Teaching Secondary Languages PG (11367.2)

In this unit, students will develop their pedagogical content knowledge of the Secondary Languages learning area, and the two interrelated strands, communicating and understanding. These are included in the Australian Curriculum Languages 7-10, as well as the ACT Board of Senior Secondary Studies Languages Course Framework. The unit will incorporate a professional experience placement of 15 days in a Secondary school setting. Students will examine curriculum documents to identify instructional implications for classroom practice. They will explore different approaches used in teaching Languages for different stages and entry points. Students will apply their knowledge of teaching strategies and learning and assessment specific to the Language discipline. They will develop and practice a variety of engaging teaching activities, and ways to organise content and design and implement coherent learning and teaching programs. The activities designed will demonstrate effective use of a variety of pedagogical approaches including the use of ICT and strategies to support the development of literacy and numeracy skills. The focus of the 15 days of supervised professional experience is to further develop teacher knowledge, skills and attitudes through immersion in the school setting.

Important Note: Students should only enrol in this unit if it matches their designated discipline area at point of admission to the course. If in doubt, contact the Program Director or the Academic Programs Team at the Faculty of Education before enrolling.

Students should be aware that completing a disciplinary 'method' unit for which they do not meet NESA's Subject Content Knowledge Requirements may lead to problems when seeking to register as a teacher.

Learning outcomes

On successful completion of this unit students will be able to:
1. Demonstrate an understanding of student development, how this affects student learning and implications for inclusive curriculum and teaching;
2. Display knowledge and understanding of the Australian Curriculum's cross-curriculum priorities and general capabilities;
3. Demonstrate a broad knowledge and understanding of the structure of the Australian Curriculum for Languages at secondary and senior secondary levels and its significance to teaching and learning in the English classroom;
4. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in the secondary Languages classroom;
5. Adopt a reflective approach to teaching and the related ability to plan for and implement to teaching, learning and assessment strategies that inform and have a positive impact on Languages learners in the contemporary secondary classroom;
6. Display knowledge and understanding of literacy, numeracy and ICT teaching strategies and resources, and how these can be used to expand curriculum learning opportunities for all students;
7. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
8. Demonstrate an understanding and ability to implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
9. Demonstrate the capacity to organise and manage classroom activities and behaviour, to provide clear directions, and to maintain a supportive and safe learning environment; and
10. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.

Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development

Prerequisites

11354 Using Data to Improve Learning AND 11351 Curriculum and Assessment in Secondary Education

Corequisites

This unit is only available to students in the Master of Secondary Teaching.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.