Course Title: Literacy 2: Developing Language Users

Part A: Course Overview

Course Title: Literacy 2: Developing Language Users

Credit Points: 12.00

Terms

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
TCHE2309	Brunswick Campus	Undergraduate	360H Education	Face-to-Face	Sem 2 2010, Sem 2 2011, Sem 2 2012, Sem 2 2013, Sem 2 2014
TCHE2336	Bundoora Campus	Undergraduate	360H Education	Face-to-Face	Sem 2 2010, Sem 2 2011, Sem 2 2012, Sem 2 2013, Sem 2 2014

Course Coordinator: Cheryl Semple

Course Coordinator Phone: +61 3 99257848

Course Coordinator Email: cheryl.semple@rmit.edu.au

Pre-requisite Courses and Assumed Knowledge and Capabilities

Literacy 1: Learning to be Literate

Course Description

This is a core course that focuses on the learning and teaching of literacy in upper primary schools. Building on the knowledge skills and understandings from Learning to be Literate, students will explore current initiatives in planning, teaching and assessing students in grades 3-6. They will explore and critique texts for these literacy learners and acquire and apply a wide range of literacy strategies appropriate for diverse learners.

Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Further understand and begin to apply knowledge of how cultural and linguistic diversity leads to multiple literacies.
• Gain deeper knowledge of how reading and writing develop.
• Further develop skills in teaching and critically analysing literacy strategies for upper primary using a literacy framework.
• Further develop their literacies.
 

Upon completion of this course students will be able to:
• Further develop and demonstrate critical literacy skills.
• Understand and apply a range of oral, listening, reading, writing and viewing strategies for upper primary students.
• Demonstrate a variety of genres for specific purposes and audiences in a variety of modes.
• Understand and link some of the theories underpinning contemporary approaches to English language and literacy education to practices.
• Further develop strategies for ESL learners and other diverse groups.
• Explore and critique literature (print and non -print based) for upper primary students.
• Examine and critique state wide assessment practices.

ICT Outcomes
At the conclusion of this course, students will have demonstrated and/or acquired the following ICT capabilities:
• Understandings of the role of ICT in learning and implications for the classroom.
• Awareness of a range of contemporary ICT resources suitable for the classroom.

VIT Standards
This course is aligned with the following standards:
• Teachers use a range of teaching strategies and resources to engage students in effective learning.
• Teachers plan and asses for effective learning.
• Teachers reflect on, evaluate and improve their professional knowledge and practice.
 

Overview of Learning Activities

Students’ learning in this course will involve a range of activities including theory, task analysis and practical skill building and will involve discussions of readings, lectures, debates, hands on literacy activities, use of multimedia resources, library skills and study skills workshops

Overview of Learning Resources

See Part B

Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, written, oral or performance based assessment).

Students should refer to Part B of the course guide for further information on assessment.