units

EDF5711

Faculty of Education

18 September 2017 22 November 2024
Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelPostgraduate
FacultyFaculty of Education
OfferedBerwick First semester 2014 (Day)
Peninsula First semester 2014 (Day)
Peninsula First semester 2014 (Off-campus)
Coordinator(s)Dr Jane Kirkby (Berwick); Dr Jennifer Rennie (Peninsula, Day); Dr Timothy Fish (Peninsula, Off-campus)

Notes

This unit is Part A of a two-part unit and must be taken in conjunction with Part B (EDF5712).

Synopsis

This unit is the first of two units (also EDF5712 English literacies and policy contexts B) that focus on the role and nature of literacy education in schools and aims to establish a critical understanding of the inter-relationships of policy initiatives and directives with educational practices in schools and the community. Students explore connections between home, community and school literacy practices, within the context of a socially and culturally diverse world influenced by technological change, international testing of literacy, the international rights of children, and published policies of global entities (OECD, UNESCO). The unit also critically examines Australia's national, state and local policies and practices, including professional standards, curriculum and assessment. Students also enhance their personal literacies to communicate effectively as members of the teaching profession. With an emphasis on the early years of school the unit explores effective pedagogies to enhance children's oral language, reading, writing and visual literacies taking into account issues related to information and communication technology. It emphasises the place of literacy in the development of autonomous and lifelong learners.

Outcomes

Upon successful completion of the unit students should be able to:

  1. identify and critically examine a range of theoretical perspectives on literacies, and English and literacy learning with a particular focus on early literacy
  2. explore and develop students' own English and literacy skills and pedagogical practices
  3. assess, plan and implement effective and inclusive English and literacy learning experiences for young children which reflect the complex nature of English and literacy teaching and learning in an increasingly diverse social and cultural world influenced by technological and social change
  4. develop knowledge and understanding of effective ways to plan, teach and assess learning experiences to develop young children's early reading, writing and oral language skills
  5. become competent in their personal literacies, including a range of information and communication technologies
  6. examine and reflect critically on a range of education policy issues and debates for educators in contemporary local, national and global contexts and their implications for educators.

Assessment

Essay (1500 words, 40%)
Planning task (2500 words equivalent, 60%)

Chief examiner(s)

Dr Jennifer Rennie

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of self-directed study per week