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:

• Demonstrate and apply advanced knowledge of assessment criteria used in senior student English unit designs to provide timely and appropriate feedback and reporting to students and parent/carers.

• Apply advanced creativity and initiative in the integration of a range of resources, including ICT, that engage students in their learning, for planning and teaching appropriate to the learning and teaching context including organising classroom activities and providing clear directions

• Develop a unit of work that organises content into an effective learning and teaching sequence by applying knowledge and understanding of the concepts, substance and structure of state and national curriculum content, resources, research and theories of how students learn, student learning needs and a range of effective teaching strategies in English for senior students, including those with diverse linguistic, cultural, religious and socioeconomic backgrounds and that caters for a full range of learning strengths and needs.

• Critically analyse the various theoretical frameworks that drive and shape the teaching of English for senior students including from a Christian perspective.

• Apply knowledge and strategies for teaching the Literacy component of alternative senior programs courses such as VCE VM (Previously VCAL) or the IB.

• 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, Scripture and broader vocation.

• Determine learning goals and differentiated teaching strategies that meet the specific learning needs of students across the full range of abilities that provide achievable challenges for students of varying abilities and characteristics

Unit Description

This unit will provide pre-service teachers with the opportunity to engage with current knowledge and understanding about teaching and learning in English at the level of VCE and alternate pathways. Pre-service teachers will also engage with and develop their knowledge of the current curriculum for English. The unit covers recommended pedagogical approaches for the teaching and assessment of English in the senior years, including the effective integration of ICT for English processes and to enhance students’ learning experiences. Pre-service teachers will be provided with opportunities to develop the skills, knowledge and understanding required to analyse students’ competencies, determining learning needs and providing meaningful feedback to plan for and facilitate their progress in English. The unit will cover literacy and numeracy relevant to the method, and alternative pathways that can be provided for students with diverse educational needs and aspirations. The unit will also incorporate Christian faith, worldview and Scripture related to the teaching and learning of English.

Topics

• The Curriculum, its Frameworks and a Christian Perspective
• Students Learning the Curriculum
• Integrating Resources including ICT with the Curriculum
• Techniques and Strategies
• Feedback and Assessment
• Data and Differentiation for Improvement
• Research on Teacher Effectiveness

---

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.