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Learning Area English 1 (EDUC90437)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1
Overview
Availability | Semester 1 |
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Fees | Look up fees |
English 1 is offered to Teacher Candidates wishing to specialise in English teaching from Years 7 to 12.
This subject will focus on developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners to set meaningful literacy goals. Teacher Candidates will be introduced to critical research and scholarship in the field, and will use this in designing lesson plans and sequences, Further Teacher Candidates will be introduced to different approaches to assessment in English, and explore ways in which formative and summative assessment and feedback can inform learning and teaching in this subject area
English 1 will support Teacher Candidates to interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and resources that engage students in their learning, and to develop teaching practices that promote participation and inclusion to meet the needs of diverse learners. These areas will be explored with two simultaneous imperatives in mind: the need to teach language, literacy, and literature in a contextualised, integrated manner and the need to teach to diversity. English LAS 1 focuses on the Victorian Curriculum, years 7-10.
Teacher Candidates will analyse and articulate the literacy and numeracy demands made by the English subjects as well as identify and apply literacy and numeracy strategies to empower student learning within this discipline.
Intended learning outcomes
On completion of this subject teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Begin to critically reflect on research into how students learn, and understand the concepts, substance, structure and implications for effective teaching practice, in English, including the creation of effective learning environments (Graduate Standards 1.2, 2.1)
- Understand how to design lesson plans and learning sequences in English, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.2, 2.3, 3.2).
- Understand how to set learning goals in English that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1).
- Show an understanding of how to select appropriate strategies to differentiate teaching in English to meet specific needs of students, drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3 & 3.4)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in English (Graduate Standards 5.1 & 5.4).
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
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.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Report on micro-teaching (1750 words) due early semester (15%)
- Report on a sequence of lessons (2000 words) due mid semester (40%)
- Analysis of student writing (2250 words) due end of semester (45%)
Hurdle requirements:
- Micro-teaching presentation – 10 minute presentation due first part of semester.
- Lead discussion of weekly readings once during semester
- All assessments tasks must be satisfactorily completed to a minimum 50% mark on each task.
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- Semester 1
Principal coordinator Larissa McLean Davies Mode of delivery On Campus (Parkville) Contact hours 36 Total time commitment 170 hours Teaching period 13 February 2017 to 28 May 2017 Last self-enrol date 24 February 2017 Census date 31 March 2017 Last date to withdraw without fail 5 May 2017 Assessment period ends 23 June 2017 Semester 1 contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
A collection of readings will be available online via the LMS, including Victorian Curriculum documents.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Secondary)
Last updated: 10 February 2024