Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
This unit is designed to establish a knowledge base for pre-service teachers in the areas of curriculum, pedagogy and assessment in Language Education for secondary students in the junior and middle years of schooling (Years 7-10). An understanding of the national curricula which is specific to Catholic, State and Independent schools will provide the focus of this unit. The unit is also designed to develop pre-service teachers’ understanding of contemporary theory, concepts and skills in Language Education as applied in the junior secondary classroom context. A range of curriculum perspectives will be explored, including literacy, numeracy, ICT, Aboriginal and Torres Strait Islander education, students with special needs and effective teaching. There is a focus on effective teaching and classroom management, including student engagement, participation and inclusion.
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.
| Learning Outcome Number | Learning Outcome Description |
|---|---|
| LO1 | Plan, implement and evaluate a range of Language learning and teaching activities for junior students (Years 7-10) which involve a variety of pedagogical approaches and resources appropriate to these year levels and curriculum content |
| LO2 | Explain and evaluate a variety of classroom strategies which cater for individual differences in student learning (e.g. cognitive, physical, social, cultural) and integrate general capabilities and cross curriculum priorities in Language Education |
| LO3 | Examine the relationships between student learning and expertise, higher order thinking, learning task design, assessment, feedback and reporting in Language Education |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
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. |
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. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
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. |
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. |
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
Content
Topics will include:
- Factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Language study in Years 7-10.
- Theories of language acquisition in relation to learning theories.
- Second language learning and teaching theories
- The communicative teaching method and intercultural language teaching and learning: the concept of a lingua-culture
- Specific professional practices: safety and risk management strategies in the development of domestic and international excursions and other class activities.
- Effective strategies related to teaching and learning Language e.g. development of communication skills: the macro-skills of language teaching
- General capabilities and cross curriculum priorities including the integration of literacy and numeracy and social media according to local, state, territory and national priorities
- Planning sequences of Language learning activities relative to specific school context and identified factors impacting upon teaching and learning
- The relationship between reflexive learning and effective concept formation to build higher order thinking in students in Language classes
- Catering for a diverse range of learners in the Language classroom: Consideration of the learning styles of students and the development of tasks and options
- Discipline specific teaching strategies and issues related to Aboriginal and Torres Strait Islander students in considering the impact of language on personal and social identity
- Effective use of resources for teaching, including ICT’s and technologies specific to Language teaching and learning
- Pedagogical strategies to promote problem solving and critical thinking in the Language classroom
- Feedback, assessment and reporting in Language teaching and learning
- Extending and challenging learners in Language study.
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 through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group work. The pre-service teacher’s teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Language 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)
- Hands-on tutorials and discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
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 two assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 the pre-service teacher will apply knowledge of assessment strategies. In Task 2 pre-service teachers develop a program of work for senior students over a period of time.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Lesson planning demonstrating an understanding of sequencing and nominated pedagogical approaches and resources to engage student learning in a nominated educational setting. | 40% | LO1, LO2, LO3 |
Assessment Task 2: Implementation and evaluation of a sequence of learning and teaching activities within which provision is made for assessment of student learning and feedback. | 60% | LO1, LO2, LO3 |
Representative texts and references
Relevant Australian, state and territory curriculum documents and study designs for secondary school students.
Baker, E. A. (Ed.) (2010) The new literacies multiple perspectives on research and practice. New York & London: The Guilford Press,
Burns, A., & Richards J.C. (2009) The Cambridge guide to second language teacher education. New York: Cambridge University Press,
Cornish, L., & Garner, J. (2009) Promoting student learning (2nd ed.). Frenchs Forest, NSW: Pearson Education Australia.
Hess, N. (2001). Teaching large multilevel classes. In Scott Thornbury (Ed.) Cambridge Handbooks for Language Teachers Series. Cambridge, Eng: Cambridge University Press
Lightbrown, P., & Spada, N. (2006) How languages are learned (3rd ed.). Oxford, Eng: Oxford University Press
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford, Eng: Oxford University Press.
Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Oxford, Eng: Wiley-Blackwell.
McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle Publishers
Oxford, R. L. (1990) Language learning strategies: What every teacher should know. Boston: Heinle and Heinle Publishers.