Language, Literacy and Numeracy (EDUC90823)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | January |
|---|---|
| Fees | Look up fees |
This subject builds participants’ capacity to develop pedagogical knowledge and skills in order to improve language, literacy and numeracy (L,L&N) outcomes for all students. Evidence is presented to demonstrate the importance of L,L&N skills for success at school, future learning and for full participation in the community and the workplace.
This subject explores the current definitions and the place of L,L&N in the curriculum; examines Australian students’ performance in national and international assessment programs. It supports the development of participants’ own language, literacy and numeracy skills and as well as an understanding of first and second language acquisition and the development of critical numerical concepts and applications.
This subject identifies the L,L&N demands of the range of discipline areas taught in the secondary school, including the L,L&N needs of interdisciplinary content areas and in relation to e-learning. It also builds participants’ capacity to assess and respond to specialised learning needs of all students, including: gifted and talented, EAL, Indigenous and students with disability.
This subject along with Teaching and Learning Contexts 1 and Evidence Based Learning and Teaching 1, requires participants to implement the Clinical Praxis Exam.
Intended learning outcomes
On completion of this subject, participants should be able to:
- Demonstrate knowledge of current research in teaching L,L&N skills and understand the importance of L,L&N in schooling across all learning areas
- Analyse and articulate the L,L&N demands made by particular disciplines and particular learning tasks and develop teaching strategies to improve student learning
- Demonstrate an understanding of L,L&N assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess students learning
- Demonstrate the capacity to interpret L,L&N student assessment data to evaluate student learning and modify teaching practice
- Demonstrate an understanding of how to meet the learning needs of diverse learners through evidence based classroom planning
- Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
- Develop pedagogical approaches that cater for student diversity, including differentiation of learning
- Develop instructional and interventionist classroom practices that account for and address L,L&N demands using on a range of resources.
Generic skills
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- Understand the significance of developing their practice on the basis of research evidence
- Be flexible and able to adapt to change through knowing how to be solution focussed
- Assess student learning needs and evaluate the effectiveness of their teaching strategies
- Find and develop appropriate resources to support students’ L,L&N learning
- Work in teams with skills in cooperation, communication and negotiation
- Be skilled communicators who can effectively articulate and justify their practices
- Be independent of mind, responsible, resilient and self-regulating.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90580 | Evidence Based Learning and Teaching 1 | January (On Campus - Parkville) |
12.5 |
| EDUC90583 | Learning and Teaching Contexts 1 | January (On Campus - Parkville) |
12.5 |
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
Clinical Praxis Examination (20 minute oral presentation; equivalent to 1,500 words for this subject. This is a combined task with EDUC90583 and EDUC90580) early July 40%
Essay exploring language, literacy and numeracy issues and responses for EAL and students with additional learning needs (2,500 words) mid September 60%
Hurdle Requirement:
Completion of nine hours of online learning (4 sessions, each of 2-3 hours duration) from February to November
This subject has a hurdle requirement of a minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- January
Principal coordinator Andrea Truckenbrodt Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Teaching period 20 November 2017 to 12 November 2018 Last self-enrol date 30 January 2018 Census date 2 February 2018 Last date to withdraw without fail 13 July 2018 Assessment period ends 16 November 2018 January contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
Last updated: 10 February 2024