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Inclusive Language, Literacy & Numeracy (EDUC90907)
Graduate courseworkPoints: 6.25On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
aburritt@unimelb.edu.au; lball&unimelb.edu.au
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
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 | Semester 2 (Early-Start) (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
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
---|---|---|
Report
| Mid semester | 50% |
Report
| End of semester | 50% |
Hurdle requirement: Minimum of 80% attendance at all scheduled tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Lynda Ball Coordinator Amanda Burritt Mode of delivery On Campus (Parkville) Contact hours 18 Total time commitment 85 hours Teaching period 17 February 2020 to 8 April 2020 Last self-enrol date 27 February 2020 Census date 13 March 2020 Last date to withdraw without fail 8 May 2020 Assessment period ends 15 June 2020 February contact information
aburritt@unimelb.edu.au; lball&unimelb.edu.au
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