Learning Area English Additional 2 (EDUC91303)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | Semester 2 |
|---|---|
| Fees | Look up fees |
This subject progresses Teacher Candidates understanding of the language, literature and literacy demands of teaching and learning English in the context of Australian/Victorian Curricula and Frameworks. This subject will support Teacher Candidates to progress their understanding of how language, literature and literacy form an integrating framework of disciplinary knowledge and focus on progressing Teacher Candidates knowledge, understanding and skills about the nature of English education for all secondary school students (Years 7-12).
Teacher Candidates are supported to progress their knowledge about the English language and its relationship to effective communication. They also progress their understanding of literature, including the factors that impact understanding, appreciating, responding to, analysing and creating a diversity of texts. Additionally, Teacher Candidates are supported to progress their engagement with literacies, and to understand the theory and practice that underpin expanding repertoires of communication.
The assessment tasks in this subject provide a pathway for the development of Teacher Candidates’ understanding of the interrelationship between language, literature and literacy in the discipline of English through the critical review of research and the analysis of pedagogical strategies.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Design English lesson and unit plans, integrating knowledge of student learning, curriculum, assessment, and reporting.
- Demonstrate English subject and pedagogical content knowledge, including differentiation of teaching and content selection and organisation, to meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students.
- Select and integrate strong English strategies and resources, including literacy and numeracy understandings, and the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.
- Identify and evaluate assessment and diagnostic strategies in strong English, including moderation, to assess, support and provide evidence of learning for students across the full range of abilities.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Learning to learn and metacognition.
- Responsiveness to a changing knowledge base.
- Linking theory and practice.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
All Modes:
EDUCXXXXX Learning Area English Additional 1
Standard/Accelerated Mode:
EDUC91131 Learning Area English 2 is taken concurrently (at the same time)
Extended Mode:
EDUC91131 Learning Area English 2
Corequisites
None
Non-allowed subjects
EDUCXXXXX Learning Area English Additional (SI) 2
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Critical review: A critical review of the research
| Mid semester | 50% |
Essay: An essay on pedagogical strategies
| During the examination period | 50% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- Semester 2
Coordinator Alex Bacalja Mode of delivery On Campus (Parkville) Contact hours 24 hours comprising one 2-hour on-campus workshop and one asynchronous hour in each of 8 weeks Total time commitment 170 hours Teaching period 28 July 2025 to 26 October 2025 Last self-enrol date 8 August 2025 Census date 1 September 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 21 November 2025 Semester 2 contact information
Alex Bacalja <alex.bacalja@unimelb.edu.au>
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 4 March 2025
Further information
- Texts
- Related Handbook entries
Last updated: 4 March 2025