Course Coordinator:Joanne Casey (jcasey1@usc.edu.au) School:School of Education and Tertiary Access
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
This course builds capacity to design and recognise effective pedagogy within English for students in Years 7 - 10. Using the Australian Curriculum: English, apply your knowledge, understanding and skills to interpret, implement and adapt learning, in order to engage Junior Secondary students. You examine unit plans to inform lesson sequences with a focus on the teaching of literary texts. You integrate Aboriginal and Torres Strait Islander histories, culture or languages into learning activities and reflect on your developing teaching practice.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – You are required to engage with Learning Materials accessed through Canvas. | 2hrs | Week 1 | 9 times |
Tutorial/Workshop 1 – The tutorials are face-to-face and required materials are provided weekly on Canvas. | 2hrs | Week 1 | 10 times |
Australian Curriculum: English – Literary Texts in the Junior Secondary Classroom
Theories and the teaching of English - incorporating historical and current debates (e.g., Aliteracy, AI, Neuroscience)
Exploring literary texts for Junior Secondary students - oral narrative traditions and literature of First Nations Australians, classic and contemporary literature from wide-ranging Australian authors, and world literature including texts from and about Asia.
Teaching, including informal, diagnostic, and formative assessment of literary texts.
Using literary texts in the Junior Secondary Classroom to explore ideas and perspectives about human experience and cultural significance, interpersonal relationships, and ethical and global issues within real-world and fictional settings.
Organising and configuring the classroom to engage imaginatively and critically with literature and appreciate its aesthetic qualities.
300 Level (Graduate)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
1 | Apply your knowledge of the Australian Curriculum English Years 7- 10 to evaluate and justify teaching decisions. |
Knowledgeable Ethical |
1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.6, 4.5, 5.1, 5.2, 5.4, 5.5, 6.1, 6.2, 6.3, 7.4 |
2 | Demonstrate understanding of concepts, principles and structure of English pedagogy when using literary texts. |
Knowledgeable Creative and critical thinker |
1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 4.5 |
3 | Interrogate English unit plans to interpret, implement and adapt learning sequences responsive to students in contemporary classrooms. |
Knowledgeable Creative and critical thinker Problem solving |
1, 2, 3.4, 3.6, 5, 5.3 |
4 | Communicate using appropriate, coherent, and cohesive English language at whole text, word, and sentence level. |
Knowledgeable Organisation Applying technologies |
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5 | Set achievable, challenging learning goals to match student abilities and identify authentic assessment and moderation processes |
Organisation Information literacy |
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6 | Provide evidence of ability to use appropriate teaching strategies and resources such as ICT to support safe, responsible, and ethical learning and teaching decisions. |
Ethical Applying technologies |
CODE | COMPETENCY |
Australian Institute for Teaching and School Leadership | |
1 | PROFESSIONAL KNOWLEDGE: Know students and how they learn |
1.1 | Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.2 | Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 | Students with diverse linguistic, cultural, religious and socioeconomic backgrounds: 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 | Strategies for teaching Aboriginal and Torres Strait Islander students: 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 | Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2 | PROFESSIONAL KNOWLEDGE: 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 |
2.2 | Content selection and organisation: Organise content into an effective learning and teaching sequence. |
2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.4 | Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 | Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.1 | Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 | Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 | Use teaching strategies: Include a range of teaching strategies. |
3.4 | Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.6 | Evaluate and improve teaching programs: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
4.5 | Use ICT safely, responsibly and ethically: 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 | PROFESSIONAL PRACTICE: 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. |
5.2 | Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning |
5.3 | Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 | Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement |
6.1 | Identify and plan professional learning needs: Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.2 | Engage in professional learning and improve practice: Understand the relevant and appropriate sources of professional learning for teachers |
6.3 | Engage with colleagues and improve practice: Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
7.4 | Engage with professional teaching networks and broader communities: Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program (AE304 and an English Major or English Studies Extended Minor) or (ED315 and an English Minor)
Not applicable
Not applicable
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Self- reflection, peer feedback and online quiz.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Quiz/zes | Individual | 20% | 60 minutes |
Week 4 | In Class |
All | 2 | Oral and Written Piece | Individual | 40% | 1500 words /4 minutes |
Week 7 | Online Assignment Submission with plagiarism check |
All | 3 | Artefact - Professional, and Written Piece | Individual | 40% | 1500-2000 words |
Week 10 | Online Assignment Submission with plagiarism check |
All - Assessment Task 1:Quiz - including scenarios or videos with questions | |||||||||||||
Goal: | The goal of this task is to demonstrate your knowledge of the Australian Curriculum English Years 7- 10, including current and historical theoretical debates of teaching English. |
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Product: | Quiz/zes | ||||||||||||
Format: | The purpose of this task is to demonstrate your knowledge of the Australian Curriculum English Years 7- 10, including current and historical theoretical debates. The assessment comprises multiple choice questions and will include scenarios to evaluate. |
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Criteria: |
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Generic Skills: |
All - Assessment Task 2:Multimodal Presentation | ||||||||||||||||||||||
Goal: | The goal of this task is to demonstrate your understanding of the concepts, principles and practices for teaching literary texts in a contemporary Junior Secondary classroom. This includes the use of Generative AI. |
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Product: | Oral and Written Piece | |||||||||||||||||||||
Format: | You examine the purpose and intent for teaching literary texts within contemporary Junior Secondary Classrooms. You select, review, and justify a choice of text for the purposes of teaching specific aspects of the Australian Curriculum: English. Your presentation introduces and discusses your choice of literary text. You then describe what your focus of instruction will be, how you would sequence learning (including diagnostic, formative, and summative assessment and moderation practices) and considerations for pedagogy, including the use of generative AI. |
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Criteria: |
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Generic Skills: |
All - Assessment Task 3:Professional Conversation | ||||||||||||||||||||||
Goal: | The goal of this task is to interrogate a English unit of work and discuss how you would adapt teaching for students in contemporary classrooms. This includes the use of generative AI. |
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Product: | Artefact - Professional, and Written Piece | |||||||||||||||||||||
Format: | The purpose of this task is to interrogate a Year 7-10 English Unit plan. There are four parts to this task. 1. Interrogate the alignment among curriculum intent and the learning activities, strategies, resources used and assessment practices. Include the use of generative AI as a tool to achieve this outcome. 2. Analyse two student work samples to further consider ongoing development for these students. 3. Engage in a professional discussion to moderate the outcomes of your analysis (this takes place during the tutorials in Weeks 8 and 9). 4. Write a critical reflection that outlines and reflects your interrogation, analysis and professional conversation, including your use of generative AI. |
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Criteria: |
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Generic Skills: |
Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
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2020 Australian Professional Standards for Teachers | ||||
All delivery modes | Artefact - Professional, and Written Piece | Professional Conversation | 2.5 | Assessed |
3.3 | Assessed | |||
6.3 | Assessed | |||
Oral and Written Piece | Multimodal Presentation | 1.5 | Assessed | |
2.1 | Assessed | |||
2.2 | Assessed | |||
2.3 | Assessed | |||
2.4 | Assessed | |||
2.5 | Assessed | |||
Quiz/zes | Quiz - including scenarios or videos with questions | 1.2 | Assessed | |
2.1 | Assessed |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Period and Topic | Activities |
Module 1 |
Australian Curriculum: English – Rationale, Aims and Structure. Three interrelated strands with a focus on Literary Texts in the Junior Secondary Classroom Theories and the teaching of English - incorporating historical and current debates (AI, Technology, Neuroscience) |
Module 2 |
Teaching, including informal, diagnostic, and formative assessment of literary texts. Actions to support diverse learners Moderation, calibration, and feedback mechanisms Exploring literary texts for Junior Secondary students - oral narrative traditions and literature of First Nations Australians, classic and contemporary literature from wide-ranging Australian authors, and world literature including texts from and about Asia. |
Module 3 |
Using literary texts in the Junior Secondary Classroom to explore ideas and perspectives about human experience and cultural significance, interpersonal relationships, and ethical and global issues within real-world and fictional settings. Organising and configuring the classroom to engage imaginatively and critically with literature and appreciate its aesthetic qualities. |
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Not applicable
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
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