Details for Curriculum Studies - English: Part A
This subject enables Teacher Education Students to establish an introduction to contemporary theories and practices to equip students to teach the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5), drawing on critical theories such as critical literacy, cultural heritage, cultural literacy, personal growth and the social view of language. This subject provides 'real life' examples as a means of contextualising theories within the theory and practice of explicit teaching developing reflective practices in teacher education students about their own assumptions, beliefs and values. Topics include principles of learning and teaching in English and effective pedagogy, as well as current debates and issues relevant to teaching secondary English in contemporary contexts. A variety of curriculum frameworks are explored while learning about the developing of programs and lesson plans, assessment tasks and modes of providing feedback to students and parents.
Quick Info
- Currently offered by Alphacrucis: Yes
- Course code: CRS220
- Credit points: 10
- Subject coordinator: Jennie Bickmore-Brand
Prerequisites
Major study in English with at least three subjects of a strong core of textual studies including literature; other subjects may include: communications, creative writing, linguistics, cultural studies or media.
Awards offering Curriculum Studies - English: Part A
This unit is offered as a part of the following awards:
Unit Content
Curriculum Objective
This subject enables Teacher Education Students to establish an introduction to contemporary theories and practices to equip students to teach the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5), drawing on critical theories such as critical literacy, cultural heritage, cultural literacy, personal growth and the social view of language. This subject provides 'real life' examples as a means of contextualising theories within the theory and practice of explicit teaching developing reflective practices in teacher education students about their own assumptions, beliefs and values. Topics include principles of learning and teaching in English and effective pedagogy, as well as current debates and issues relevant to teaching secondary English in contemporary contexts. A variety of curriculum frameworks are explored while learning about the developing of programs and lesson plans, assessment tasks and modes of providing feedback to students and parents.
Outcomes
- Demonstrate a detailed understanding of the concepts and theories about visual and textual communication and content of the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5);
- Critically analyse the role of Graduate Teacher Standard Descriptors;
- Demonstrate ability to plan and program lesson sequences across a range of student abilities, understanding the effect of the physical, social and intellectual development on students learning, using the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5);
- Demonstrate ability to design assessments across a range of student abilities and to designate work samples for reporting and record-keeping;
- Apply effective strategies to cater for a range of diversity across the student cohort - linguistic, cultural, religious and socio-economic backgrounds;
- Identify programming strategies for inclusivity; and an awareness of those that lead to exclusivity;
- Critically assess how concepts, content and theories of teaching English, such as, the visual literacy model, can be integrated with relevant ICT strategies and resources. Also the language, literacy and numeracy demands of the content areas and strategies from English to enhance teaching and learning.
This course may be offered in the following formats
- Face to Face (onsite)
- E-learning (online)
- Intensive
- Extensive
Assessment Methods
- Reflective Journal and Instructional Video Clip (20%)
- Unit of Work (50%)
- Reading and viewing resources (30%)
