Learning Area English Additional (SI) 2 (EDUC91309)
Graduate courseworkPoints: 12.5Not available in 2025
About this subject
Overview
| Fees | Look up fees |
|---|
This subject progresses Interns 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 Interns to progress their understanding of how language, literature and literacy form an integrating framework of disciplinary knowledge and focus on progressing Interns knowledge, understanding and skills about the nature of English education for all secondary school students (Years 7-12).
Interns 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, Interns 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 Interns’ 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, Interns 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
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91308 | Learning Area English Additional (SI) 1 | Not available in 2025 |
12.5 |
AND
Note: the following subject/s can also be taken concurrently (at the same time)
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91245 | Learning Area English (SI) 2 | July (Online) |
12.5 |
Corequisites
None
Non-allowed subjects
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91303 | Learning Area English Additional 2 | Semester 2 (On Campus - Parkville) |
12.5 |
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
| 4 weeks after the end of the intensive | 50% |
Essay: An essay on pedagogical strategies
| 8 weeks after the end of the intensive | 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
Not available in 2025
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
- Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 4 March 2025