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This subject will lead teacher candidates to increase their understanding of the advanced forms of language and literacy that are developed in the middle years of schooling.
Candidates will engage with key research that indicates a significant transition in English literacy in the final years of primary school, the challenges facing teachers and school students in this phase of learning and the classroom practice that best supports middle years students’ learning.
Topics include: the multiple forms of literacy required for the comprehension, composition and production of complex texts central to English and other areas of the curriculum; the strategies that assist all school students to engage in comprehension; higher order thinking; critical analysis and inquiry around various written, visual, multimodal and technological texts; the development of academic language proficiency in reading, writing, listening and speaking.
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.
- Demonstrate strong subject and pedagogical content knowledge of the multiple forms of language and literacy required in the Victorian Curriculum: English, and across all areas of the curriculum in the middle and final years of primary school (Graduate Standards 2.1, 2.5).
- Analyse relevant educational theory and research concerning teaching advanced forms of literacy and the related challenges for middle and upper primary school students (Graduate Standards 1.2, 2.1, 2.5).
- Design relevant curriculum and pedagogy to engage middle and upper primary school students to comprehend, compose and produce more complex texts (Graduate Standards 1.5, 2.1, 2.5, 3.3, 3.4, 4.1, 5.1, 5.4).
- Demonstrate an understanding of 21st century literacy skills and how to develop these skills in students (Graduate Standards 3.3, 3.4).
- Demonstrate knowledge of a range of resources, including ICT to support the teaching of literacy curriculum and engage diverse learners (Graduate Standard 3.4).
This subject 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: 7 December 2019