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Unit of study_
EDSE3123: Teaching Hebrew and Jewish Studies 1
2024 unit information
This is the first unit of study in a suite of 'Teaching Hebrew and Jewish Studies' curriculum units. In this unit, students will consider how discipline knowledge is organised, taught, and experienced across the secondary school years. The unit will emphasise the integration of knowledge within and across the discipline and curriculum area of Hebrew and Jewish studies and consider the role teachers play in facilitating pedagogy that scaffolds subject learning and connects to students' lives. This unit will provide students with the practical and theory-informed knowledge required to respond to the needs of diverse learners in Hebrew and Jewish Studies.
Unit details and rules
Managing faculty or University school:
Education
| Code | EDSE3123 |
|---|---|
| Academic unit | Education |
| Credit points | 6 |
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Prerequisites:
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72 credit points of units, including (EDSE2010 or EDHP2001) and (HBRW3610 or HBRW3601 or HBRW3602) |
|---|---|
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Corequisites:
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None |
| Prohibitions:
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None |
| Assumed knowledge:
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None |
At the completion of this unit, you should be able to:
- LO1. demonstrate knowledge of current and past state, national and international trends in languages' planning, policy and implementation, as well as developments in languages' education methodology, also demonstrating research-based knowledge of the intercultural pedagogies of contemporary Australian languages' education and a capacity to reflect critically on and improve teaching practice. 1.1.2,1.1.3, 6.1.1.
- LO2. demonstrate an awareness of the links to L1 literacy development through L2 learning, general theories of second language acquisition along with lesson planning skills, specifically a capacity to identify and articulate clear and appropriate learning goals in lesson preparation, the capacity to select and organise subject content in logical, sequential and structured ways to address student learning outcomes, and a knowledge of a range of appropriate and engaging resources and materials to support students' learning for a group of learners from differing social, ethnic, cultural and religious backgrounds. 1.1.3, 2.1.1, 3.1.1, 3.1.2, 3.1.3, 3.4.1.
- LO3. demonstrate a general awareness about the roles and responsibilities of being a language teacher, and the responsibility of undertaking continued professional development to maintain skills and proficiencies in the target language, particularly in regards to the language teachers' professional association's (Australian Federation of Modern Language Teachers Association) "Professional Standards for Accomplished Teaching of Languages and Cultures (2005)", a capacity to reflect critically on and improve teaching practice, a knowledge of the NESA professional standards framework and its impact on the professional life of a teacher, and a knowledge of the available professional development opportunities and the importance of personal planning to ongoing professional growth and research. 6.1.1, 6.2.1, 6.3.1, 6.4.1.
- LO4. demonstrate an understanding of some of the issues in teaching culturally valued texts in the Australian context. 1.1.1, 2.1.1.
- LO5. display an understanding of the range of issues underpinning the teaching of Hebrew in the NSW context. 3.1.1
Unit availability
This section lists the session, attendance modes and locations the unit is available in. There is a unit outline for each of the unit availabilities, which gives you information about the unit including assessment details and a schedule of weekly activities.
The outline is published 2 weeks before the first day of teaching. You can look at previous outlines for a guide to the details of a unit.
There are no availabilities for previous years.
Modes of attendance (MoA)
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