Subjects taught in 2022 will be in one of three delivery modes: Dual-Delivery, Online or On Campus.
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
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January - Dual-Delivery
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This subject introduces Teacher Candidates to research and practice that inform current approaches to language and literacy education in the primary school, positioning this within the discipline of subject English. The subject embraces the scope and sequence of teaching and learning in the primary years and the diverse nature of children’s language and literacy experiences and practices in and out of school. It focuses on how language, literature and literacy form essential strands in the development of students’ skills and knowledge around the modes of reading, viewing, writing, speaking and listening in the Victorian English Curriculum.
Emphasis is placed on theoretical perspectives of early literacy acquisition and approaches that support the interrelationship between speaking and listening, reading and writing (language modes). In terms of the early years of school, the subject focuses on language development with particular attention to phonology, vocabulary and grammar related to early reading and writing; the importance of literature in language and literacy development (English curriculum strands); theories of reading acquisition that inform the teaching of reading; the development of writing; curriculum frameworks and assessment tools; strategies to support whole, small-group and individualised instruction in relation to print-based and multimodal texts to support literacy learning. Subject areas of focus that pertain to the middle and upper primary school include: investigation of the multiple forms of literacy and diverse forms of language awareness required for the comprehension, composition and production of complex texts central to English and other areas of the curriculum; reading and viewing strategies that assist all students to engage in comprehension; higher order thinking; critical analysis and inquiry around various written, visual, multimodal and technological texts; and 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.
- Understand and plan for the multiple forms of English language and literacy required in the early, middle and upper years of primary school in the Victorian English Curriculum. (Graduate Standards 1.3, 2.1, 2.5, 2.6)
- Articulate the role of rich children’s literature in the development of students’ oral language and literacy development and understand how to plan for engagement in reading as a pleasurable pursuit. (Graduate Standards 1.3, 2.1, 2.5, 3.4)
- 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 language, literature, and literacy. (Graduate Standards 1.2, 2.1)
- Interpret, design and implement literacy curriculum to support school students’ language development and literacy practices. (Graduate Standards 2.5, 3.3, 3.4, 4.1)
- Implement assessment strategies and interpret data to make sound clinical judgements about future interventions and planning for effective literacy programs. (Graduate Standards 5.1, 5.4)
- Use ICT to support subject teaching and expand curriculum learning opportunities for students. (Graduate Standard 2.6)
- Demonstrate knowledge of a range of resources including digital technologies that engage students in their leaning. (Graduate Standards 2.6, 3.4)
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creating and innovating
- Working in teams communicating and collaborating with other professionals
- Learning to learn and metacognition
- Being responsive to a changing knowledge base
- Reflecting and continually making improvements
- Linking theory and practice
- Inquiring and researching
- Becoming a citizen and taking personal and social responsibility.
Last updated: 29 January 2022