Learning Area English 2

This subject has the following teaching availabilities in 2011:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

Learning Area English 2 is offered to teacher candidates who have satisfactorily completed Learning Area English 1.

This subject will focus on four key aspects of English teaching in the current climate: a closer study of each of the English subjects taught at VCE level; a closer examination of current technologies and their place in the English curriculum; the development of knowledge about the structures and functions of the English language; and an exploration of explicit strategies to assist literacy development in the English classroom.

In focussing on these aspects, teacher candidates will develop confidence in planning, implementing and evaluating learning and teaching experiences across all year levels, and for the diversity of learners in English classrooms. Teacher candidates will be encouraged to devise and utilise a range of resources to cater to different learning styles, multi-literate abilities, and specific needs in the study of a wide range of texts.

On completion of this subject, teacher candidates should be able to demonstrate:

• a deepened understanding of the Study Designs for the suite of VCE English subjects.
• a growing knowledge of the structures and functions of the English language and an ability to apply this to the engaging study of a range of texts
• the ability to plan and evaluate learning and teaching experiences for diverse learners in secondary English and those with specific needs
• confidence in integrating current technologies into the planning and implementation of learning and teaching experiences in secondary English
• the ability to reflect deeply on professional practice as English teachers
• developing research skills.

There are 2 assessment tasks:

• A report of an action research project investigating an issue arsing from teaching practice (2400 words) due mid semester (60 per cent)
• A critical reflection on English teaching in the 21st century (1600 words) due end of semester (40 per cent)

This subject is not available as a breadth subject.

• Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes.
• Be flexible and able to adapt to change through knowing how to learn;
• Understand the significance of developing their practice on the basis of research evidence;
• Work in teams with skills in cooperation, communication and negotiation;
• Be independent of mind, responsible, resilient, self-regulating;
• Have a conscious personal and social values base.