Postgraduate - UnitEDF5135 - English education in the secondary years A

This unit entry is for students who completed this unit in 2015 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Level	Postgraduate
Faculty	Faculty of Education
Offered	Clayton First semester 2015 (Day) Clayton First semester 2015 (Online)
Coordinator(s)	Dr Graham Parr

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5136).

Synopsis

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as teachers of English, literature, literacy and related subjects in secondary school (Years 7 to 12). Students work collaboratively and independently to develop their skills and knowledge in planning and implementing curriculum materials in the area of English language. They learn how teachers plan for and undertake educational projects and research as part of their professional work. Students also learn to appreciate how language, in its various modes and uses, including those involving information and communication technologies (ICTs), mediates the learning of all young people across a range of curriculum areas and in their outside-school lives. Through an examination of a range of national and international education policies and the Australian Curriculum: English, students are familiarised with current developments in the theory and practice of English literacy education. The unit informs and facilitates students' active contributions to contemporary dialogue within the English teaching profession, drawing both on the rich traditions and exciting innovations in English education in Australia and internationally.

Outcomes

Upon successful completion of this unit students should be able to:

critically reflect on their beliefs, ethical practices and experiences in regard to the subject of English and in regard to their teaching of this subject
use, critically and creatively, a variety of communication strategies in different modes (including a range of ICTs) and in different teaching and learning contexts
actively participate in professional conversations and debates about issues pertinent to English education
inquire into and develop their professional identity as prospective teachers of English language, literature and literacy
investigate the impact of recent language and literacy policy on curriculum, pedagogy, assessment and ethical issues in different subject areas
plan for, enact and adjust as appropriate a variety of teaching and learning strategies and practices that meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
plan for and undertake educational projects or research relevant to their work as professional teachers.

Assessment

Critical autobiographical narrative, inquiring into and drawing on a practicum experience (2000 words, 50%)
Collaboratively designed unit of work focused on writing (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

2-3 contact hours per week

(b.) Additional requirements:

independent study to make up the minimum required hours per week

Chief examiner(s)

Dr Graham Parr

This unit applies to the following area(s) of study

Primary and secondary education
Secondary education
Secondary health and physical education

Prerequisites

A minor sequence in English (literature or literary studies); or
A minor sequence in writing, English language studies or linguistics together with a two-unit sequence in English (literature or literary studies)