7 x 1-hour lectures per semester
8 x 3-hour workshops per semester
1 Admission into MTPR-Master of Teaching (Primary)
1a Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
2 EDUC9232 - Professional Experience 1 (Primary R-7)
2a EDUC9235 - Professional Experience 1 and Inclusive practice (Primary R-7)
3 EDUC9125 - English Curriculum Studies 1: Literacy in Changing Educational Contexts
3a EDUC9522 - Intervention for Students with Literacy Difficulties
4 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
4a Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
5 90 units of study
Must Satisfy: (((1 or 1a) and (2 or 2a) and (3 or 3a)) or ((4 or 4a) and 5))
Enrolment not permitted
EDUC4725 has been successfully completed
Assignment(s), Project
Topic description
This is the second of two topics related to the teaching of English and literacy that are studied during this education course. The Australian Curriculum: English is made up of three interrelated strands - Language, Literature and Literacy. This topic is designed to provide the knowledge and skills to teach literary genres to primary students, for the purpose of building their language and literacy abilities. In this topic unit plans are created in preparation to teach, deliver and assess English lessons during the final professional experience placement. This topic also provides for undertaking future-focussed research on practice in line with the Australian Professional Standards for Teachers (APST). This culminates in choosing research-informed points of practice to examine as final placement is undertaken. This supports the collection of meaningful ‘artefacts of practice’ as English is taught on final placement.
Educational aims
This topic aims to:

  • provide unit planning opportunities for teaching a variety of genres aligned with the literature strand of the Australian Curriculum: English

  • introduce a repertoire of research-based pedagogic practice that account for students of diversity

  • develop knowledge about when and how to use a range of assessment practices that guide teaching and learning and subsequent reporting

  • encourage an enactment of socially just approaches to teaching English and literacy

  • create opportunities - in the context of teaching primary English - to plan for and undertake future-focussed research on practice

  • provide support for self-reflection and the collection of meaningful ‘artefacts of practice’ in line with the graduate level of the Australian Professional Standards for Teachers
Expected learning outcomes
It is expected that as a result of work in this topic, students will:

  • locate and analyse the structures and the Standard of the Australian Curriculum: English - and/or other authorised curriculum frameworks - and discuss how they align with literature, language and literacy learning in a primary classroom

  • plan for the ongoing teaching of English and literacy in a primary classroom

  • compare and apply a range of research-based pedagogic practice/s that cater for students of diversity

  • design and schedule a range of assessment and reporting practices specific to literacy and English outcomes

  • plan and conduct future-focussed research on practice, and critique how this informs developing ‘illustrations of practice’ in relation to the Australian Professional Standards for Teachers