Note: This is an archived Handbook entry from 2015.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2015:Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment:
Admission to the Master of Teaching (Secondary)
A sequence of English/Linguistics subjects equivalent to 25% of one year of undergraduate study
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:|| |
|Core Participation Requirements:||
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 Overview, Learning Outcomes and Assessment Requirements of this entry.
CoordinatorMs Catherine Reid
Call: 13 MELB (13 6352)
This subject is offered to teacher candidates who are completing two other Learning Area Studies, but wish to have some generalist understanding of English teaching as a third LAS. The subject familiarises graduates with the key English curriculum policy statements and guidelines and how to plan and evaluate English lessons around these policies. The focus will be on the AUSVELS Years 7-10, and involve consideration of issues to do with teachers’ and students’ knowledge about language, and pedagogical approaches to teaching the reception and production of literary and other texts, including young adult fiction, poetry, drama, film and the media.
Teacher candidates will explore the ways that general capabilities such as numeracy relate to secondary students’ interpretation, analysis and creation of texts. In particular, the significance of statistics, numbers, measurements and directions will be considered in relation to argument and persuasion, and graphic organizers will be utilized to support reading and writing
Five key themes will be fore-grounded across these various issues: the use of Information and Communication Technologies; the importance of knowledge about language (KAL); the ongoing evaluation of teaching resources and strategies; an understanding of the way that English is taught in the context of other key curriculum priorities; and the ongoing development of a personal philosophy of English teaching.
By the completion of the subject, teacher candidates will:
The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.6 Information and Communication Technology (ICT)
3.2 Plan, structure and sequence learning programs
3.5 Use effective classroom communication
4.1 Support student participation
4.2 Manage classroom activities
4.5 Use ICT safely, responsibly and ethically
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
6.2 Engage in professional learning and improve practice
7.1 Meet professional ethics and responsibilities
There are 2 assessment tasks:
There is one hurdle requirement:
Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|Prescribed Texts:|| |
A collection of readings will be available online.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
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