6 points, SCA Band 1, 0.125 EFTSL
Undergraduate - Unit
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
Not offered in 2017
This unit explores a range of theoretical perspectives on the learning and teaching of literacy. It encourages students 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 and reporting of literacy learning, in order to develop effective methods of literacy pedagogy in their own teaching. Students' pedagogical practices take into account the changing social futures and needs of primary school students.
Upon successful completion of this unit students should be able to:
- identify a range of theoretical perspectives on literacy and critically examine these in light of their own developing perspectives
- explore and develop their own literacy skills and pedagogical practices
- demonstrate their understanding of a range of effective and inclusive teaching strategies for literacy in the primary classroom, including approaches to assessment and reporting
- use a range of information and communication technologies (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.
Critique (2000 words, 50%)
Planning assignment (2000 words, 50%)
Minimum total expected workload equals 144 hours per semester comprising:
- Contact hours for on-campus students:
- 1-hour lectures
- 2-hour workshops
- Additional requirements:
- independent study to make up the minimum required hours per week
See also Unit timetable information