Session 2 Learning and Teaching Update
The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.
This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.
Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.
Visit the MQ COVID-19 information page for more detail.
Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor
Janet Dutton
Contact via Email
Room 367 29 Wally's Walk
As arranged via email
Tutor
Rose Garofano
N/A
As arranged via email
|
---|---|
Credit points |
Credit points
10
|
Prerequisites |
Prerequisites
EDST8237
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit emphasises the contemporary role of the teacher of English in a secondary school context. It draws attention to the central role of language in shaping understandings of self and the world. Emphasis is placed on the responsive classroom skills and knowledge required for effective teaching in classrooms with diverse student needs and on the theoretical perspectives and research that underpin syllabus documents. A range of research-informed pedagogical approaches are explored, evaluated and implemented. Course content includes: the history of English teaching, the contextual factors impacting on language use, adolescent literature, the significance of creativity, the pedagogical integration of technology and the processes leading to responding to and composing texts for a range of audiences and purposes and in a range of mediums including visual and multi-modal forms. Skills in independent learning and research will be fostered and students given opportunities to explore areas of interest and to interrogate contested aspects of the teaching of English. |
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:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note:
University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Descriptive Criteria for awarding grades in the unit
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade |
Descriptor |
HD (High Distinction) |
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline. |
D (Distinction) |
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. |
Cr (Credit) |
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline. |
P (Pass). |
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes |
F (Fail) |
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. |
Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement.
Withdrawing from this unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Professional Dialogue | 15% | No | Ongoing |
Programming and Assessment | 40% | No | 23:59 25/08/2021 |
Presentation of Professional Digital Portfolio | 45% | No | 01/11/2021-07/11/2021 |
Assessment Type 1: Participatory task
Indicative Time on Task 2: 15 hours
Due: Ongoing
Weighting: 15%
Involvement in professional dialogue via five iLearn Discussion Forums.
Assessment Type 1: Project
Indicative Time on Task 2: 35 hours
Due: 23:59 25/08/2021
Weighting: 40%
2000 words. Critique, revise and modify a Stage 4/5 unit of work including assessment task to meet the syllabus requirements and the needs of a case study class.
Assessment Type 1: Viva/oral examination
Indicative Time on Task 2: 25 hours
Due: 01/11/2021-07/11/2021
Weighting: 45%
Engage in a professional conversation in which you demonstrate and discuss your professional digital portfolio and justify personal and research-informed perspectives on nominated aspects of English teaching (15 minutes using Zoom video conference).
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Attendance Requirements
Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional qualification. All students must meet the 80% attendance requirement.
Delivery
Learning in this unit will be delivered in the following ways:
The forums, syndicate tasks and independent learning will be facilitated and supported by a tutor and the knowledge and tasks will feed into the tutorials.
Professional reading, dialogue and reflection are important components of this unit. Students will complete the weekly readings/viewings as indicated and participate in online professional dialogue, independent tasks and syndicate tasks throughout the session. Details of these will be provided on iLearn.
During synchronous tutorials students will participate in small group activities, whole class discussion and complete tasks as individuals, in pairs or small groups. Authentic case studies and school-based scenarios will be employed as well as videos of various aspects of teaching and learning. There will be opportunities for practising the strategies that teachers employ when developing positive learning environments. Independent scholarly research will be conducted into key topics and there will be opportunities to interrogate contested dimensions of various issues in English teaching.
Required textbooks
These textbooks will also be used in EDST8223 Teaching English in the Secondary School 2
Dutton, J., D'warte, J., Rossbridge, J., & Rushton, K. (2018). Tell me your story: confirming identity and engaging writers in the middle years. Newtown, NSW: Primary English Teachers' Association (PETAA).
Sawyer, W. (2019). Charged with Meaning: Becoming an English Teacher, 2nd Edition. Seven Hills: Phoenix Education.
Weekly and recommended readings/videos are available via Leganto which is accessed from the iLearn site. You will have access to full-text digital versions of all readings including required textbooks.
Structure
The unit comprises 10 modules that focus on teaching English in Years 7-10. The modules will draw on evidence from published research, classroom teaching resources and other relevant material. The weekly program for the unit with the accompanying readings/ preparation is available on the unit iLearn site.
Unit iLearn site
This unit has a full web presence through iLearn.
Students will need access to a computer and access to the internet to complete this unit.
Frequent (a minimum of twice weekly) access to iLearn is compulsory for all students. Important assessment information will be posted there, as will other relevant unit notices and materials, discussion forums, teaching resources, and support for tutorial tasks.
Various activities and materials for discussion and critical reflection will be posted. Please check the iLearn site regularly.
A detailed overview of all modules is in iLearn. All modules include integrated activities supporting development of planning, resource selection, textual analysis and planning quality assessment. Modules are supported by flipped content in Echo360, resources in iLearn and tutorial/independent learning activities. Each week students will be required to participate in a literature circle/book club based on nominated Young Adult fiction titles.
Module |
Focus |
1 |
English teaching: Syllabus, planning for learning and teaching multimodal texts |
2 |
Teaching writing 1 |
3 |
Teaching writing 2 |
4 |
Language modes & Speaking and listening |
5 |
Fostering inclusive, creative pedagogy for EAL/D learners |
6 |
Teaching literature |
7 |
Teaching reading |
8 |
Numeracy in English & Teaching informative texts |
9 |
Teaching poetry |
10 |
Teaching drama |
Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
School of Education Procedures
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Attendance for Master of Teaching units
Attendance at all synchronous activities (such as scheduled in person or Zoom tutorials), viewing of lectures, completion of class tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional NESA accredited qualification. All MTeach students must meet 80% of this attendance requirement.
All Internal tutorials begin in Week 1 of Session.
Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
Unit Expectations
Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
Infrequent Students
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 help you improve your marks and take control of your study.
The Library provides online and face to face support to help you find and use relevant information resources.
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
If you are a Global MBA student contact globalmba.support@mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.
Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.
In this unit, you will learn using the 5Rs framework in the following important ways:
Reflexive:
As part of this unit, you will reflect on your future work as an English teacher and the various models of English teaching that underpin the NSW Syllabus.
Responsive:
Assessment Tasks 2 and 3 will develop your understanding of how to plan quality English lessons that meet the needs of a diverse range of students and that respond to the specific educational context in which you are working.
Ready to learn:
Tutorial activities and readings will help you to understand the factors shaping student performance in English and to consider how, despite working in a high stakes context, you can make learning experiences engaging and high quality.
Research engaged:
The unit readings will give you the opportunity to engage with and evaluate research relevant to your teaching and plan research-informed strategies for improving educational outcomes. You will use this research to support your perspectives and explore your English teaching.
Unit information based on version 2021.01R of the Handbook