This subject examines contemporary research in oral language acquisition and the links between oral language, learning, literacy and behaviour.
Frameworks are provided for educators to use to describe, and monitor speaking and listening knowledge and skills. These frameworks assist educators to break language into its main components and examine the basic rule systems. The underpinning cognitive skills that support oral language learning are also discussed.
The subject looks at developmental trends and implications for delayed language acquisition and language difficulties. It examines a variety of formal and informal procedures and assessments to monitor oral language development and to identify strengths and difficulties.
Pedagogy associated with oral language teaching and a range of intervention strategies to support speaking and listening are also reviewed.

This subject explores strategies for promoting positive learning for students, particularly those with disability, enrolled in early intervention and school settings. Structured online learning experiences, along with face-to-face sessions, focus on research-validated approaches for effective teaching and learning. Whole school curriculum approaches will be examined, alongside targeted interventions for students requiring intensive support for their learning.

Engagement in all face-to-face lectures is required.

In this subject, participants will develop a theoretical and practical understanding of the principles of assessment and reporting for students with additional needs. The emphasis will be on data collection, its purpose, and strengths and weaknesses of various approaches that are consistent with practice in Victorian schools.

Participants will learn about the interpretation and use of different forms of data to support decisions about learning programs for students with additional needs. Data derived from both informal and formal methods of assessment will be considered, including classroom observation and work samples, large scale testing programs, and specialist assessments. Participants will develop skills in evaluating different forms of assessment and reporting in terms of their usefulness to inform classroom practice.

Links between assessment and curriculum will be examined, and connected to evidence-based decision making and developmental frameworks. The importance and use of various approaches to gathering evidence, interpretation of developmental frameworks, and reporting will be examined and practised. Skills in combining evidence of learning to form assessment for teaching, recording and reporting purposes will be developed.

This subject explores strategies for promoting positive behaviour for students, particularly those with disability, enrolled in early intervention and school settings. Structured online learning experiences, along with face-to-face sessions, focus on research-validated approaches for effective behaviour management. Whole school approaches will be examined, alongside targeted interventions for students requiring intensive interventions.

Engagement in all face-to-face lectures and online modules is required.