Students

EDST8223 – Teaching English in the Secondary School 2

2023 – Session 1, In person-scheduled-infrequent, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Dr Janet Dutton
janet.dutton@mq.edu.au
Contact via iLearn: Contact Teaching Staff
Room 367 29 Wally's Walk
As arranged
Credit points Credit points
10
Prerequisites Prerequisites
EDST8222 and EDST8237
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit extends the work covered in EDST8222. It focuses on a critical evaluation of the context, nature and contested territories of senior English with particular emphasis on evidence-based strategies for responding to and composing a range of types of texts, enhancing creativity and independent learning skills, and planning for assessment across a variety of language modes and mediums. There is a focus on educational research, rigorous subject knowledge and on ways to implement creative, engaging strategies to prepare students for both high stakes English assessments and life beyond school. Collegial, co-operative configurations and relationships underpin work in this unit and autonomous learning scaffolds skills needed for the transition to the English teaching profession.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Understand and reflect critically on the nature of English as a discipline within the context of the Secondary curriculum and in the historical context of subject English.
  • ULO2: Demonstrate a rigorous knowledge of and critical perspective on the Stage 6 English syllabus and support documents and skillfully communicate knowledge making judicious use of supporting evidence and demonstrating awareness of the relevant discipline content, educational theory and practice.
  • ULO3: Apply highly developed knowledge of pedagogies and subject content to plan research-informed syllabus aligned, creative learning sequences and assessments utilising resources across a wide range of forms, genres & mediums including the integration of ICT resources.
  • ULO4: Demonstrate the capacity to address the diverse needs of learners through a scholarly knowledge of research informed quality pedagogy and resources.
  • ULO5: Understand the role and significance of research informed collegial interactions, feedback and professional dialogue in learning communities.
  • ULO6: Develop strategies for and engage in research and reflexive practice in order to make effective and impactful decisions that ensure quality student outcomes, evidence-based practice and nurture resilience in teaching practice.

General Assessment Information

  • Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3) 

  • Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of‚ 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical issue. 

  • This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.  

  • Please format assessments using 12-point font and 1.5 spacing.
  • All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments.
  • Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error.
  • Word limits are strictly applied. Work above the word limit will not be marked.
  • All assessments are marked using a rubric.
  • Marking of all assessments is moderated by the Unit Convenor.
  • Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).
  • It is not the responsibility of unit staff to contact students who have failed to submit assessments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

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. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. 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 allassessment 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.

 

 

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 course progression.

 

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.

Assessment Tasks

Name Weighting Hurdle Due
Professional Participation 15% No Ongoing
Stage 6 unit of work 40% No 23:55 20/03/2023
Journal Article: Stage 6 45% No 23:55 25/05/2023

Professional Participation

Assessment Type 1: Participatory task
Indicative Time on Task 2: 20 hours
Due: Ongoing
Weighting: 15%

 

Involvement in professional dialogue including online learning community and syndicate tasks

 
On successful completion you will be able to:
  • Understand and reflect critically on the nature of English as a discipline within the context of the Secondary curriculum and in the historical context of subject English.
  • Demonstrate a rigorous knowledge of and critical perspective on the Stage 6 English syllabus and support documents and skillfully communicate knowledge making judicious use of supporting evidence and demonstrating awareness of the relevant discipline content, educational theory and practice.
  • Understand the role and significance of research informed collegial interactions, feedback and professional dialogue in learning communities.
  • Develop strategies for and engage in research and reflexive practice in order to make effective and impactful decisions that ensure quality student outcomes, evidence-based practice and nurture resilience in teaching practice.

Stage 6 unit of work

Assessment Type 1: Practice-based task
Indicative Time on Task 2: 35 hours
Due: 23:55 20/03/2023
Weighting: 40%

 

2500 words. Evaluation and modification of Stage 6 unit of work, assessment and resources to suit case study class including justification of content, pedagogical and resource choices.

 
On successful completion you will be able to:
  • Demonstrate a rigorous knowledge of and critical perspective on the Stage 6 English syllabus and support documents and skillfully communicate knowledge making judicious use of supporting evidence and demonstrating awareness of the relevant discipline content, educational theory and practice.
  • Apply highly developed knowledge of pedagogies and subject content to plan research-informed syllabus aligned, creative learning sequences and assessments utilising resources across a wide range of forms, genres & mediums including the integration of ICT resources.
  • Demonstrate the capacity to address the diverse needs of learners through a scholarly knowledge of research informed quality pedagogy and resources.
  • Develop strategies for and engage in research and reflexive practice in order to make effective and impactful decisions that ensure quality student outcomes, evidence-based practice and nurture resilience in teaching practice.

Journal Article: Stage 6

Assessment Type 1: Professional writing
Indicative Time on Task 2: 35 hours
Due: 23:55 25/05/2023
Weighting: 45%

 

3000 words. Research informed article on an aspect of English teaching suitable for publication in a professional journal

 
On successful completion you will be able to:
  • Understand and reflect critically on the nature of English as a discipline within the context of the Secondary curriculum and in the historical context of subject English.
  • Demonstrate a rigorous knowledge of and critical perspective on the Stage 6 English syllabus and support documents and skillfully communicate knowledge making judicious use of supporting evidence and demonstrating awareness of the relevant discipline content, educational theory and practice.
  • Understand the role and significance of research informed collegial interactions, feedback and professional dialogue in learning communities.
  • Develop strategies for and engage in research and reflexive practice in order to make effective and impactful decisions that ensure quality student outcomes, evidence-based practice and nurture resilience in teaching practice.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Required text

The prescribed texts are retained from EDST8222.

Sawyer, W.  (Ed.), Charged with Meaning: Becoming an English teacher (2nd Ed). Phoenix Education. (Used weekly). 

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).

E-book: ISBN 978-1-925132-46-5  (Discount for membership of Primary English Teachers' Association (PEETA)

Print: ISBN 978-1-925132-45-8  (Discount for membership of Primary English Teachers' Association (PEETA)

The weekly and recommended readings are listed on iLearn and via Leganto. 

Structure

The unit comprises flipped content, synchronous tutorials & seminars, and independent/group learning activities as advised on iLearn.

Students will have opportunities to discuss issues and questions arising from the flipped content and prescribed readings basing their arguments/discussions on evidence from published research and other relevant material. 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 small groups. Extensive use will be made of case studies, resources and work samples sourced from schools and there will be opportunities for professional connection to be shaped.

Attendance at all synchronous tutorials/activities and completion of unit tasks is expected.   Additional readings, links and materials are available thorugh the online learning system, iLearn. Flipped content will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au

Information about the unit iLearn site  

This unit has a full web presence through iLearn. 

Students will need regular access to a computer and the Internet to complete this unit.

Regular access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies.

Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.

Flipped content

Flipped content is available through the ECHO360 and accessible via iLearn. 

Access and technical assistance

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.

Please do NOT contact the Unit Convenor regarding iLearn technical help.

No extensions will be given for any technical issues. Allow enough time for your submissions.

Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

This unit requires students to use several ICT and software skills:

  • Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks. 
  • Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
  • Uploading of assessment tasks to iLearn.

Unit Schedule

See iLearn for schedule.

Policies and Procedures

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.

Student Code of Conduct

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

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

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

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 (Primary and Secondary) units

Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class 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. 

Activities completed during tutorials or on campus days 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. 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.

 

Electronic Communication

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via:

  • Official MQ Student Email Address
  • The Dialogue function on iLearn
  • Other iLearn communication functions

 

Infrequent Attendance Students

Information about the dates if the on-campus sessions can be found in the university timetable. https://timetables.mq.edu.au/2023/

  • The on-campus sessions are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit. Please see attendance requirements in this unit guide. 
  • Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.
  • Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.
  • Further specific details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

IT Help

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.

5Rs Framework

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 undertake situational analyses of school settings to design high quality learning experiences in English.

Responsive:

Assessment Task 2 allows you to make professional judgements about and adapt teaching resources and texts so that they cater better for the learning needs of a specific cohort.

Ready to learn:

Tutorial activities and readings will help you to understand the factors shaping quality English teaching and consider how your discipline knowledge can be applied to teaching a range of topics and skills in English.

Research engaged:

The unit readings will give you the opportunity to engage with and evaluate research relevant to your English teaching and plan research-informed strategies for engaging student in their work in English. In Task 3 you will use this research to support your perspectives and write an article for the English profession.

Unit information based on version 2023.02 of the Handbook