Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject is not offered in 2014.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment:
125 hours total commitment. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
This subject introduces teacher candidates to forms of literacy and numeracy intervention designed to meet the learning needs of Year 7 and 8 students who experience difficulties. Teacher candidates will work in schools analysing school students’ needs, and studying teaching interventions and their effectiveness. Topics include: policy imperatives that support literacy and numeracy intervention; research data on the factors that impact on school students’ learning; screening tests and assessment data to identify school students’ needs; types of intervention, structures and programs for intervention in schools and an evaluation of these. The literacy component of the subject will address literacy development in the lower secondary school. It will introduce teacher candidates to literacy intervention programs and examine the features of language and literacy targeted in these interventions. Teacher candidates will institute designated aspects of one of these programs in their schools and collect data on the intervention’s impact. The numeracy component of the subject will cover assessment and teaching of mathematical topics that are foundations for secondary schooling. These include place value, decimals, fractions, mental computation, number sense, and number operations. Teacher candidates will examine key progression points, common misconceptions, how to assess school students’ learning needs, and appropriate teaching strategies and resources.
The aim of this subject is to introduce teacher candidates to the policy, research and processes that support interventions for school students experiencing difficulty in literacy and numeracy in Years 7 and 8 of the secondary school. Teacher candidates will be able to:
There are 2 assessment tasks:
|Prescribed Texts:|| |
Collection of readings
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
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