Course Outline

EDU738 Teaching Senior Secondary English

Course Coordinator:Alison Willis ( School:School of Education and Tertiary Access

2022Semester 2

UniSC Sunshine Coast

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 for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?


In this course, you will develop specialised knowledge and skills for implementing the Queensland Senior Secondary English curriculum. You will learn how to design lesson plans and learning sequences that will engage diverse learners. You will explore and evaluate a range of pedagogy, assessment and reporting strategies that maximise learning outcomes for senior students, including developing strategies for supporting literacy, numeracy and ICT learning within English.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. 2hrs Week 1 10 times
Tutorial/Workshop 1 – A blended learning approach is used to deliver the workshop component of the course. The workshop is synchronous and involves on-campus engagement and application of learning materials. 2hrs Week 1 10 times
Seminar – Online 1hr Week 1 6 times

Course Topics

Queensland Senior Secondary Curriculum

Cognitive verbs (QCAA and Marzano & Kendall)

Catering for student diversity

Teaching for 21st century skills

Assessment, feedback, moderation and reporting processes

Critical analysis of curriculum documents

Teaching Senior English

Teaching persuasive, narrative, informative, analytical and reflective writing and speaking

Teaching strategies, including non-verbal and ICT based strategies

Unit plans, teaching sequences and lesson plans

Developing knowledge and understanding of Aboriginal & Torres Strait Islander history in texts

Organising and integrating lesson content, learning activities, resources, assessment, skills and pedagogical strategies including ICT

Literacy and numeracy demands in English subjects

Constructive alignment between objectives, learning activities and assessment tasks

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

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 deep knowledge of Senior Secondary English curriculum through the incorporation of relevant pedagogy to design learning sequences and programs that will advance students' knowledge and skills. Knowledgeable
Creative and critical thinker
1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
2 Employ a student-centred and aligned approach to evaluate assessment practices, reporting and student achievement. Knowledgeable
Creative and critical thinker
1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
3 Demonstrate the use of explicit English teaching strategies and pedagogy that engages students in quality learning in Senior Secondary English. Knowledgeable
Creative and critical thinker
1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
4 Critically reflect on the role of literary and non-literary texts in Senior Secondary English. Creative and critical thinker
1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5

* Competencies by Professional Body

Australian Institute for Teaching and School Leadership
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.
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.
3.5 Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
3.6 Evaluate and improve teaching programs: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1 Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions
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.
5.1 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

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.


Enrolled in Program ED706 and an English Teaching area


Not applicable


Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Task 1 is due in Weeks 3-5. Students will have access to formative feedback in tutorials from Weeks 1 onwards.

Assessment tasks

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 Examination - not Centrally Scheduled Individual 30%
1200-1700 words
Week 4 Online Assignment Submission with plagiarism check
All 2 Artefact - Professional Individual 45%
2600-3000 words
Week 10 Online Assignment Submission with plagiarism check
All 3 Artefact - Creative, and Oral Individual 25%
10-12 minute presentation
Refer to Format In Class
All - Assessment Task 1:Evaluation of the Queensland General Senior English Syllabus
The goal of this task is for you to investigate and evaluate the General Senior Secondary English syllabus (QCAA)
Product: Examination - not Centrally Scheduled
Referring to the Queensland General English syllabus (QCAA) and the associated list of prescribed texts, provide responses to the items on the examination paper. This is an open book exam that is to be completed in the student's own time.

Due 4 pm Monday Week 4.
No. Learning Outcome assessed
Critical analysis of syllabus design and how it contributes to student learning in the 2st century, making provisions for student diversity
Reflection on the roles of texts in Senior English
Evaluation of assessment task design and grading processes
Written communication skills and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.
All - Assessment Task 2:Unit of work outline and accompanying lesson plan
The goal of this task is for you to design and create a unit outline for the first 8 weeks of Unit 2 in the General English syllabus, with one accompanying lesson plan.
Product: Artefact - Professional
Devise an eight-week outline for the first 8 weeks of Unit 2 in the General English Syllabus. Unit 2 is taught in Year 11. The unit outine must demonstrate the principles of constructive alignment and student-centred learning. Use the following headings for your outline:
• Introduce the focus topics and texts of study, making links to the syllabus.
• Select learning objectives (from the syllabus) for this 8 week outline.
• Resources (including focus and supplementary texts you will use in this unit)/
• Considerations for diversity, including considerations of Australian, Aboriginal and Torres Strait Islander cultures.
• Incorporation of 21st century skills (including ICT, literacy and implicit numeracy).
• A summative assessment task sheet, including the task requirements and conditions, and criteria (from the syllabus).
• A statement of intended reporting of summative feedback to students and parents.
• Tabulated scope and sequence of teaching and learning activities for all English lessons across the eight weeks. Include timely formative feedback mechanisms throughout the sequence so the teacher can evaluate student data to inform teaching. 

Plus, develop one lesson plan for either the first or second lesson of the unit including:
• Lesson title and focus.
• Learning goals for the lesson (use cognitive verbs).
• Learning and teaching activities.
• Resources.
• Differentiation opportunities.
• Formative feedback mechanisms.
No. Learning Outcome assessed
Knowledge and understanding of English texts and curriculum documents to design and create an aligned unit of work outline including one lesson plan with appropriate cognitive verbs.
1 3
Implementation of pedagogy for student-centred learning (including ICT, literacy and numeracy opportunities, and provisions for cultural diversity where appropriate).
Development of formative and summative assessment processes.
Written communication skills and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.
All - Assessment Task 3:Introduction to a text with accompanying multi-modal resource
The goal of this task is for you to demonstrate your capacity to introduce a prescribed text for
study in Senior Secondary English. Design and create a digital resource to engage students with
this text.
Product: Artefact - Creative, and Oral
Submission: In Weeks 8-10 according to schedule.
You are to make a 10-12 minute presentation to introduce senior secondary students to a new text. The text must be chosen from a QCAA prescribed text list. You must demonstrate:
• Teaching practices for student engagement
• Knowledge of how the text will contribute to student learning and assessment
• An understanding of its literary and aesthetic value.
To support your presentation, design and create a multi-modal resource to introduce the text to students.
Purpose: To introduce a text, to inform and educate.
Audience: Senior secondary General English students.
Mode: Oral with multi-modal support.
No. Learning Outcome assessed
Choice and justification of the value of the text.
Evaluation of how the text aligns with the Senior Secondary English Curriculum.
1 4
Creation of a digital multi-modal education resource to introduce a text to senior English
Written communication skills and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.
Oral presentation skills for an audience of senior secondary students.

Directed study hours

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.

What resources do I need to undertake this course?

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.

Prescribed text(s) or course reader

There are no required/recommended resources for this course.

Specific requirements


How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

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.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.


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Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or

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To book a confidential appointment go to Student Hub, email or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • Students with a Disability

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