Crossing boundaries: literacy and learning in the transition years (5-8)
Not offered in 1997
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 during the transition years; 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, `process writing', `whole language', `genre') 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 during 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. Students will reflect critically on the transition policies at their schools and engage in policy formation as well as curriculum development. Consideration will be given to historical and institutional factors which need to be taken into account when implementing change in schools. Emphasis will be placed on supporting teachers engaged in professional development and curriculum change. Students will be expected 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 (2000 words each): 25% each
* One
assignment (5000 words): 50%
| Published by Monash University, Clayton, Victoria
3168 Copyright © Monash University 1996 - All Rights Reserved - Caution Authorised by the Academic Registrar December 1996 |