units

EDF2213

Faculty of Education

18 September 2017 23 December 2024
Monash University

Undergraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

6 points, SCA Band 1, 0.125 EFTSL

To find units available for enrolment in the current year, you must make sure you use the indexes and browse unit tool in the current edition of the Handbook.

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2013 (Day)
Coordinator(s)Ms Julie Faulkner

Synopsis

This unit revisits a range of theoretical perspectives on the learning and teaching of literacy, particularly in relation to the middle and upper primary years. Students are encouraged to research changing literacy practices, critically reflect on their own beliefs and teaching practices, and develop a robust theoretical perspective on the learning and teaching of literacy to a diverse range of learners. Students critically examine current literacy practices, including assessment, curriculum and reporting of literacy learning, in order to develop effective methods of literacy pedagogy and planning in their own teaching. Students' pedagogical practices take into account the changing social futures and needs of primary school students.

Outcomes

On completion of this unit, students should be able to:

  • identify a range of theoretical perspectives on effective literacy learning in the middle and upper primary years
  • reflect on their personal professional learning during placement and implement teaching and learning strategies that demonstrate an understanding of a range of effective and inclusive teaching strategies for literacy in the middle and upper primary classroom, including approaches to planning, assessment and reporting
  • explore ways to integrate literacy teaching across the curriculum
  • understand the importance of using a variety of texts and literature as part of an effective literacy program
  • become competent in the use of a range of ICTs in accessing relevant research literature, in accessing and developing teaching resources and strategies, and in presenting evidence of their own learning in the area of literacy.

Assessment

Professional portfolio (equivalent 2000 words, 50%)
Curriculum planning (equivalent 2000 words, 50%)

Chief examiner(s)

Ms Julie Faulkner

Contact hours

12 hours per week (equivalent)