Language, Literacy and Numeracy (EDUC90823)
Graduate courseworkPoints: 12.5On Campus (Parkville)
To learn more, visit 2023 Course and subject delivery.
Overview
| Availability | January |
|---|---|
| Fees | Look up fees |
This subject builds participants’ capacity to develop pedagogical knowledge and skills in order to improve language, literacy and numeracy (L,L&N) outcomes for all students. Evidence is presented to demonstrate the importance of L,L&N skills for success at school, future learning and for full participation in the community and the workplace.
This subject explores the current definitions and the place of L,L&N in the curriculum; examines Australian students’ performance in national and international assessment programs. It supports the development of participants’ own language, literacy and numeracy skills and as well as an understanding of first and second language acquisition and the development of critical numerical concepts and applications.
This subject identifies the L,L&N demands of the range of discipline areas taught in the secondary school, including the L,L&N needs of interdisciplinary content areas and in relation to e-learning. It also builds participants’ capacity to assess and respond to specialised learning needs of all students, including: gifted and talented, EAL, Indigenous and students with disability.
This subject along with Teaching and Learning Contexts 1 and Evidence Based Learning and Teaching 1, requires participants to implement the Clinical Praxis Exam.
Intended learning outcomes
On completion of this subject, participants should be able to:
(Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers)
- demonstrate knowledge of current research in teaching L,L&N skills and understand the importance of L,L&N in schooling across all learning areas (Graduate Standards 2.5, 3.6, 4.1)
- analyse and articulate the L,L&N demands made by particular disciplines and particular learning tasks and develop teaching strategies to improve student learning (Graduate Standards 2.5)
- demonstrate an understanding of L,L&N assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess students learning (Graduate Standards 5.1)
- demonstrate the capacity to interpret L,L&N student assessment data to evaluate student learning and modify teaching practice (Graduate Standards 5.4)
- demonstrate an understanding of how to meet the learning needs of diverse learners through evidence based classroom planning (Graduate Standards 2.3, 2.5, 3.1)
- demonstrate a range of verbal and nonverbal communication strategies to support student engagement (Graduate Standards 3.5)
- develop pedagogical approaches that cater for student diversity, including differentiation of learning (Graduate Standards 1.3, 1.5, 1.6, 2.5, 3.3)
- develop instructional and interventionist classroom practices that account for and address L,L&N demands using a range of resources (Graduate Standards 2.5, 3.4)
Generic skills
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- Understand the significance of developing their practice on the basis of research evidence
- Be flexible and able to adapt to change through knowing how to be solution focussed
- Assess student learning needs and evaluate the effectiveness of their teaching strategies
- Find and develop appropriate resources to support students’ L,L&N learning
- Work in teams with skills in cooperation, communication and negotiation
- Be skilled communicators who can effectively articulate and justify their practices
- Be independent of mind, responsible, resilient and self-regulating.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90580 | Evidence Based Learning and Teaching 1 | January (On Campus - Parkville) |
12.5 |
| EDUC90583 | Learning and Teaching Contexts 1 | January (On Campus - Parkville) |
12.5 |
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 |
|---|---|---|
Clinical Praxis Examination (oral presentation; equivalent to 1,500 words for this subject. This is a combined task with EDUC90583 and EDUC90580)
| July | 30% |
Essay exploring language, literacy and numeracy issues and responses for EAL and students with additional learning needs
| Mid September | 70% |
| Hurdle requirement: 100% attendance at all scheduled lectures, tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- January
Principal coordinator Merryn Dawborn-Gundlach Coordinator Barb Hadlow Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Teaching period 21 November 2022 to 11 November 2023 Last self-enrol date 2 December 2022 Census date 13 March 2023 Last date to withdraw without fail 22 September 2023 Assessment period ends 17 November 2023 January contact information
Time commitment details
170 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 10 February 2024
Further information
- Texts
- Off-campus study
This subject has a workplace component
This subject is part of the Master of Teaching (Secondary) Internship, which is an employment-based course. Interns are employed in schools as para-professionals with teaching responsibilities and have Permission to Teach from the Victorian Institute of Teaching.
- Related Handbook entries
Last updated: 10 February 2024