Handbook home
Working with Grammar in Context (EDUC90915)
Graduate courseworkPoints: 12.5Not available in 2019
Overview
| Fees | Look up fees |
|---|
This subject is designed for Teacher Candidates who want to develop their knowledge of the English language and how it works. The subject will provide a study of English as it relates to the teaching of language and literacy in the primary school and early secondary years with a focus on developing Teacher Candidates’ understanding of how language works at different levels of meaning (text, sentence and word) and the connections between these levels in a range of written texts that primary and early secondary students read and write.
The subject will also examine ways in which meaning is conveyed in images, drawing upon frameworks which enable the analysis of visual texts and will explore the relationship between written text and image in multimodal texts such as picture story books. Throughout the subject, students will build a basic metalanguage for describing and talking about language and images that is reflected in the Victorian Curriculum.
This subject is highly recommended for Teacher Candidates undertaking the Literacy Specialised Pathway in the Master of Teaching (Primary).
Intended learning outcomes
On completion of this subject, students should be able to:
- understand systems of choice which create meaning in written (verbal) and visual texts;
- use knowledge about language and related language–informed pedagogy to create an environment to develop primary school / early secondary learners' literacy in subject English and across the curriculum;
- critically analyse, appraise and select texts for use in the classroom to support and extend students' language and literacy learning; and
- use a metalanguage in their teaching of literacy across the primary / early secondary years of schooling.
Generic skills
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: 10 February 2024
Eligibility and requirements
Prerequisites
M Teach (Primary) students require both
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90367 | Foundational English Literacy | February (On Campus - Parkville) |
12.5 |
| EDUC90377 | Advanced English Literacies | July (On Campus - Parkville) |
6.25 |
M Teach (Early Childhood) and M Teach (Early Childhood and Primary) students require
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90705 | Language & Literacy Learning in Children | February (On Campus - Parkville) |
12.5 |
M Teach (Sec) students require both
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90906 | Integrating Language & Clinical Practice | Semester 2 (On Campus - Parkville) |
12.5 |
| EDUC90907 | Inclusive Language, Literacy & Numeracy | February (On Campus - Parkville) |
6.25 |
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
- Analysis of student writing (2500 words or equivalent), due mid semester (50%)
- Text selection, analysis and implementation (2500 words or equivalent), due end of semester (50%)
Hurdle requirement:
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops
- Completion of at least 4 prescribed language based exercises over the duration of the subject
Last updated: 10 February 2024
Quotas apply to this subject
Dates & times
Not available in 2019
Time commitment details
170 hours
Additional delivery details
This subject has an enrolment quota of 30 students. Preference will be given to MTeach Primary students completing the associated Specialised Pathway. Your subject enrolment will not be confirmed until the selection process has been run.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Derewianka, B. (2011). A new grammar companion for teachers. Newtown: PETAA.
Humphrey, S., Droga, L., Feez, S. (2012). Grammar and Meaning. Newtown: PETAA.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary)
Last updated: 10 February 2024