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Unit of Study EDU30004 - English Education: Issues (2019)

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Unit Snapshot

  • Unit type

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Advanced

  • Former School/College

    Former School of Education

  • Enrolment information

    N/A

Unit description

This unit develops higher-level understandings of literacy pedagogy, skills and knowledge.  This is then applied with a practical focus on planning and programming, application of curriculum and learning routines, and assessment for effective literacy learning with respect to both early childhood and primary settings. The diversity of literacy learners and differentiation of the curriculum are addressed.

Unit content

Differentiation and Diversity:

Knowledge of multi-literacies and other literacies across and within the English  (e.g.visual, multi-literacies, techno-literacies).

Ways of differentiating curriculum to meet the diverse needs of learners in the English classroom/early childhood settings including use of IEP/PLPs, visual, multi-literacies, and techno-literacies: for EAL/D students; low SES students; culturally diverse students; students from Aboriginal and Torres Strait Islander backgrounds; and gifted and talented students.

Role and value of English in the broader school/early childhood curriculum, including, e.g. syllabus, EAL/D, and the relationship between English other KLAs.

Pedagogy, Skills and Knowledge:

Application of knowledge of the literacy curriculum, teaching and learning strategies, resources, and pedagogy to the teaching of literacy in early childhood and primary contexts.

Deepening understanding about literacy programs and interventions in use in schools/centres, with special focus on the teaching of phonics and phonemic awareness in the processes of becoming literate.

Knowledge and evaluation of a range of contemporary literacy programs and interventions in use in centres/schools.

Literacy Assessment:

Assessment of literacy needs; types of literacy assessment for use with children early years to 12; the assessment cycle; assessment strategies; continuous assessment; recording and reporting; NAPLAN and its place; program evaluation.

Using literacy assessment data to design differentiated learning activities.

Planning for literacy learning:

Planning for, with scholarly justification, the establishment of a literacy learning environment.

Planning for literacy learning, including: establishment of pedagogies for early childhood and primary settings; completing a quality plan for literacy teaching; accommodating for and understanding student differences and needs; assessment for/of learning.

Availabilities

Location Domestic International
Coffs Harbour Session 2 Session 2
Gold Coast Session 2 Session 2
Lismore Session 2 Session 2
Online Session 2 N/A

Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
Learning outcome count Learning outcome description GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 Design a literacy unit of work that includes specifics about: English skills and knowledge to be taught; the assessment of literacy learning; and differentiated teaching and learning to meet the needs of diverse students.
2 Develop a set of classroom routines to facilitate the teaching and learning of literacy.
3 Deconstruct the English syllabus/curriculum learning outcomes to identify specific skills and knowledge for teaching of literacy.
4 Develop English assessment tasks and criteria for determining student learning.
5 Review and critique the potential efficacy of the unit of work.

On completion of this unit, students should be able to:

  1. Design a literacy unit of work that includes specifics about: English skills and knowledge to be taught; the assessment of literacy learning; and differentiated teaching and learning to meet the needs of diverse students.
    • GA4:
    • GA7:
  2. Develop a set of classroom routines to facilitate the teaching and learning of literacy.
    • GA4:
    • GA7:
  3. Deconstruct the English syllabus/curriculum learning outcomes to identify specific skills and knowledge for teaching of literacy.
    • GA4:
    • GA7:
  4. Develop English assessment tasks and criteria for determining student learning.
    • GA4:
    • GA7:
  5. Review and critique the potential efficacy of the unit of work.
    • GA4:
    • GA7:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.