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EDEN599 English Curriculum, Pedagogy and Assessment 1 or EDLA538 English Curriculum, Pedagogy and Assessment 1


EDLA539 English Curriculum, Pedagogy and Assessment 2

Unit rationale, description and aim

In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas, including teaching/learning that responds to the high-stakes assessment that is a usual feature of senior secondary schooling. 

In this unit, pre-service teachers will consider the place of English education in contemporary Australian society, and the senior secondary English curriculum, in particular. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of English and how to provide constructive feedback and reporting. They will learn approaches for engaging senior secondary learners and to meet the learning needs of diverse students in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum. They will investigate issues and considerations of curriculum implementation as found in the practical reality of schools. 

The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching English at a senior secondary level. 

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Describe and explain the senior secondary English curriculum, including the place of English education within contemporary Australian society and the unique professional responsibilities of the English teacher (GA4, GA5, GA8; APST 2.1, 2.3, 3.4)

LO2 - Analyse the relationships between curriculum design, task design and student expertise so as to support student learning and the evaluation of teaching and curriculum design (GA4, GA5, GA8, GA9; APST 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.6, 4.2, 4.5, 5.1)

LO3 - Apply and evaluate the use of linguistic resources utilised to provide directions, demonstration, presentations and support of student learning (GA4, GA5, GA7, GA8, GA9, GA10; APST 1.2, 1.3, 2.1, 3.3, 3.5, 4.1, 4.2)

LO4 - Research, critically analyse, develop and implement knowledge of the variety of pedagogical strategies in senior secondary English which allow the specific learning strengths and needs of students to be met (GA4, GA5, GA7, GA8, GA9; APST 1.1, 1.3, 1.4, 1.5, 3.1, 3.3, 4.1, 4.3)

LO5 - Synthesise and apply a range of approaches to assess, provide feedback and report on student learning within the senior secondary English (GA4, GA5, GA8; APST 5.1, 5.2, 5.3, 5.4, 5.5)

Graduate attributes

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.


On successful completion of this unit, pre-service teachers should be able to:

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2  Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3  Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4  Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5  Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.


Topics will include: 

  • English in the Australian curriculum context: historical context and current frameworks and documentation 
  • The Australian senior secondary English curriculum 
  • Planning for effective teaching in English 
  • Effective senior English teaching and learning 
  • Differentiated teaching in English 
  • Needs of learners from diverse cognitive, physical, social, cultural backgrounds 
  • Digital resources and approaches for senior English education 
  • Engaging all learners in senior English education studies 
  • Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in English education  
  • Assessing student learning and reporting achievement in senior English education 
  • High-stakes assessment in senior secondary English education, including the specific moderation process and student data interpretation 
  • Composing assessment items in English education 
  • An introduction to data-informed teaching in English 
  • Professional responsibilities and relationships 
  • Professional associations and continued professional learning 

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The skills of professional communication and ability to work collaboratively will be practised through group work. The teaching skills of planning and assessing, and the ability to locate and synthesise information, will be developed through designing curriculum appropriate for an English education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.

Teaching and learning strategy described above will use an appropriate selection of approach, including, for example: 

  • Weekly face-to-face lectures and/or online lectures (synchronous and asynchronous)  
  • Discussions that promote peer learning 
  • Microteaching opportunities 
  • Self-directed reading and research 
  • Collaborative learning opportunities 

The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.

Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.

On Campus

Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.


Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.

Online unscheduled

Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable. 

Online scheduled

All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.

ACU Online 

In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning. They will have an opportunity to attend facilitated synchronous online sessions with peers. 

Assessment strategy and rationale

The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice. 

The three assessment tasks are sequenced to allow feedback and progressive development. By completing Assessment Task 1 the pre-service teacher will apply knowledge of curriculum planning and teaching and assessment strategies in the development of a unit of work for use in a specific classroom context. In Assessment Task 2 the pre-service teacher will develop a summative assessment task and reflect on the approach they took for reliability and validity. Lastly, in Assessment Task 3 the pre-service teacher will carry out a critical analysis of suitable strategies and resources for ensuring literacy and numeracy strategies are pragmatic. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and their role as a teacher. 

Each assessment in this unit is a Critical Task. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified for each Critical Task.

In order to pass this unit, pre-service teachers are required to demonstrate achievement of learning outcomes by submitting all assessment tasks, obtaining a combined score of at least 50 per cent, and receiving a passing grade in all Critical Tasks. 

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1: Design of a program/unit of work

Critical Task.

The design of a program/unit of work for senior English students over a nominated period. 

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio. 


LO1, LO2, LO3, LO4 

GA4, GA5, GA7, GA8, GA9, GA10

Assessment Task 2: Assessment Development

Critical Task

Develop a summative assessment task and accommodating marking guide or rubric that could be used for moderation purposes.

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio. 


LO4, LO5

GA4, GA5, GA7, GA8, GA9

Assessment Task 3: Resource Folio and Critical Analysis

Critical Task

Create a folio of 8 learning activities across a range of curriculum topics and skills relevant to senior secondary English education, including strategies and resources to support the development of literacy and numeracy for and through English education. 

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio. 


LO1, LO2, LO3, LO4 

GA4, GA5, GA7, GA8, GA9, GA10

Representative texts and references

Required texts

Australian Curriculum 

Australian Curriculum, Assessment and Reporting Authority (ACARA) 

Relevant jurisdictional curriculum documents 

Recommended references

Campbell, R., & Ryles, G. (2018). Teaching English grammar: A handbook for Australian teachers (2nd ed,). Pearson Education Australia.

Derewianka, B., & Jones, P. (2016), Teaching language in context (2nd ed.). Oxford University Press.

Flint, A.S., Kitson, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., & Rogers, J. (2020). Literacy in Australia: Pedagogies for engagement (3rd ed.). Wiley.

Gibbons, P. (2018). Bridging discourses in the ESL classroom: Students, teachers and researchers. Bloomsbury Academic.

Henderson, R. (2019). Teaching literacies: pedagogies and diversity (2nd ed.). Oxford University Press.

Hill, S. (2021). Developing early literacy: Assessment and teaching (3rd ed.). Eleanor Curtain Publishing.

Humphrey, S. (2016). Academic literacies in the middle years: A framework for enhancing teacher knowledge and student achievement. Routledge

Macken-Horarik, M., Love, K., Unsworth, L., & Sandiford, C. (2018). Functional grammatics: Re-conceptualizing knowledge about language and image for school English. Routledge.

Moats, L. (2020). Speech to print: Language essentials for teachers (3rd ed.). Paul H. Brookes Publishing Co.

Tompkins, G., Smith, C., Campbell, R., & Green, D. (2019). Literacy for the 21st century: A balanced approach (3rd ed.). Pearson.

Winch, G., Holliday, M., Johnston, R.R., Ljungdahl, L., & March, P. (2020). Literacy: Reading, writing and children’s literature (6th ed.). Oxford University Press.

Wing Jan, L., & Taylor, S. (2020). Write ways (5th ed.). Oxford University Press.

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