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Language & Literacy: Years 3 to 6 (ECP) (EDUC91071)
Graduate courseworkPoints: 12.5Not available in 2022
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.
Overview
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This subject will lead Teacher Candidates to increase their understanding of the advanced forms of language and literacy developed in Years 3 to 6 of schooling. Teacher Candidates will engage with key research about the challenges facing teachers and students in this phase of learning and the classroom practice that best support all student’s language and literacy development. This subject references the Australian/Victorian Early Years Learning and Development Frameworks and Curricula. Engagement with theoretical perspectives, current research and the Victorian Curriculum will assist Teacher Candidates to plan for, implement and evaluate teaching strategies suited to the language and literacy development of diverse students in Years 3 to 6.
Pedagogical content knowledge of language and literacy will be enhanced through an address of topics, which include the multiple forms of literacy required for the comprehension, composition and production of complex texts central to English and other areas of the curriculum; the strategies that assist all school students to engage in comprehension; higher-order thinking; critical analysis and inquiry around various written, visual, multimodal and technological texts; the development of academic language proficiency in reading, writing, listening and speaking and the use of the Clinical Teaching Cycle to support literacy learning and teaching.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Integrate strong subject and pedagogical content knowledge of the multiple forms of language and literacy required in the Victorian Curriculum: English, to plan for the teaching of literacy in the middle and final years of primary school.
- Analyse relevant educational theory and research concerning teaching advanced forms of literacy and the related challenges for all middle and upper primary school students.
- Design relevant curriculum and pedagogy that is both challenging and differentiated to cater for the diverse needs of middle and upper primary school students to comprehend, compose and produce more complex texts.
- Organise, manage and critique differentiated literacy classroom activities that support all learners' literacy learning.
- Critically plan, select, use, integrate, sequence and evaluate a range of teaching strategies and resources, including ICT to support the teaching of literacy to engage diverse learners.
- Engage in a range of literacy assessment practices that provide opportunities to analyse and interpret a range of assessment and diagnostic data to make sound and informed judgements about students' learning needs and related teaching interventions.
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 |
---|---|---|---|
EDUC91069 | Language & Literacy: F to Year 2 (ECP) | Semester 2 (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 |
---|---|---|
Discussion Paper: Discussion paper on literacy skills and strategies, in middle/upper primary school
| Early semester | 20% |
Presentation: Individual oral presentation inquiring into a literacy teaching approach/strategy (1500 words equivalent)
| From Week 2 to Week 9 | 30% |
Planning Document: Planning document on an interventionist teaching plan for your graduate teaching
| 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
Not available in 2022
Time commitment details
Total time commitment: 170 hours. Contact hours: 24 hours (16 hours on-campus classes, 8 x 2-hour on-campus workshops and 8 x 1hr asynchronous online lectures).
Additional delivery details
This subject will be available in Semester 1, 2023.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Seely Flint, A., Kitson, L., Lowe, K. & Shaw, K. (2020). Literacy in Australia: Pedagogies for engagement. 3rd edition.
Recommended texts and other resources
Alexander, J., and Jarman, R. (2018) The pleasures of reading non‐fiction. Literacy, 52, 78–85.
Anstey, M., & Bull, G. (2018). Being multiliterate: a repertoire of practices. In Foundations of Multiliteracies Reading, Writing and Talking in the 21st Century. Routledge.
Comber, B. (2015). Critical literacy and social justice. Journal of Adolescent & Adult Literacy, 58(5), 362-367.
Callow, J. (2013). The shape of text to come: How image and text work. Newtown, NSW: PETAA. [Introduction and Chapter 1, pp.1-11]
Cozmescu, H. & Sandiford, C. (2021). Building curriculum knowledge through talk for learning. In H. Harper & S. Feez (Eds.). An EAL/D Handbook (pp. 77 - 96), PETAA.
Cremin, T., Harris, B., & Birchall, L. (2020). Exploring non-fiction: pedagogic practices to support a love of reading. English 4-11 (68), 7-10.
Cummins, J. (2014). Beyond language: Academic communication and student success. Linguistics and Education, 26, 145-154.
Daffern, T., Mackenzie, N., & Hemmings, B. (2017). Predictors of writing success: How important are spelling, grammar and punctuation? Australian Journal of Education, 61(1), 75-87.
Davis, A. (2016). Teaching Reading Comprehension. (2nd Ed.). South Yarra: Eleanor Curtain.
Derewianka, B., & Jones, P. (2016). Teaching Language in Context. (2nd Ed.) Sydney: Oxford University Press.
Fountas, C.I., & Pinnell, G.S. (2018). Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning. The Reading Teacher 72 (1) 7-19.
Gibbons, P. (2014). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom. United Kingdom: Heinemann.
Godinho, S., Woolley, M., Scholes, M. & Sutton, G. (2017). Literacies for remote schools: Looking beyond a one size fits all approach. Literacy Learning: the Middle Years, 25 (1), 28 – 40.
Henderson, R. (Ed.).(2019). Teaching Literacies: Pedagogies and Diversity. 2nd edition. Oxford
Manuel, J., & Carter, D. (2015). Current and historical perspectives on Australian teenagers' reading practices and preferences. Australian Journal of Language & Literacy, 38 (2), 115-128.
Merga, M. K. (2017). What would make children read for pleasure more frequently? English in Education, 51(2), 207-223.
Myhill, D. & Chen, H. (Eds.). (2020). Developing Writers Across the Primary and Secondary Years: Growing into Writing (pp. 1-18). London, New York: Routledge.
Oakley, G., & Fellowes, J. (2016). A closer look at spelling in the primary classroom Primary English Teaching Association of Australia.
Rennie, J. (2016). Rethinking reading instruction for adolescent readers: The 6R's. Australian Journal of Language and Literacy; 39(1) p.42-53.
Rose, D. (2016). Engaging and supporting all our students to read and learn from reading. PETAA Paper 202. PETAA.
Rossbridge, J. (2017). Focussing on assessment and the teaching and learning cycle through whole school professional learning. In H. Fehring (Ed.), Assessment into practice: Understanding assessment practice to improve students’ literacy learning (pp. 51 – 56). PETAA.
Rutherford, L., Merga, M. K., & Singleton, A. (2018). Influences on Australian adolescents' recreational reading. Australian Journal of Language and Literacy, 41(1), 44-56.
Schleppegrell, M. J. (2018). The knowledge base for language teaching: What is the English to be taught as content? Language Teaching Research, 24(1), 17-27.
State Government of Victoria. (2018). Literacy Teaching Toolkit.
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/default.aspxTompkins, G., Campbell, R., Green, D. & Smith, C. (2019). Literacy for the 21st century: A balanced approach. 3rd edition. Pearson
- 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