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Semester 1 (Early-Start)
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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).
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: 29 April 2020