Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Michael Stevenson
Contact via michael.stevenson@mq.edu.au
C3A 813
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
TEP283(P) or TEP295(P) or TEP388(P) or enrolment in TEP395
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Corequisites |
Corequisites
TEP401
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit focuses on the contemporary role of the teaching of English in a secondary school context. Emphasis is given to the classroom application of current theories about literature, literacy and language learning. The Board of Studies New South Wales syllabus documents (including current 710 and Stage 6 documents as well as the new K-10 syllabus) are examined in terms of outcomes, programming, assessment strategies and resources. The nature of student-centred learning in the English classroom is explored through a variety of approaches to lesson planning, resource development and critical reflection. Key issues considered include the writing process, speaking and listening, popular culture, visual texts, adolescent reading, and the integration of technology.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Evaluating ICT | 15% | 20th March 2013 |
Young Adult Literature | 45% | 10th April 2013 |
HSC Area of Study | 40% | 29th May 2013 |
Due: 20th March 2013
Weighting: 15%
This 500-word report invovles reviewing and evaluating a technology tool that can be used by English educators.
Due: 10th April 2013
Weighting: 45%
This task asks students to select a literary text suitable for Stage 5 English, provide a rationale for the choosen text, develop a lesson that engages Stage 5 students in text analysis activities, and evaluates the effectiveness of the lesson.
Due: 29th May 2013
Weighting: 40%
This task provides opportunity for students to reserach and show understanding of a key HSC English syllabus area. The task involves synthesis of ideas about a concept, developing creative writing strategies and a supporting resource.
An iLearn site will be used for access to unit resources and activities. You should visit this site on a regular basis for resources, links and unit announcements.
Students are required to complete the weekly readings in advance of each workshop. Readings will be made available on eReserve and accessible through the unit’s iLearn website.
Resources are also available on the e is for english website for pre-service and beginning Secondary English Teachers. Address: http://www.educ.mq.edu.au/ee
Students should also visit the Curriculum Resources section, level 3, of the University Library.
Students in this unit will need regular access to a computer and the Internet to complete the research components of the assignments and to locate teaching resources. There are a number of university computers in the Library, in C5C (rooms 211, 213, and 217) as well as dedicated spaces for students studying Education (the TEL Labs C5A201, 204 and 210). Computers in C5A210 may be accessed at published times.
All correspondence with students will be through their Macquarie Student email addresses.
Changes made to previous offerings:
In 2013, this unit was redesigned to reflect new curriculum and professional standards requirements. Consequently, there were changes to the required readings and the assessment tasks had been revised for 2013 students in light of the publication of the 2012 English K-10 Syllabus (NSW). In 2014, components of the unit were condensed to meet the requirements of sessions running for eleven (rather than thirteen) weeks.
This unit is structured around a weekly 3-hr workshop. Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs.
In TEP423, students are expected to become familiar with a wide range of texts suitable for the secondary English classroom. In particular, the unit places emphasis on contemporary young adult Australian literature. Students are actively encouraged to read current works by well-known and emerging Australian authors. Workshop sessions will involve students sharing and “pitching” their ideas about the suitability of texts they are reading.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: