Year
2021
Units
4.5
Contact
7 x 1-hour lectures per semester
8 x 3-hour workshops per semester
Prerequisites
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
Assessment
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
On completion of this topic you will be expected to be able to:

  1. 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
  2. Plan for the ongoing teaching of English and literacy in a primary classroom
  3. Compare and apply a range of research-based pedagogic practice/s that cater for students of diversity
  4. Design and schedule a range of assessment and reporting practices specific to literacy and English outcomes
  5. 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

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.