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Inclusive Language, Literacy & Numeracy (EDUC90907)
Graduate courseworkPoints: 6.25On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Overview
Availability | February |
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Fees | Look up fees |
This subject builds on the understandings developed in EDUC90906 Integrating Language & Clinical Practice to extend Teacher Candidates’ pedagogical knowledge and skills in order to improve language, literacy and numeracy outcomes for all students. Teacher Candidates will extend their knowledge of the multiple forms of language and literacy required for the critical comprehension and production of complex texts within their discipline/s. Teacher Candidates will identify the numeracy demands within their disciplines and the implications for teaching. This subject builds their capacity to assess and respond to specialised language, literacy and numeracy learning needs in order to cater for diverse learners within their disciplines, including: EAL, Indigenous, and learners with a range of abilities. Teacher Candidates will relate their understandings of these issues to their ongoing teaching practice.
Evidence is presented to demonstrate the importance of language, literacy and numeracy skills for success at school, future learning and outcomes.
Intended learning outcomes
On completion of this subject teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments (Graduate Standards 1.2, 1.5, 2.1, 3.2, 3.6)
- Demonstrate a range of verbal and non-verbal communication strategies to support engagement and learning of diverse learners (Graduate Standards 1.2, 1.5, 2.2, 3.2, 3.3, 3.5, 3.6)
- Understand how to design lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 3.1, 3.2, 3.4, 3.6)
- Select appropriate strategies to differentiate teaching to meet specific needs of students, including digital technologies, literacy, numeracy and 21st Century skills in order to engage and empower students in their learning (Graduate Standards 1.2, 1.5, 2.5, 2.6, 3.3, 3.4)
- Evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.3, 3.4, 3.6, 5.1)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning(Graduate Standards 2.3, 3.4, 3.6, 5.1)
- Interpret findings from student assessment data to evaluate the impact of language, literacy and numeracy demands on student learning and modify teaching practice (Graduate Standards 1.5, 2.3, 3.2, 5.4)
- Articulate and analyse the language, literacy and numeracy demands within particular disciplines and particular learning tasks (Graduate Standards 2.1, 2.5. 2.6)
Generic skills
MTeach graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90906 | Integrating Language & Clinical Practice | July (On Campus - Parkville) |
12.5 |
Corequisites
None
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
- Report (1500 words), due mid semester (60%)
- Report (1000 words), due end of semester (40%)
Hurdle requirement:
- Minimum of 80% attendance at all scheduled tutorials, seminars and workshops
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Lynda Ball Mode of delivery On Campus (Parkville) Contact hours 12 Total time commitment 85 hours Teaching period 26 February 2018 to 18 April 2018 Last self-enrol date 8 March 2018 Census date 23 March 2018 Last date to withdraw without fail 11 May 2018 Assessment period ends 22 June 2018 February contact information
Time commitment details
85 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 10 February 2024