GED3845

School literacy practices: P-12

Not offered in 1999

Dr B Doecke

12 points - 3 hours per week - Clayton

Objectives Upon successful completion of this subject, students should have developed an understanding of children's language and learning development in primary and secondary school; be able to compare and reflect critically on relevant curriculum documents and policies in the area of language and literacy, particularly in the Curriculum and Standards Framework series; be able to evaluate recent curriculum developments in both primary and secondary areas, determining the extent to which developments in the primary area (for example, 'whole language', 'genre', 'critical literacy') are congruent with secondary English curricula; be able to work collaboratively with teachers in both primary and secondary schools to achieve common goals; have developed understanding about ways to initiate and support teachers engaged in professional development and curriculum change; be able to engage in curriculum development and policy formation at a school in order to enhance their pupils' language and learning; be able to devise and evaluate teaching strategies for improving pupils' language and learning abilities; be able to identify, reflect on and propose solutions to difficulties associated with implementing new curricula and policies; devise appropriate means of determining the success or otherwise of any curriculum and policy initiatives undertaken; have developed an understanding of various qualitative research methodologies; have developed ways of communicating the findings of their research to others, both to other educators and to the wider community; have developed a common language for curriculum development and forms of assessment and reporting across primary and secondary areas.

Synopsis This subject examines school pupils' language and learning development in primary and secondary school. Students may choose to focus on the transition years (years 5-8). Relevant national and State language and literacy curricula documents will be used to help primary and secondary teachers develop coherent curriculum programs across years 5 to 8, based on a shared understanding of the nature of language and learning. Other students may choose to focus on other stages in the development of pupils' language and learning (P-12). Consideration will be given to historical and institutional factors which need to be taken into account when implementing curriculum and policy change in schools. Emphasis will be placed on supporting teachers engaged in professional development and curriculum change. Students will have the opportunity to engage in a research project in their school, evaluating the curriculum initiatives they develop and monitoring the language development of their pupils.

Assessment Two assignments (1500 words each): 25% each - One major assignment (3000 words): 50%

Back to the 1999 Education Handbook