6 points, SCA Band 1, 0.125 EFTSL
Undergraduate - Unit
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
Ms Karen Dresser (Clayton)
Dr Damien Lyons (Peninsula)
This unit is the second of two that develop students' understanding of English and literacies learning in the Victorian and Australian curriculum. This unit focuses on developing coherent and advanced knowledge in relation to literacy teaching in a diverse social, cultural and technological world. Building on previous work, students continue to explore and critique various conceptual frameworks and theoretical ideas that help them to understand how children continue to develop various literacy knowledges, skills and understandings. The teaching of literacy is examined from a number of current theoretical perspectives and students develop appropriate pedagogical practices that support children's literacy learning. With a particular focus on the middle and upper primary years, the unit explores effective pedagogies to enhance children's oral language, reading, writing and visual literacies taking into account issues related to information and communication technologies (ICT).
Upon successful completion of this unit students should be able to:
- critically reflect upon and further develop their own personal English and literacy skills (verbally, in written form, and via a range of ICTs)
- demonstrate their understandings of a range of theoretical perspectives related to how children learn and develop literacy knowledge, skills and understandings throughout the primary school years (especially the upper years)
- demonstrate their understandings that texts are multimodal in nature, and that engaging with and creating texts involves an understanding of how the different modes integrate to make meaning
- plan inclusive learning experiences that take into account students who come from diverse social, cultural and linguistic backgrounds
- explore ways to integrate literacy teaching and learning across the curriculum plan, teach and assess learning experiences to develop middle and upper primary children's reading, writing, oral language and visual literacies.
Essay: critique and synthesis of research on how children learn and develop literacy knowledge, skills and understandings throughout the primary school years (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Integrated unit of work on literacy for diverse learners (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Minimum total expected workload equals 144 hours per semester comprising:
- Contact hours for on-campus students:
- 24 hours per semester
- Additional requirements:
- independent study to make up the minimum required hours per semester
See also Unit timetable information