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:
Study Period Commencement:
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|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.
CoordinatorDr Ulrike Najar
Call: 13 MELB (13 6352)
This subject builds upon the theory and practice of teaching Languages established in LOTE LAS 1. Moving beyond the fundamentals of methodology, this subject develops teacher candidates’ understandings of the needs of diverse groups of language learners within secondary contexts more specifically, an deeper understanding of Languages in contexts beyond Victoria, an understanding of contemporary issues and debates on language teaching and learning, and aims to develop teacher candidates’ capacity to become reflective practitioners of Languages. Topics include working with individual differences, the middle years, senior secondary students, drama and gesture within Languages, assessment, bilingual education, policy contexts for Languages, the contested nature of the knowledge base of language teacher education, and pathways for ongoing professional learning.
On completion of this subject, teacher candidates will have the knowledge, skills, and understanding to enable them to:
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:
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5 Differentiating teaching to meet the specific learning needs of students across the full range of abilities
2.3 Curriculum, assessment and reporting
3.1 Establishing challenging learning goals
3.6 Evaluating and improve teaching programs
5.1 Assessing student learning
5.2 Providing feedback to students on their learning
5.3 Making consistent and comparable judgements
5.4 Interpreting student data
5.5 Reporting on student achievement
6.1 Identifying and planning professional learning needs
6.2 Engaging in professional learning and improve practice
6.3 Engaging with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.1 Meeting professional ethics and responsibilities
7.4 Engaging with professional teaching networks and broader communities
There are 2 assessment tasks:
Hurdle requirement: Preparation & presentation of a five page, 500-word photo journal, due week 8.
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:|| |
Collection of readings.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On the completion of this course graduates will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
Download PDF version.