Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:July, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment:
Admission to the Master of Teaching (Early Childhood) or Master of Teaching (Early Years)
|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 Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorMrs Martina Tassone
This subject will build on teacher candidates’ knowledge of school students’ language acquisition and emergent literacy in early childhood to support understandings of literacy development in the early years of schooling. Teacher candidates’ will be introduced to the scope and sequence of language and literacy learning in the early years with attention given to the diverse nature of children’s language and literacy experiences in the prior-to school and school years.
Emphasis will be on theoretical perspectives of literacy acquisition and approaches that support the interrelationship between oral language, reading and writing.
The focus here will be on the development of school students’ language with particular attention given to aspects of the English language such as phonology, vocabulary and grammar related to early reading and writing; theories of reading acquisition that inform the teaching reading; the development of writing; curriculum frameworks and assessment tools; strategies to support whole, small group and individualised instruction in relation to print-based texts and the use of multi-modal texts to support literacy learning.
On completion of this subject teacher candidates will be able to:
There are 2 assessment tasks:
Collection of readings.
Hill, S. (2012) Developing early literacy: assessment and teaching. South Yarra: Eleanor Curtin Publishing
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
This subject encompasses particular generic skills. On completion of the subject, students should:
|Links to further information:||https://handbook.unimelb.edu.au/view/current/MC-TEACHEC|
Master of Teaching (Early Childhood) |
Master of Teaching (Early Years)
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