Foundational English Literacy (EDUC90367)
Graduate courseworkPoints: 12.5Online
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
Overview
| Availability | February - Online |
|---|---|
| Fees | Look up fees |
This subject will introduce Teacher Candidates to research and practice that informs the development of literacy in the early years of schooling, the scope and sequence of language and literacy learning in the early years and the diverse nature of children’s language and literacy experiences in the prior-to school and school years.
Emphasis will be on theoretical perspectives of literacy acquisition and approaches that support the interrelationship between oral language, reading and writing. The focus here will be on the development of school students’ language with particular attention given to aspects of the English language such as phonology, vocabulary and grammar related to early reading and writing; theories of reading acquisition that inform the teaching of reading; the development of writing; curriculum frameworks and assessment tools. Verbal and non-verbal communication strategies that promote student engagement will be incorporated along with the exploration of strategies to support whole, small group and individualised instruction in relation to print-based and multi-media texts to support literacy learning.
Teacher Candidates will develop knowledge, appreciation and respect for the literature of Aboriginal and Torres Strait Islanders including storytelling traditions (oral narrative) and contemporary literature and broad understanding of the social, historical and cultural contexts associated with different uses of language and textual features.
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 understanding of the impact of culture, cultural identity, history and linguistic background on the design of language and literacy curriculum in the first and subsequent years of schooling for Aboriginal and Torres Strait Islanders and diverse student groups (Graduate Standards 1.3, 1.5).
- Use their knowledge of contemporary theories of literacy learning and current professional perspectives to teach early reading and writing (Graduate Standards 1.2, 2.1)
- Design literacy curriculum to support school students’ language development and emergent literacy practices in educational contexts (Graduate Standards 2.5, 3.3, 3.4, 3.5, 4.1).
- Use effective verbal and non-verbal communication to support clear understanding and engagement in literacy learning and practices (Graduate Standards 3.5, 4.2)
- Implement assessment strategies to monitor school students’ development and to plan effective literacy programs ((Graduate Standards 5.1, 5.4).
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
Admission to the Master of Teaching (Primary)
Corequisites
Full time teaching candidates:
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90877 | Clinical Teaching Practice (Prim) 1 |
Semester 1 (Extended) (On Campus - Parkville)
August (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
| Description | Timing | Percentage |
|---|---|---|
Analysis and Critique of Teaching Practice
| Mid semester | 50% |
Literature review
| End of semester | 50% |
| Hurdle requirement: Collection and analysis of student early literacy artefact | Mid semester | N/A |
| Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- February - Online
Principal coordinator Annemaree O'Brien Mode of delivery Online Contact hours 36 hours Total time commitment 170 hours Pre teaching start date 8 February 2021 Pre teaching requirements Students are asked to consult LMS prior to the start of teaching. Teaching period 22 February 2021 to 7 May 2021 Last self-enrol date 10 February 2021 Census date 5 March 2021 Last date to withdraw without fail 30 April 2021 Assessment period ends 7 June 2021 February contact information
Dr Annemaree O’Brien: obrien.a@unimelb.edu.au
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
Last updated: 10 February 2024