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Leading Literacy in Primary Schools (EDUC90886)
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)
Martina Tassone tassonem@unimelb.edu.au and Bree Hurn breannon.hurn@unimelb.edu.au
Overview
Availability | Semester 2 (Early-Start) - Dual-Delivery |
---|---|
Fees | Look up fees |
This subject builds the capacity of Teacher Candidates, studying to become Language and Literacy Specialists, to develop and sustain improvement in student language and literacy outcomes. The subject design allows Teacher Candidates to develop deep and critical knowledge of:
• Curriculum policy development in the areas of Language and Literacy Education or subject English;
• The use of a range of assessment tools to authentically and reliably assess students' language and literacy skills, understandings and interests;
• Language and literacy pedagogical content knowledge and research-informed approaches to plan for targeted and differentiated instruction at the individual, class and whole-school level;
• Professional capabilities required to support and lead their colleagues to become effective teachers of language and literacy so all students learn and are engaged.
Teacher Candidates will also undertake a placement of 10 days in a school (as a hurdle requirement).
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Review research studies that highlight 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)
- Develop skills in analysing and interpreting a range of assessment and diagnostic data to make informed judgements about students' learning needs (Graduate Standards 5.1, 5.3, 5.4)
- Design interventionist teaching to meet students' diverse learning needs (Graduate Standards 3.2, 3.3, 3.4)
- Demonstrate a capacity for leadership and advocacy in education (Graduate Standards 3.6, 6.2, 6.3, 7.4) Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers
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
All Teacher Candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90377 | Advanced English Literacies | Semester 2 (Early-Start) (Dual-Delivery - Parkville) |
6.25 |
Full Time Teacher 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 Teacher 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 |
---|---|---|---|
EDUC90777 | Literacy Assessment and Learning | 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% |
Literacy Action Plan
| End of semester | 60% |
Placement in a school or other educational setting Hurdle requirement | 10 days | 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)
Principal coordinator 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
Martina Tassone tassonem@unimelb.edu.au and Bree Hurn breannon.hurn@unimelb.edu.au
Time commitment details
85 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
A collection of readings will be available online via the LMS.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary)
Last updated: 10 February 2024