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