In this unit of study pre-service teachers will explore multidimensional aspects of literacy education and the acquisition of literacy skills by critically investigating the organisation of print literary and digital/virtual texts.  The unit aims to develop a pedagogical understanding of how to teach: compositional techniques, forms of print based and digital representation for receiving and communicating meaning to different audiences and for differing purposes and contexts. Pre-service teachers will be guided to build their repertoire of knowledge of literacy pedagogies and concepts to enable them to integrate theory and practice when planning to teach literacy across the curriculum. Through the unit pre-service teachers will investigate models for developing and responding to pupils reading, writing, and listening to texts and oral communication. Pre-service teachers will also investigate curriculum and assessment rationale to include informal, formal diagnostic, formative, and summative approaches to assessing student learning across the literacy continuum. Pre-service teachers will be introduced to theoretical models of language and literacy to appraise literacy/language learning in the early and middle years of schooling when responding to diverse learners' needs and abilities.

Unit details

Study level:
Postgraduate
Credit points:
12
Unit code:
ETP5002

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Critically review current practices for teaching and assessing Language and Literacy in the Primary Years;  
  2. Evaluate and design effective teaching and learning strategies to develop students' confidence and abilities to use language effectively and efficiently across the literacy continuum, including literacies required of 21st century learning;  
  3. Design and evaluate assessment strategies that will be used to provide appropriate feedback to students about their literacy learning; including Aboriginal and Torres Strait Islander backgrounds;  
  4. Appraise and critique key debates, principles, theories, approaches to literacy teaching and learning for culturally and academically diverse learners, needs and abilities, including students of Aboriginal and Torres Strait and different cultural and language backgrounds;  
  5. Compose and authenticate evidence of personal and professional literacy content knowledge and high-quality pedagogical skills for effective teaching; and  
  6. Design and evaluate effective learning and teaching of knowledge and skills across the literacy continuum, including providing forms of appropriate feedback to students about their literacy learning.  

Assessment

Assessment type Description Grade
Assignment Plan a series of differentiated literacy-based lessons with reference to Vic Curriculum standards and teaching strategies for diverse learners. 30%
Case Study Case and Commentary professional knowledge project: Letter writing for literacy development. 30%
Poster Poster presentation of professional learning based on professional reflection and linked to the development of literacy pedagogy. 40%
All assessments, equivalent to 5000 words of written assessment in total, must be satisfactorily completed in order to complete the unit.

Required reading

Literacy in Australia: Pedagogies for Engagement 1
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K., Vicars, M
John Wiley and Sons Publishers.

Links to recommended readings and resources for this unit will be provided to students via the Learning Management System (VU Collaborate)

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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