This unit analyses the requirements for literacy in teaching and learning across the curriculum. The unit includes developing knowledge and understanding of policy documents and school processes, and advanced knowledge and understanding of research-based educational theory required for improving literacy teaching and learning.
Through the unit pre-service teachers will examine diagnostic, formative and summative assessment strategies for assessing children’s literacy proficiencies. The unit covers the knowledge, skills and understanding required to analyse assessment data, determine children’s proficiencies and learning needs, and plan differentiated learning goals and experiences to address a range of learning needs for diverse groups of children, including Aboriginal and Torres Strait Islander students. In addition, the unit covers strategies for recording and reporting to the students, parents/carers and other stakeholders, the students’ progress and achievement in developing literacy proficiencies, and the importance of keeping accurate and reliable records to support this. The unit also covers Aboriginal and Torres Strait Islander histories, cultures and languages that need to be considered in the context of literacy teaching and learning. This unit will also explore how ICT can be integrated across the curriculum for enhancing the teaching and learning of literacy.
Through this unit, pre-service teachers will examine and develop knowledge and understanding of a range of intervention programs. Students will apply this knowledge and understanding in order to design, implement and evaluate an intervention program to address children’s literacy needs. The unit covers effective approaches to seeking, reflecting on and applying constructive feedback from experienced teachers in order to improve their practices in order to improve children’s engagement and learning.
This unit also focuses on developing advanced standards of literacy in the pre-service teachers as they complete the unit. In addition, the unit incorporates Christian faith, worldview and Scripture related to teaching and learning processes.
* Understanding the language dimension of everyday life and why literacy is “across the curriculum”
* Understanding the range of knowledge, skills and elements of multi -literacy competency
* Ways of assessing literacy and diagnosing needs
* Designing effective lessons to enhance literacies across the curriculum. The importance of vocabulary, and specific literacies involved the various discipline areas
* Reflection on practice and needs and designing effective interventions
* Effectively using stories, poems and metaphors to teach concepts in various disciplines