Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:February, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 |
Total Time Commitment:
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
|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 Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorDr Jory Brass
English Learning Area 1 is offered to teacher candidates wishing to specialise in English teaching from Years 7 to 12.
This subject will focus on the following key areas: developing pedagogical content knowledge of the language modes—reading, writing, speaking and listening; developing an understanding of the ways in which a diverse range of texts is used in the secondary English classroom to develop students’ literate practices; developing an understanding of English curriculum history and the current English curricula (AUSVELS, The Australian Curriculum: English and the VCE Study Design); using curricula to plan for learning and teaching in English.
These three areas will be explored with two simultaneous imperatives in mind: the need to teach knowledge about language in a contextualised, integrated manner and the need to teach to diversity.
Students will learn to plan and evaluate learning and teaching experiences in light of these focus areas and imperatives; to develop a wide range of constructive monitoring, assessment and evaluation strategies; and to link their classroom practice with key theory and research into English teaching, through wider reading.
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.
This subject will promote a strong sense of peer sharing and support, such that students will be continuously reflecting on their own developing philosophy of English teaching.
On completion of this subject, teacher candidates should be able to demonstrate:
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:
2.1 Content and teaching strategies of the teaching area
There are 3 assessment tasks:
There are 2 hurdle tasks:
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
|Prescribed Texts:|| |
Key resources will be accessible online at the commencement of the subject.
|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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