EDF3079 - English and literacies 3

Overview

This unit develops your understanding of English learning in the Victorian and Australian curriculum with a particular focus on middle and upper primary students. 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 unit content, you will continue to explore and critique various conceptual frameworks and theoretical ideas that help you to understand how primary students continue to develop various literacy knowledges, skills and understandings. The teaching of English is examined from a number of current theoretical perspectives and you will develop appropriate pedagogical practices that support students' English learning across the full range of abilities and with respect to students from a range of culturally and linguistically diverse backgrounds. Drawing on middle year’s pedagogies, the unit explores effective practices to enhance primary students oral language, reading (with emphasis on vocabulary, fluency and comprehension), writing and visual literacies considering issues related to planning inclusive learning experiences for all students.

Offerings

S2-01-CLAYTON-ON-BLK

S2-01-PENINSULA-ON-BLK

Requisites

Prerequisite

Rules

Enrolment Rule

Contacts

Chief Examiner(s)

Dr Ed Creely

Unit Coordinator(s)

Dr Ed Creely

Dr Kelly Carabott

Learning outcomes

On successful completion of this unit, you should be able to:

demonstrate an understanding of theoretical perspectives related to how middle and upper primary students develop their English knowledge, skills and understanding

effectively plan, teach and assess learning experiences that develop middle and upper primary student's reading, writing, oral language and new literacies

plan and implement inclusive learning experiences that consider students who come from diverse social, cultural, religious and linguistic backgrounds.

Teaching approach

Active learning

Assessment

1 - Planning for teaching reading (2000 words or equivalent)

2 - Planning for teaching writing (2000 words or equivalent)

Scheduled and non-scheduled teaching activities

Tutorials

Workload requirements

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study.

Usually, you can expect to engage with:

24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and
the remaining hours to be allocated towards self-directed/independent study

Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

*Subject to variation due to professional experience requirements

Learning resources

Recommended resources