Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 |
Total Time Commitment:
Study Period Commencement:
|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 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
Learning Area English 2 is offered to teacher candidates who have satisfactorily completed Learning Area English 1.
This builds on Learning Area English 1 and will include: a closer study of each of the English subjects taught in the post compulsory years of schooling (including VCE, VET, VCAL, ACARA and IB curricula); an exploration of digital learning in subject English; an examination of some of the key issues in English teaching, such as teaching for equitable outcomes, approaches to assessment, text selection and best approaches to supporting the literacy development of diverse learners.
In particular, the role of Australian texts (particularly those of Indigenous Australians) and Asian texts in the curriculum will be explored.
In focussing on these aspects of subject English, 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.
Teacher candidates will be encouraged to reflect critically on their own practice as secondary English teachers, and to use their evaluations to inform their future planning for teaching and learning. Emphasis will be given to becoming part of the wider English teaching profession, and to establishing professional readiness.
Guided research will enable students to develop skills related to data collection and analysis, and will promote ongoing integration of theory and practice in their development as English teachers in the 21 st century.
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:
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
There are 2 assessment tasks:
|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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