Unit Outline

This unit is designed to provide you with the essential theoretical knowledge and practical skills needed to be a proficient secondary English teacher. You will explore the ways in which adolescents learn to read, write, and communicate in English at the secondary level with emhasis on contemporary approaches to the teaching of reading and writing in the secondary years, including close attention to the teaching of narratives, poetry, film, dramatic performances, and multimodal texts. An important part of this unit involves understanding the Australian Curriculum English and drawing on theory, research, and evidence-based pedagogical knowledge to inform teaching practice. You will analyse student work samples and use curriculum documents to plan explicit teaching experiences for language, literature, and literacy learning. You will also develop skills in refining learning sequences, designing literacy strategies, and planning coherent lessons that apply English discipline and pedagogical knowledge to support student learning.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

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


1	Analyse a range of literary texts and text types for their pedagogical purposes.
2	Apply research and theoretical knowledge of the English discipline to teaching and assessment.
3	Demonstrate academic and information literacy skills through the use of scholarly literature, APA referencing, punctuation, spelling and grammar.

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	EMT502

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Analysing and refining a learning sequence for teaching narrative texts	Week 4	20 %	LO1, LO2, LO3
Assessment Task 2:	Designing literacy strategies for film writing in secondary English	Week 9	40 %	LO1, LO2, LO3
Assessment Task 3:	Designing and reflecting on English teaching practice	Week 13	40 %	LO1, LO2, LO3

Assessment details

Assessment Task 1: Analysing and refining a learning sequence for teaching narrative texts

Task Description:

This assessment task requires you to analyse and refine an incomplete lesson sequence for teaching narrative texts in Year 9. You will evaluate its structure, logic, and curriculum alignment, and strengthen its pedagogical effectiveness by adding a small number of targeted teaching strategies, genre-specific features, or formative assessment activities.

The purpose of this task is to demonstrate your understanding of the language features and text structures of narrative texts, and your ability to refine lesson planning aligned to curriculum standards and evidence-based practice. You will also write a brief critique of your additions, referring to relevant curriculum and research.

Task Outline
Part A: Annotated Learning Sequence
• Work with one incomplete unit plan for teaching narrative texts in Year 9 (available on MyLO).
• Analyse the sequence’s structure, logic, and progression.
• Evaluate the document to identify its strengths and areas for idevelopment, and annotate it to highlight sections where alternative approaches could enhance effectiveness.
• Where relevant, insert a small number of teaching strategies, genre-specific features, or formative assessment activities directly into the sequence. You may use dot points for clarity.
• Include brief explanations or examples to support student understanding.
• Note: Annotations do not count toward the word limit. Inserted teaching content does.
Part B: Written Critique and Justification
• Write a short critique and justification of your refinements (600 words total, including added content and critique).
• Refer to the Australian Curriculum: English and relevant literature on narrative pedagogy, genre theory, curriculum design, and assessment.
Submission Format
• Part A: Annotated unit plan (uploaded as a marked-up document or PDF)
• Part B: Written response (600 words total, including added content and critique)
Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1 and Core content 2.1.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5

Task Length:

600 words

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evaluates and refines a learning sequence for teaching narrative texts, demonstrating curriculum alignment and understanding of effective, evidence-based teaching practice.	LO2
2	Applies English discipline knowledge to analyse and critique the learning sequence, justifying pedagogical decisions aligned to research and theory.	LO1, LO2
3	Communicates clearly using academic writing conventions and demonstrates accurate and consistent scholarly referencing.	LO3

Assessment Task 2: Designing literacy strategies for film writing in secondary English

Task Description:

Task Description
Complete the following:
Part A: Diagnostic Assessment and Genre Analysis
• Analyse and assess one written sample of a student’s work (available on MyLO), focusing on the student’s ability to write a film review or film analysis.
• This includes evaluating how effectively the student writes about film features such as narrative structure, characterisation, setting, camera techniques, sound, and visual composition.
• Examine the student’s control of genre, language features, grammatical structures, and multimodal references relevant to writing about film.
• In your written analysis, you must apply and reference disciplinary knowledge to evaluate the student’s writing and identify specific literacy needs. This includes:
• using and referencing genre theory, functional grammar, and multimodal literacy to analyse how the student constructs meaning in their writing
• referring to and citing curriculum content descriptors and achievement standards (e.g. Australian Curriculum: English) to assess whether the writing meets year-level expectations
• drawing on and referencing evidence-based practice and relevant research to support your analysis and inform your teaching decisions
Part B: Literacy Strategy Design and Justification
• Design and justify one appropriate literacy strategy that addresses the identified writing need.
• The strategy must be informed by your analysis and supported by English disciplinary knowledge, curriculum links, and relevant research or theory from the unit content.
• Your justification should demonstrate understanding of effective, evidence-based teaching practice.
Part C: Lesson Sequence Planning
• Design a sequence of 3–5 lessons that you would teach to address the identified literacy need. The lesson sequence must be designed by you and demonstrate your understanding of effective teaching practice.
• Pedagogical requirements: It must:
• Use the Gradual Release of Responsibility (GRR) model.
• Incorporate spacing and retrieval practice.
• Build cumulatively from students’ current understanding.
• Support long-term memory consolidation.
• Curriculum and research alignment:
• Reference Australian Curriculum: English
• Integrate academic literature from unit content
Submission Requirements
• Annotated student work sample (PDF or Word)
Note: Annotations are required but do not count toward the word count.
• Written analysis (approx. 600 words)
• Literacy strategy design and justification (approx. 400 words)
• Lesson sequence plan (approx. 500 words)
• Reference list (APA 7th edition; not included in word count)

Task Length:

1500 words

Due Date:

Week 9

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyses and assesses student writing using disciplinary frameworks, curriculum, and evidence-based practice to identify literacy needs	LO1
2	Designs and justifies a literacy strategy effectively aligned to disciplinary knowledge, curriculum, and evidence-based practice	LO2
3	Develops a sequenced teaching plan that effectively uses evidence-based strategies, including spacing and retrieval, to support student learning and memory consolidation.	LO2
4	Communicates clearly using academic writing conventions and demonstrates accurate and consistent scholarly referencing.	LO3

Assessment Task 3: Designing and reflecting on English teaching practice

Task Description:

This task assesses your ability to plan and justify a coherent sequence of lessons for teaching reading and/or writing in secondary English. Your task is to demonstrate deliberate planning and sequencing, apply English discipline and pedagogical knowledge, and reflect on your use of AI tools.
Task Outline
Complete the following:
Lesson Sequence and Justification
Design a sequence of four 60-minute lessons for a selected year group (Years 7–10) that explicitly teaches reading and/or writing using one of the following text types:
• Narrative (e.g., short story, novel, film)
• Poetry (e.g., contemporary, classic, spoken word)
• Play (e.g., dramatic script, stage performance, filmed adaptation)
• Multimodal text (e.g., picturebook, graphic novel, documentary, digital narrative)

Your lesson sequence must demonstrate:
• Curriculum alignment using the Australian Curriculum: English V9
• Deliberate planning and progression of learning
• Effective task initiation through clear explanation and chunking of learning into manageable steps, supported by worked examples, progressive scaffolding, and opportunities for retrieval and practice, with attention to reducing cognitive load
• Formative or summative assessment strategies
• Differentiation and inclusive practices
• Identification of genre, grammar, and/or multimodal features relevant to the teaching focus
Write a justification that explains your pedagogical decisions, supported by scholarly literature and relevant theories of English teaching and learning. Include a short reflection (approx. 100 words) on how you ensured academic integrity in your use of AI tools, if applicable.
Word Limit
1600 words total (±10%)
• Part 1: Lesson Sequence (approx. 800 words)
• Part 2: Justification and Reflection (approx. 1100 words, including 100-word AI reflection)
Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1.3, 2.2.2, 2.2.3, 2.2.4, 2.2.5This

Task Length:

1900 words

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Designs and sequences learning tasks that build on students' prior knowledge and effectively support literacy development through modelling, scaffolding, and practice.	LO1, LO2
2	Applies English discipline knowledge and evidence-based practice to inform pedagogical decisions, effectively aligning them with relevant research and theory.	LO2
3	Justifies pedagogical decisions through alignment with the Australian Curriculum: English, drawing on discipline-specific knowledge, research, and evidence-based theory.	LO2
4	Communicates clearly using academic writing conventions and demonstrates accurate and consistent scholarly referencing.	LO3

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.