Secondary English PCK 2 (9903.3)
|Available teaching periods
|View teaching periods
| Bruce, Canberra
|Faculty Of Education
|Academic Program Area - Education
|Level 3 - Undergraduate Advanced Unit
| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit students will be able to:
1. Critically understand the principles of unit planning, the content of current curriculum and the pedagogy of English;
2. Design and apply a variety of assessment strategies to evaluate diverse student learning and development in English;
3. Actively participate in professional conversations about issues pertinent to English Education;
4. Develop an evolving philosophy for what English means; and
5. Develop as professionals that are knowledgeable, skillful, flexible and compassionate in their practice and who are guided by a sense of social and ethical responsibility.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
PrerequisitesMust have passed 36 credit points including 10450 Ways of Knowing, Being and Doing in Education AND 10425 Curriculum - Assessment, Planning and Reporting AND 9902 Secondary English PCK 1
|Teaching start date
|05 February 2024
|Dr Rachel Cunneen
|29 July 2024
|Dr Rachel Cunneen
All required readings will be provided via the unit's (UC Learn) Canvas site. Recommended readings for this unit include:
Boas & Gazis (2016). The Artful English Teacher: Over 100 practical strategies for the English classroom. Australian Association for the Teaching of English.
Campbell & Green (Eds.) (2000) Literacies and Learners: Current Perspectives. Prentice Hall.
Cope & Kalantzis (Eds.) (2000) Multiliteracies: Literacy Learning and the Design of Social Futures. Routledge
Driver & Hewes (2023). Teaching Shakespeare in Australian Schools. Small Caps Publishing.
Gannon, Howie & Sawyer (Eds.) (2009). Charged with Meaning: Re-Viewing English (3rd Ed.). Phoenix Press.
Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. John Wiley & Sons.
Kittle, P. (2008). Write beside them. Risk, voice, and clarity in high school writing.
Quin, R. & Driver, D. (2020) Secondary English: Subject and Method. Cambridge University Press.
Shann (2014). Imagined Worlds and Classroom Realities. Sense Publishers.
Shipp, C. (2023). Listening from the Heart: Rewriting the Teaching of English With First Nation Voices. AATE publications.
Simpson & White (Eds.) (2013) Language, Literacy & Literature. Melbourne: Oxford University Press.
Tovani (2000) I Read It, But I Don't Get It: Comprehension Strategies for Adolescent Readers. Portland: Stenhouse Publishers.
Wiliam & Leahy (2015) Embedding Formative Assessment.+ Hawker Brownlow.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit
Professional Experience report: In order to pass this unit, students must provide evidence of passing Professional Experience.
Teaching Performance Assessment (TPA)
All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.
It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017)
If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
You will be working in small groups to plan and deliver lessons during the school-based clinics. This means that you will need to prioritise shared planning time together outside of the workshops (face-to-face or onlilne) so that you have shared and equitable contribution to this work.
This means that you will attend and participate in a three hour workshop each week and additional hours will be composed of shared planning with your peers, undertaking reading and planning individually and researching for your assignment tasks.
Workshops x 7 = 21 hours
Reading, Planning, Collaborating and Assessments = 129 hours
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
Participation in ‘school based' tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the ‘school based' tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.
Note: This unit commences with week 1 on campus (see timetable for rooms) and weeks 2 to 7 will be school-based.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
Students may utilise a range of tools during their teaching and should familiarise themselves with classroom based technologies.
Work placement, internships or practicums
Professional experience is a required activity to receive a grade in this unit. A successful professional placement is requisite for a Pass in this unit.
With a professional experience practicum this unit therefore involves additional student responsibilities that are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. This includes always maintaining school, staff, teacher, student, and/or research participant confidentiality for assessment items like reflection portfolios, reports, essays and short or extended responses in tests.
You are required to have a current Working with Vulnerable People card in order to participate in this unit. Note that the WWVP on applies to the ACT. For students undertaking placements in other states or territories, it may be that an alternate background check is needed. Please refer to the professional experience section on the Teacher Education Canvas site for full information on the Professional Experience requirements.
Students in placement/school-based units are also required to complete an Acceptable use of ICT resources form in order to access ICT resources in their placement school. A hardcopy of the form will be distributed and collected by your tutor.
Students are also required to complete and submit a 'UC Student Placement/Internship Agreement Form' before commencing Professional Experience. A link to this form is available on your CANVAS site.
Please follow the following instructions to ensure your unit convenor remains informed of progress on your negotiated placement:
1. Fill in the professional experience placement planner in collaboration with your school mentor (on Professional Experience site) indicating on the planner when your interim and final reports will be completed
2. Upload the planner as a draft to the unit site using the dropbox
3. If your proposed schedule for the completion of reports changes please upload a new planner with the revised dates
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Where this unit is a student's final Placement unit, you must successfully complete all elements of the TPA to pass the unit in addition to a successful placement report.
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact firstname.lastname@example.org if they have any issues accessing their university email account.
Research Led Education: There are active researchers teaching this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.