Unit Outline

This unit is designed to develop your knowledge and skills for the teaching of English. With a focus on the senior secondary English curriculum, it examines curriculum documents and program sequencing, with particular attention to evidence-based teaching, learning and assessment practices.. You will develop knowledge of the sophisticated nature of senior secondary English studies, and the pedagogical practices needed to implement curriculum content effectively. Special emphasis is placed on the pedagogical content knowledge teachers require for effective planning sequencing, assessing, and teaching English. This unit is both theoretical and practical in nature.

Details will be provided if you are eligible for a supplementary task.

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	Apply theoretical knowledge of the English discipline to teaching practice.
2	Apply pedagogical decision making in the senior English context.
3	Design a sequence of lessons / experiences for the teaching of English in the senior secondary classroom.
4	Communicate using appropriate academic and information literacy skills.
5	Create a selection of resources and strategies appropriate for classroom use.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EMT510 and EMT515

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:	Planning to Teach: Text Selection	Week 4	20 %	LO1, LO4
Assessment Task 2:	Designing an English Lesson	Week 8	40 %	LO1, LO2, LO3, LO4, LO5
Assessment Task 3:	Designing a Senior Secondary English Learning Sequence	Week 12	40 %	LO1, LO2, LO3, LO4, LO5

Assessment details

Assessment Task 1: Planning to Teach: Text Selection

Task Description:

You will select one senior secondary English work requirement and propose at least two texts to teach it. You will justify your choices by explaining how the texts are appropriate for the task, align with the module focus, course content, and assessment criteria, and reflect educational research on quality literary texts.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 2.1, 2.4

Task Length:

800 words

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Applies English discipline knowledge to select texts appropriate to the task, demonstrating understanding of text types, modes, and meaning making.	LO1
2	Justifies text suitability through alignment with course content, supported by reference to educational research on quality literary texts.	LO1
3	Communicates clearly using academic writing conventions and accurate scholarly referencing	LO4

Assessment Task 2: Designing an English Lesson

Task Description:

This task requires you to design a detailed lesson plan for Year 11 or 12 English, aligned to a specific learning outcome from the TASC English curriculum. The lesson must focus on explicit, evidence-based instruction in reading or writing, using a selected text and supported by a clear pedagogical rationale.
Your plan should apply backward mapping, use a structured instructional model, and include explicit teaching strategies such as learning intentions, modelling, guided practice, scaffolding, and independent application. It should sequence tasks to build challenge and support retention, incorporating spacing and retrieval practice. Assessment strategies should be evidence-based and used to evaluate progress, adjust instruction, and provide targeted feedback. All pedagogical decisions must be justified using curriculum documents, theory, and research.
Further details and templates are available on MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.3,3 ,2.4

Task Length:

1000 words

Due Date:

Week 8

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Applies English discipline and curriculum knowledge to design a lesson plan that clearly articulates purposeful learning goals and incorporates relevant theory and evidence-based practice.	LO1, LO2, LO3
2	Designs explicit, evidence-based instruction in reading or writing that includes clear learning intentions, modelling, guided practice, scaffolding, and opportunities for independent application	LO1, LO2, LO5
3	Plans and sequences content and tasks progressively to build challenge and support retention, incorporating spacing and retrieval practice, and demonstrating clear alignment to learning goals	LO2, LO3
4	Selects and justifies research-informed assessment practices that evaluate student progress, inform instructional adjustments, provide targeted feedback, and support learning.	LO1, LO5
5	Communicates and justifies pedagogical decisions clearly, using relevant research and accurate scholarly referencing to support all claims and instructional choices	LO4

Assessment Task 3: Designing a Senior Secondary English Learning Sequence

Task Description:

This task requires you to design a learning sequence (8–12 lessons) for Year 11 or 12, using the senior secondary pre-tertiary English or Literature curriculum. Select a prescribed text and design your sequence for a specific course module, addressing the relevant work or assessment requirements.
Your submission will include:
· Part 1: A sequenced unit plan with explicit, research-informed teaching and assessment strategies for reading and writing, original resources, and a teacher toolkit to support differentiation and challenge. Your sequence must demonstrate effective planning and sequencing of content and tasks so that they become increasingly challenging and must incorporate spacing and retrieval practice.
Part 2: A written justification and reflection, demonstrating alignment with relevant senior secondary English curriculum and assessment criteria, evidence-based practice, and critical evaluation of your design.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST)2.1,2.3, 2.4

Task Length:

2200 words

Due Date:

Week 12

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Effectively plans, sequences, and scaffolds learning, demonstrating skill in organizing content and tasks that progressively challenge students, incorporating spacing and retrieval practice	LO2, LO3
2	Effectively applies English discipline, theoretical, pedagogical, and curriculum knowledge to inform lesson design and pedagogical decisions, clearly aligned with course content and assessment criteria	LO1, LO2, LO3
3	Justifies explicit, research-based teaching and assessment strategies for reading and/or writing, effectively aligned with course content, assessment criteria, and informed by relevant theory and pedagogical practice	LO1, LO2, LO3
4	Develops and annotates original, research-informed resources and a teacher toolkit that effectively support differentiation, challenge, and retrieval practice	LO3, LO5
5	Communicates clearly using academic writing conventions, demonstrating accurate and consistent scholarly referencing	LO4

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.

Required Resources

Required reading materials

There is no required textbook for this unit. All required readings will be made available to you on MyLO.