1 x 1-hour lecture weekly
1 x 2-hour workshop weekly
1 Admission into BEDPRBA-Bachelor of Education (Primary), Bachelor of Arts
1a Admission into BEDPRBGSC-Bachelor of Education (Primary), Bachelor of General Science
1b Admission into BAEPRP-Bachelor of Arts (Education (Primary) Pathway)
1c Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
1d Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
1e Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education
1f Admission into BEDPRBSE-Bachelor of Education (Primary), Bachelor of Special Education
2 1 of EDUC1120, EDUC1101
Must Satisfy: ((1 or 1a or 1b or 1c or 1d or 1e or 1f) and 2)
Enrolment not permitted
EDUC2301 has been successfully completed
Assumed knowledge
High standard of personal literacy and basic computer literacy.
Assignment(s); Tutorial presentation; Tutorial participation.
Topic description
This is the first of two topics related to the teaching of English and literacy that are studied during this education course. In these interrelated topics, social and functional theories of teaching language are explored. This topic is taught in the context of the Australian Curriculum where English is built across three interrelated strands - Language, Literature and Literacy. This topic is designed to develop the knowledge and skills required to teach literacy and English in primary settings. In particular, the structure and nature of language and how it is acquired by diverse cohorts of students, a repertoire of professional practice and an understanding of variety of assessment strategies. Students in this topic undertake planning for teaching primary English and reflect on the approaches taken.
Educational aims
This topic aims to:

  • provide an introduction to the Australian Curriculum (AC): English and literacy as embedded in the everyday practices of students

  • introduce current research around English and literacy acquisition

  • introduce a variety of pedagogical practice that guide the teaching of reading and writing - for diverse student groups - in primary classrooms

  • create opportunities to plan lessons to teach English and literacy for primary students of diversity

  • introduce current practices and debates around assessment

  • encourage the enactment of a socially just approach to teaching English and literacy

  • create opportunities to articulate a developing repertoire of English and literacy teaching practices
Expected learning outcomes
It is expected that as a result of work in this topic, students will:

  • recognise and discuss features of the Australian Curriculum: English and literacy as a social practice

  • explain a variety of theories relating to how primary age students acquire language and learn to read and write across multiple modalities

  • model repertoires of practice that guide literacy learning activities for classes of mixed ability students

  • plan and reflect on English lessons for diverse groups of primary students

  • distinguish between and illustrate current assessment practices i.e. diagnostic, formative and summative

  • identify and describe sound examples of English and literacy teaching practice