Handbook home
Language & Literacy: F to Year 2 (ECP) (EDUC91069)
Graduate courseworkPoints: 12.5Dual-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
Dr Martina Tassone: tassonem@unimelb.edu.au
Overview
Availability | Semester 2 - Dual-Delivery |
---|---|
Fees | Look up fees |
This subject uses the clinical teaching model to build on understandings developed through the subject Language and Literacy (Birth to 8 Years). This subject references the Australian/Victorian Early Years Learning and Development Frameworks and Curricula. Emphasis will be on theoretical perspectives of literacy acquisition and approaches that support the interrelationship between oral language, reading and writing.
This subject, underpinned by the understanding of literacy as a social practice, introduces Teacher Candidates to theory, research and practice that informs the development of literacy in the early years of schooling (Foundation to Year 2). Focused attention will be given to aspects of the English language such as phonological development, including phonemic awareness, language and reading comprehension, vocabulary, reading fluency, grammar and oral language. Theories of reading acquisition and theories of early writing development, alongside curriculum frameworks and assessment tools will be related to pedagogical practices for diverse learners. Alongside print-based texts, multimedia texts which support literacy development and engagement will also be implemented.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critique theories of early reading and writing for children in the early years of schooling development.
- Analyse, use and evaluate the pedagogical teaching strategies and programs that suit the needs of all early literacy learners at various stages of development.
- Analyse the theoretical positioning between early years pedagogical practices and theories of early reading and writing.
- Plan, structure, sequence and evaluate literacy learning programs that reflect the interrelatedness of oral language, early reading and writing.
- Synthesise understandings of early years literacy development to plan and assess literacy learning that engages and challenges learners, thereby catering for their diverse learning needs.
- Use a range of verbal and non-verbal communication strategies to manage literacy learning, participation and engagement in literacy learning.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Learning to learn and metacognition.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91063 | Language and Literacy: Birth to 8 Years | Semester 1 (Dual-Delivery - 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
Description | Timing | Percentage |
---|---|---|
Essay: Analysis and discussion paper
| Mid semester | 50% |
Report: A synthesis of theories and practices supporting early reading
| During the examination period | 50% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 2
Coordinator Martina Tassone Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours (8 x 1 hr online lectures; and 8 x 2hr on-campus workshops) Total time commitment 170 hours Teaching period 25 July 2022 to 23 October 2022 Last self-enrol date 5 August 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 contact information
Dr Martina Tassone: tassonem@unimelb.edu.au
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Hill, S. (2021). Developing Early Literacy: Assessment and teaching (3rd ed.). Eleanor Curtain.
Recommended texts and other resources
Bromley, T. & Turner, K. (2019). Drawing and writing: How drawing supports the emergent writer in the early years of schooling. Practical Literacy: The Early and Primary Years, 24, (2), 10-13.
Callow, J. (2016). Viewing and doing visual literacy with picture books, Practical Literacy. 21(1), 9 – 12.
Clay, M. (1991). The development of processing strategies. Becoming literate: The construction of inner control. (pp. 288 – 316). Heinemann.
Cox, R., Feez, S. & Beveridge, L. (Eds.). (2019). The alphabetic principle: an orientation: PETAA.
Gibbons, P. (2015). Scaffolding Learning, Teaching English Language Learners in the Mainstream Classroom (2nd Ed.). Heinemann.
Edwards-Groves, C. (2014). Talk moves: A repertoire of practices for productive classroom dialogue. PETAA PAPER 195. Newtown, Sydney: Primary English Teaching Association Australia.
Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49 – 76.
Konza, D. (2014). Teaching Reading: Why the “Fab Five” should be the “Big Six”. Australian Journal of Teacher Education, 39(12), 153 – 169.
Mercer, N. & Dawes, L. (2018). The development of oracy skills in school-aged learners. Cambridge Papers in ELT Series, 1 – 22.
Oakley, G. & F., & J. (2016). Learning to spell: The beginnings. A closer look at spelling in the primary classroom (pp. 35–65). Primary English Teaching Association of Australia
Parkin, B. (2020). Reading models: putting the jigsaw together. PETAA Paper 221, 1 – 30.
Raban, B. (2014). Talk to think, learn and teach. The Journal of Reading Recovery, 1, 5 – 15.
Stahl, K.D. (2011). Applying new visions of reading development in today’s classrooms. The Reading Teacher, 65 (1), 52-5-6
State Government of Victoria. (2018). Literacy Teaching Toolkit.
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/default.aspx - Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood and Primary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024