diverse learners across a range of topics incorporating a variety of resources. Include: Instructions Questions to be posed to students Likely samples of student work Feedback for samples of work Possible adjustments for students from diverse backgrounds Meeting the literacy and numeracy demands of the activity One video should focus on incorporating Aboriginal and Torres Strait Islander cultural knowledge/artefacts. Design three separate lesson plans to incorporate a video excerpt in each. Include: Appropriate outcomes: Knowledge and understanding and, Design and Production Demonstrate an understanding of content and sequencing, Incorporate a variety of appropriate pedagogical approaches, explicitly including strategies for differentiating teaching Aboriginal and Torres Strait islander students	30%	LO1, LO2	GA4, GA5, GA7, GA8, GA9, GA10
Assessment Task 3: Research-informed Sequence of Learning Critical Task Design a research-informed program/unit of work for junior English education students over a nominated period (e.g. half term) for the chosen concept, as well as appropriate assessment strategies for the unit. The unit plan should attend to the following key elements: A rationale to justify the approach to teaching and learning used Specific learning objectives Curriculum links (content and proficiency strands) A description of the way in which cross-curriculum priorities and general capabilities are included. Explicit teaching and learning experiences High impact teaching strategies Tasks which elicit higher order thinking including investigations, open-ended tasks, modelling Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities in English and from diverse physical, intellectual, linguistic and cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socioeconomic backgrounds. Teaching strategies to cater for the literacy and numeracy demands for teaching English Effective resources to support learning including manipulatives, games and visual representations Incorporation of ICT and digital resources to engage and expand curriculum learning opportunities for students Purposeful ways to cater for diversity Teacher questioning Assessment strategies	40%	LO1, LO2, LO4, LO5	GA1, GA3, GA4, GA5, GA7, GA8, GA9, GA10

Brief Description of Kind and Purpose of Assessment Tasks

Weighting

Learning Outcomes

Graduate Attributes

Assessment Task 1: Analysis of curriculum

Critical Task

Using professional readings and year 7 – 10 curriculum documents analyse and identify:

models of teaching inherent in the curriculum
concepts, knowledge, skills and understandings expected of students and those which are considered complex and difficult for students to develop
pedagogical approaches the teaching of the knowledge and skills of one or more areas within the curriculum

Using the Australian Professional Standards for Teachers as a guide, commence the design of a professional learning plan to address potential gaps or weaknesses in teaching English (the plan will be elaborated in later units).

30%

LO1, LO2, LO3

GA4, GA5, GA7, GA8, GA9, GA10

Assessment Task 2: Microteaching portfolio

(Group task)

Develop a selection of 3 video excerpts that illustrate teaching and learning activities which cater for diverse learners across a range of topics incorporating a variety of resources. Include:

Instructions
Questions to be posed to students
Likely samples of student work
Feedback for samples of work
Possible adjustments for students from diverse backgrounds
Meeting the literacy and numeracy demands of the activity

One video should focus on incorporating Aboriginal and Torres Strait Islander cultural knowledge/artefacts.

Design three separate lesson plans to incorporate a video excerpt in each. Include:

Appropriate outcomes:
Knowledge and understanding and,
Design and Production
Demonstrate an understanding of content and sequencing,
Incorporate a variety of appropriate pedagogical approaches, explicitly including strategies for differentiating teaching Aboriginal and Torres Strait islander students

30%

LO1, LO2

GA4, GA5, GA7, GA8, GA9, GA10

Assessment Task 3: Research-informed Sequence of Learning

Critical Task

Design a research-informed program/unit of work for junior English education students over a nominated period (e.g. half term) for the chosen concept, as well as appropriate assessment strategies for the unit. The unit plan should attend to the following key elements:

A rationale to justify the approach to teaching and learning used
Specific learning objectives
Curriculum links (content and proficiency strands)
A description of the way in which cross-curriculum priorities and general capabilities are included.
Explicit teaching and learning experiences
High impact teaching strategies
Tasks which elicit higher order thinking including investigations, open-ended tasks, modelling
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities in English and from diverse physical, intellectual, linguistic and cultural (explicitly including Aboriginal and Torres Strait Islander), religious and socioeconomic backgrounds.
Teaching strategies to cater for the literacy and numeracy demands for teaching English
Effective resources to support learning including manipulatives, games and visual representations
Incorporation of ICT and digital resources to engage and expand curriculum learning opportunities for students
Purposeful ways to cater for diversity
Teacher questioning
Assessment strategies

40%

LO1, LO2, LO4, LO5

GA1, GA3, GA4, GA5, GA7, GA8, GA9, GA10

Artefacts and reflections may provide evidence of attainment