EDF5136 - English education in the secondary years B - 2019

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Dr Fleur Diamond

Coordinator(s)

Dr Fleur Diamond

Unit guides

Offered

Clayton

  • Second semester 2019 (On-campus)

Prerequisites

EDF5135

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4858

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5135).

Synopsis

This unit builds on EDF5135 (English education in the secondary years A) by extending pre-service students' knowledge, skills and capacities. Students continue to build a strong foundation for their career-long professional learning as teachers of English language, literature, literacy and related subjects in secondary school (Years 7 to 12). Students work collaboratively and independently to plan and implement appropriate curriculum in the area of English language. They also learn how teachers plan for and undertake educational projects and research as part of their professional work. They develop a finely honed appreciation of how language, in its various modes and uses, including information and communication technologies (ICT), mediates the learning of all young people in school 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, with a particular focus on senior English curriculums. The unit informs and facilitates students' active contributions to contemporary dialogue within the English teaching profession, drawing both on rich traditions and exciting innovations in English education in Australia and internationally.

Outcomes

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

  1. 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
  2. use, critically and creatively, a variety of communication strategies in different modes (including a range of ICTs) and in different teaching and learning contexts
  3. actively participate in professional conversations and debates about issues pertinent to English education
  4. inquire into and develop their professional identity as prospective teachers of English language, literature and literacy
  5. investigate the impact of recent language and literacy policy on curriculum, pedagogy, assessment and ethical issues in different subject areas
  6. 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
  7. plan for and undertake research into their practicum experiences of teaching English in schools and other settings
  8. design and publish text-related tasks and artefacts for teaching a diverse range of students in schools and collaboratively plan accompanying professional learning activities that could be used with peers and/or professional colleagues in schools.

Assessment

Evaluative research-based piece focusing on an experience of teaching writing on a practicum (2000 words, 50%)

Design of innovative curriculum materials (and professional learning activities) related to the teaching of text (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. Additional requirements:
    • independent study to make up the minimum required hours per week

See also Unit timetable information

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