Pre-requisites

A. Minor study in English (literature or literary studies ) OR
B. Minor Study in Writing, English Language Studies or Linguistics, TOGETHER WITH a part in English (literature or literary studies ) as per VIT Specialist Area Guidelines

ED920 Developmental Learning and Pedagogy
ED921 Ecology and Management of Learning Environments

Co-requisites

ED923 Information Communications Technology and Design
ED924 Learners, Educators and Social Contexts

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Use advanced knowledge of the discipline and understanding of research into how students learn to critically analyse state and national curriculum to select and organise content into an effective learning and teaching sequence, providing scope in the junior and middle years of secondary schooling to meet the specific learning needs of students across the full range of abilities, including literacy and numeracy, for the development of English appreciation and skills.

• Apply expert understanding of how students learn English, curriculum, assessment, reporting, a range of teaching strategies, including differentiated, to design learning sequences and lesson plans incorporating a range of effective teaching strategies that are responsive to the learning strengths and needs of students across the full range of abilities from diverse linguistic, cultural, religious and socioeconomic backgrounds.

• Develop learning goals that provide achievable challenges for students of varying abilities and characteristics

• Apply advanced knowledge to critically analyse the various theoretical frameworks that drive and shape the teaching of English, including from a Christian perspective.

• Create and evaluate a variety of assessment strategies to meet the full range of diverse student needs and development in English, undertake assessment of example tasks and apply assessment moderation and reporting procedures.

• Critically apply reflexive practice to their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scriptures and broader vocation.

• Demonstrate knowledge of a range of resources, including ICT, and apply creativity and initiative in incorporating them into the planning and teaching of English Years 7-10 appropriate to the learning and teaching context to engage students in their learning.

• Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of English Years 7-10, including the organisation of classroom activities and provision of clear directions.

Unit Description

This unit covers the English learning area of State and National Curriculum Years 7-10. The unit engages with current knowledge and understanding about best practice and about the various needs of students in the middle years, applying these to the English discipline. This incorporates various strategies and features for developing effective lessons and assessments (both formative and summative) to engage and progress a diverse range of students in English. Understanding of how to meaningfully integrate ICT for English processes and for enhancing learning experiences will be cultivated. Pre-service teachers will engage in providing grading and feedback on various assessment tasks in line with content knowledge of the discipline, proficient teaching, and current research in order to maximise effectiveness and quality of student learning in the learning area. Pre-service teachers will foster a critical understanding from a Christian perspective of the various frameworks that have driven and shaped the teaching of English.

Topics

• The English Curriculum 7-10 Key Question: What is in the English curriculum 7-10?
• Underlying theoretical frameworks and a Christian perspective Key Question: What are the underlying theoretical frameworks that influence the English curriculum?
• Knowing the students I teach ; Key Question: What does it mean to teach English in a way that appreciates and considers the needs of students in the middle years?
• Meaningful integration of ICT : Key Question: How can ICT enhance teaching and learning within the English classroom?
• Techniques and strategies for teaching reading, writing, listening and speaking: Key Question: What techniques and strategies can enhance student learning in key areas of the curriculum?
• Feedback and assessment : Key Question: What does effective feedback look like in the Middle Years English classroom?
• Using data to improve teaching and learning: Key Question: How do I identify and attain meaningful data to shape teaching and assist the learning of all students along the continuum?
• Differentiation for progressing all students along the English continuum: Key Question: What does it mean to progress students along the learning continuum in English, and how can I plan for improvement of all students?
• Reflection on what pre-service teachers are coming to know about effective English teaching in the middle years.: Key Question: What does it mean for me to be an effective Middle Years English teacher within Victoria, so that all students progress in their learning journey?

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Unit offerings

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.