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Language and Literacy: Years 3 to 6 (EDUC91083)
Graduate courseworkPoints: 12.5Dual-Delivery (Parkville)
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 2
Overview
Availability | Semester 2 - Dual-Delivery |
---|---|
Fees | Look up fees |
This subject builds on knowledge developed in the previous subject Language and Literacy: F to Year 2 to focus on teaching more complex aspects of language and literacy required in the middle and upper primary years. Teacher Candidates engage with key research and theory to identify key challenges for teaching and learning language and literacy knowledge and skills in this transitional stage of schooling. Teacher Candidates will further develop specialised subject content knowledge for teaching and assessing student language and literacy development linked to the Australian/Victorian Curriculum: English. Teacher Candidates will extend their pedagogical knowledge of effective teaching strategies and assessment tools and of the Clinical Teaching Model to meet specific and diverse leaning needs.
Topics include: reading comprehension, higher order thinking, critical analysis and inquiry around various written, visual, multimodal and digital texts; the importance of reading engagement, rich texts, and text selection; composition and production of complex texts central to English and other subject areas in both print and digital forms including multimodal; and development of academic language proficiency for reading, writing, listening and speaking across all subject areas.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Examine contemporary educational theory and research concerning teaching advanced forms of literacy and the related challenges for students in the middle and upper primary school.
- Examine pedagogical practices for effective classroom communication through a range of strategies that promote the interrelatedness of oral language, reading and writing when planning teaching.
- Plan, organise, sequence, assess and evaluate programs across the curriculum demonstrating strong pedagogical knowledge and subject content knowledge of language and literacy required in the Victorian/Australian Curriculum: English, enabling students to comprehend, compose and produce more complex texts.
- Integrate teaching contemporary literacy knowledge and skills across the curriculum in Years 3-6 including critical literacy, multimodal literacy and digital capabilities to support student participation and engagement.
- Analyse and interpret a range of assessment and diagnostic data to make sound and informed judgements about students' diverse learning needs and plan for differentiated teaching to meet needs of diverse learners.
- Synthesise knowledge of language and literacy subject content with use of effective teaching strategies and student assessment data for planning for improved outcomes for students in Years 3-6 across the full range of abilities and from diverse linguistic, cultural and socioeconomic backgrounds.
- Integrate literacy knowledge and skills to support development, including using ICT/digital tools, to support the teaching of literacy and language and to engage learners.
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.
- 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.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91079 | Language and Literacy: F to Year 2 | 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 |
---|---|---|
Literature review: Analysis of student data (4 survey samples) collected during placement
| Mid semester | 50% |
Essay: Analysis of a language and literacy issue Years 3 to 6.
| 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
Principal coordinator Hyejeong Ahn Coordinators Helen Cozmescu and Annemaree O'Brien Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours (8 x 2 hour on-campus workshops, and 8 x 1 hour on-campus lectures) 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
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
State Government of Victoria. (2018). Literacy Teaching Toolkit.
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/default.aspxA list of recommended readings will be provided via the LMS
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024