Language and Literacy in the Primary Years 1

    Unit code: ETP5001 | Study level: Postgraduate
    (Generally, 1 credit = 10 hours of classes and independent study.)
    Online Real Time
    Victoria University Online


    This unit of study focuses on the development of language and literacy in the Lower Primary context. Preservice teachers will develop a strong disciplinary understanding of how to teach across the three strands of language, literacy and literature as articulated in the Primary English Curriculum. The unit will develop pedagogical content knowledge in the teaching of reading, writing, speaking and listening. The unit also requires students to reflect on their personal literacy skills and knowledge and make connections to professional practice. Students will be introduced to the theoretical and philosophical underpinnings of how to teach literacy and language in a Lower Primary classroom. Practical approaches to the teaching of grammar, phonics, comprehension and literature will involve the study of English language conventions and structures.

    Learning Outcomes

    On successful completion of this unit, students will be able to:

    1. Design a self-assessment plan based on the LANTITE results for improving literacy content knowledge and skills. Present a poster detailing a method of how this plan is going to be enacted with reference to the AITSL standards;
    2. Critically reflect on a range of pedagogies to teach Language and Literacy conventions required in the Lower Primary Years;
    3. Reflect on theoretical models of language and literacy practice to inform an understanding of professional content knowledge;
    4. Design and construct a unit of work comprising a series of 3 lesson plans supported by contextualised resources with evidence of differentiated learning and formative and summative assessment; and draw on data to report on student learning and achievement; and
    5. Demonstrate ability to teach language conventions, techniques, modes of communication and forms of representation in virtual and traditional text contexts and situations.
    6. Participate in an academic community of discourse through reflective and critical engagement in academic texts and understanding of principles of academic integrity.


    For Melbourne campuses

    Hurdle assessment task: Completion of five Academic Integrity Modules

    Assessment type: Poster
    Grade: 15%
    Diagnostic assessment of personal and professional literacy content knowledge.
    Assessment type: Assignment
    Grade: 55%
    Plan a series of 3 literacy lessons with reference to the Victorian English Curriculum standards.
    Assessment type: Presentation
    Grade: 30%
    Video recording based on lesson components that demonstrate either language, literacy or literature teaching strategies

    Required reading

    Literacy in Australia. Pedagogies for Engagement.
    Seely Flint, A., Kitson, L., Lowe, K., Shaw, K. Humphrey, S., Vicars. M, and Rogers, J. (2020)| Milton, Queensland: John Wiley & Sons.

    As part of a course

    This unit is studied as part of the following course(s):

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