| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Languages other than English 2 |
| Unit ID: | EDMAS6113 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMAS6013) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This course is designed to extend the learning from Languages Curriculum 1 to enable pre-service teachers to further develop their skill, competence and confidence in teaching Languages other than English (LOTE). Pre-service teachers investigate more deeply and critically evaluate approaches to teaching, particularly at the senior secondary level. They will be required to reflect on their emerging skills as a teacher of Languages and identify their personal teaching philosophies and directions for their future professional learning |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | |  | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Demonstrate understanding of how to use curriculum planning frameworks (particularly at the senior secondary level) to design well-sequenced and engaging Languages and cultures programs for diverse learners. |
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| K2. | Deepen understandings of and critically evaluate pedagogical approaches for learning Languages such as: task-based; grammar-based; inquiry learning; CLIL; immersion and communicative languages teaching. |
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| K3. | Demonstrate understanding of context-relevant and research informed teaching strategies for Languages and Culture teaching. |
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| K4. | Critically evaluate, design and select resources (including ICT) to support Languages learning, particularly at the senior secondary level. |
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| K5. | Critically reflect on professional teaching skills and identify areas for ongoing professional learning. |
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| K6. | Demonstrate understanding of the policy and assessment requirements at senior secondary level, and be able to design learning sequences with assessment practices that monitor student progress. |
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| Skills: |
| S1. | Plan for learning in LOTE at senior secondary levels by using curriculum frameworks to design learning sequences and lesson plans. |
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| S2. | Demonstrate knowledge of content and teaching strategies that cater for diverse learners by teaching a lesson to students. |
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| S3. | Select or design appropriate resources to support student learning in Languages. |
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| S4. | Demonstrate ability to use feedback from professional colleagues and students to reflect on teaching practice. |
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| S5. | Engage in critical reflection on personal teaching practice and identify areas for future professional learning. |
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| S6. | Design learning and assessment sequences that monitor and support student learning. |
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| Application of knowledge and skills: |
| A1. | Develop and teach a lesson that caters for diverse students. |
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| A2. | Design and justify a learning sequence, including formative and summative assessment, incorporating a range of teaching strategies, and related to an Area of Study in VCE Languages curriculum. |
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| Unit Content: |
• Teaching strategies for listening, speaking, reading and writing in LOTE,especially to senior secondary cohort
• Strategies for organizing content into teaching and learning sequences.
• Approaches for embedding the teaching of Culture as part of Languages.
• Assessment and evaluation of student performances and of personal teaching practice.
• Teaching second languages to diverse student learners.
• Ways to advocate for senior LOTE and other pathways, within the school and broader community. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K4, K5, S1, S2, S3, S4, S5, A1, APST 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2, 5.1, 6.1 | Plan and teach a lesson, obtain feedback from students and teacher mentor and reflect critically on planning process, teaching strategies, communication skills and students learning outcomes. | Teaching Performance | 40-60% | | 2. | K1, K3, K4, K6, S1, S3, S6, A2 AITSL 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 5.1, 6.1 | Design a learning sequence (5 lessons per week for 5 weeks) that draws from the VCE Languages curriculum documents and which outlines key learning outcomes, success criteria, activities that are inclusive and engaging, resources, assessment strategies and a rationale for the unit of work | Curriculum Design | 40-60% |
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