Secondary English Curriculum 1

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Key facts

UNE unit code: EDEE330

*You are viewing the 2026 version of this unit which may be subject to change in future.

Start

Trimester 1 - Online

24/7 online support

Intensive schools

Supervised exam

Credit points

UNE student studies on a laptop on her lounge at home

To be effective as a teacher in a secondary school English classroom it is essential that you have a sound understanding of the theory which underpins the use and knowledge of English in all of its forms.

This unit will introduce you to the pedagogy of teaching English in the secondary school classroom and give you opportunities to put this knowledge into practice as you examine the secondary English curriculum.

You will learn how to interpret curriculum documents and develop lesson plans, learning sequences and assessment tasks which encourage student engagement and provide useful feedback for students from diverse backgrounds with a range of abilities and learning needs.

Offerings

Teaching period	Mode/location
Trimester 1	Online

*Offering is subject to availability

Intensive schools

There are no intensive schools required for this unit.

Enrolment rules

Pre-requisites

candidature in AssocDTeach(PacFocus) or BEd(InServConv) or MTeach(Sec); candidature in BEd(SecArts) or BEd(SecMus) and 24cp non-Education Units EDUC104 or EDUC105 or EDUC106; candidature 2023 and prior in BEd(K12Teach); candidature from 2024 in BEd(K12Teach) and 24cps of Discipline/Listed Education Units and EDUC104 or EDUC105 or EDUC106.

Co-requisites

For candidates in MTeach(Sec) EDLT500.

Notes

This unit addresses Australian Professional Standards for Teachers at the Graduate Stage, otherwise referred to as Graduate Teacher Standard Descriptors (GTSD).

Please refer to the student handbook for current details on this unit.

Unit coordinator(s)

Erin Kim-RichLecturer in English, Literacies and Language Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education

Learning outcomes

Upon completion of this unit, students will be able to:

interpret, critically analyse and evaluate the aims, objectives, outcomes, content and text requirements of the NSW Education Standards Authority: English K-10 Syllabus along with the learning across the curriculum content including cross-curriculum priorities and general capabilities, related curriculum documents, support materials and policies with a particular focus on Stages 4 and 5 (GTSD 2.1.1);
demonstrate broad knowledge and understanding of the structure, content, underpinning theory and research, mandated text requirements and the place of ICT to develop a repertoire of highly effective teaching resources and learning strategies appropriate to the range of content in English 7-10 (GTSD 1.2.1, 2.1.1, 2.5.1, 3.3.1, 3.4.1, 3.5.1);
demonstrate models of pedagogy for teaching and assessing English, including ways of differentiating the English curriculum to meet the diverse needs of learners in the classroom (GTSD 1.2.1, 1.3.1, 1.5.1, 1.6.1, 3.1.1);
demonstrate an ability to interpret, critically analyse, evaluate and integrate aims, objectives, outcomes, cross-curriculum priorities, general capabilities, learning across the curriculum areas, content and text requirements, appropriate pedagogical and assessment strategies including the use of verbal and non-verbal communication and ICT for lesson planning, based on an understanding of the requirements of the NSW Education Standards Authority: English K-10 Syllabus and related curriculum documents, support materials and policies with a particular focus on Stages 4 and -5 (GTSD 2.1.1, 2.2.1, 2.3.1, 2.5.1, 2.6.1, 3.1.1, 3.3.1, 3.4.1, 3.5.1, 5.1.1);
critique and understand the central tenets of the major theories, research and pedagogy in secondary English relevant to effective teaching and learning across the language modes of speaking, listening, reading, writing, viewing and representing, and develop a repertoire of literacy strategies to address the diverse needs of students (GTSD 1.2.1, 2.1.1, 2.5.1, 3.3.1).

Assessment information

Assessments are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.

Title	Must Complete	Weight	Offerings	Assessment Notes
Assessment 1	Yes	40%	All offerings	Teaching Resource Portfolio. Relates to GTSD: 1.2.1, 1.3.1, 1.5.1, 2.1.1, 3.4.1 No. Words: 1500
Assessment 2	Yes	60%	All offerings	Lesson Plan and Rationale. .Relates to GTSD: 1.2.1, 1.3.1, 1.5.1, 1.6.1, 2.1.1, 2.2.1, 2.3.1, 2.5.1, 2.6.1,3.1.1, 3.3.1, 3.4.1, 3.5.1, 5.1.1 No. Words: 2500

Title

Must Complete

Weight

Offerings

Assessment Notes

Assessment 1

Yes

40%

All offerings

Teaching Resource Portfolio. Relates to GTSD: 1.2.1, 1.3.1, 1.5.1, 2.1.1, 3.4.1

No. Words: 1500

Assessment 2

Yes

60%

All offerings

Lesson Plan and Rationale. .Relates to GTSD: 1.2.1, 1.3.1, 1.5.1, 1.6.1, 2.1.1, 2.2.1, 2.3.1, 2.5.1, 2.6.1,3.1.1, 3.3.1, 3.4.1, 3.5.1, 5.1.1

No. Words: 2500

Learning resources

Textbooks are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.

Note: Students are expected to purchase prescribed material. Please note that textbook requirements may vary from one teaching period to the next.