Handbook home
Literacy Assessment and Learning (EDUC90777)
Graduate courseworkPoints: 6.25Dual-Delivery (Parkville)
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 2 (Early-Start)
Overview
Availability | Semester 2 (Early-Start) - Dual-Delivery |
---|---|
Fees | Look up fees |
This subject will highlight the significance of literacy assessment and teaching to meet the individual learning needs of primary school students.
Topics will include: the social and cognitive factors that impact on primary school students’ literacy development and a review of related research; the key role of assessment in profiling students’ learning and the importance of targeted interventions in literacy.
Teacher Candidates will undertake an analysis of a range of assessment practices used to identify the literacy needs of students, including diagnostic and standardised tests and the evaluation of various forms of work samples against state curriculum standards. They will investigate literacy teaching programs and approaches, differentiated for particular student groups within classroom contexts, which may then be generalised to curriculum implementation for improved outcomes more broadly.
Teacher Candidates will also undertake a placement in a school or other educational setting (as a hurdle requirement).
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 review and reflect on educational theory and research which highlights literacy interventions designed to target students’ learning needs (Graduate Standards 1.3, 1.4, 1.5, 1.6, 2.1, 2.3, 2.5, 4.1)
- Analyse and interpret a range of assessment and diagnostic data to make sound and informed judgements about students’ learning needs and related teaching interventions (Graduate Standards 5.1, 5.3, 5.4)
- Design interventionist teaching to meet students’ diverse learning needs (Graduate Standards 2.2, 3.2, 3.3, 3.4)
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 |
---|---|---|---|
EDUC90377 | Advanced English Literacies | Semester 2 (Early-Start) (Dual-Delivery - Parkville) |
6.25 |
AND
One of the following options:
Full time candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90879 | Clinical Teaching Practice (Prim) 3 |
Semester 2 (Extended) (On Campus - Parkville)
Semester 1 (Extended) (On Campus - Parkville)
|
12.5 |
Part time candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91008 | Clinical Teaching Practice (Prim) 3 PT | Not available in 2024 |
12.5 |
Corequisites
None
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90886 | Leading Literacy in Primary Schools | Semester 2 (Early-Start) (Dual-Delivery - Parkville) |
6.25 |
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 |
---|---|---|
An analytical paper
| Mid semester | 40% |
A literacy assessment and teaching plan
| End of semester | 60% |
Hurdle requirement: Completion of a 10 day placement in a school or other educational setting | 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
- Semester 2 (Early-Start)
Coordinator Martina Tassone Mode of delivery Dual-Delivery (Parkville) Contact hours 18 hours (9 x 2 hour workshops), plus a 10 day placement in a school or other educational setting Total time commitment 85 hours Teaching period 18 July 2022 to 23 October 2022 Last self-enrol date 29 July 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 (Early-Start) contact information
Time commitment details
85 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
A collection readings will be available online via the LMS.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary) - Links to additional information
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024