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Literacies, Languages, and Learners (EDUC91122)
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 introduces Teacher Candidates to the theory and pedagogies of language and literacy education, emphasising the increasing complexity of literacy in secondary schools. Recognising the interrelationship between literacy and learning, Teacher Candidates are supported to identify both the language and literacy needs of their students, and the language and literacy demands of their learning areas. This subject references the Australian/Victorian Curricula and Frameworks.
Teacher Candidates will be introduced to a range of teaching strategies across the language modes - speaking, listening, reading, viewing, writing - and supported to select best practice pedagogy and assessment to develop their classroom practice.
Embedded throughout this subject is the Clinical Teaching Model, which will support Teacher Candidates to select and integrate teaching strategies and resources, including ICT, and to assess and provide feedback to students to meet their learning needs.
The assessment tasks in this subject will support Teacher Candidates to apply their understanding of contemporary theories and pedagogies of language and literacy to the language and literacy demands of their learning areas to develop, structure and sequence learning programs and use assessment and feedback to support student learning.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically reflect on contemporary theories and pedagogies of language and literacy education, and the implications for effective teaching practice.
- Analyse and apply knowledge of the language and literacy demands of learning areas to differentiate teaching and learning for students across the full range of abilities.
- Integrate teaching strategies and resources, including ICT, that support all students to successfully negotiate the increasing complexity of literacy in secondary education.
- Select assessment, diagnostic and feedback strategies to assess and support the language and literacy development of students across the full range of abilities.
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.
- Linking theory and practice.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
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 |
---|---|---|
Report: Report on oral language analysis
| Mid semester | 40% |
Planning document: Written document on supporting student reading and writing
| During the examination period | 60% |
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 Alex Bacalja Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours (16 hours of on-campus classes, and 8 hours of asynchronous online activities) 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
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024