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Unit of Study EDU10513 - English Education III: Issues (2014)

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Unit Snapshot

  • Unit typeo

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Advanced

  • Former School/College

    Former School of Education

Unit description

Addresses current issues in the teaching of literacy and English. The diversity of literacy learners, differentiation of the curriculum, and the structure of the literacy session, will all be addressed.

Unit content

  1. The Australian Curriculum for English, NSW English curriculum/syllabus; national and state requirements and agendas; links with Early Childhood.
  2. Problematising contemporary literacy approaches and programs.
  3. Critical literacy.
  4. Multi-literacies, and multi-modal literacy.
  5. Planning for literacy:
    • programming for a Term across all KLAs
    • planning a topic/theme/integrated unit of work
    • planning a unit of work for English
    • planning for individual differences.
  6. Assessing, keeping records and reporting in English: national assessment (NAPLAN).
  7. Implementing and evaluating the literacy session: a range of options for how it is organised in birth to 12 years of age.
  8. Celebrating the diversity of literacy-learners:
    • students with special needs (including gifted and talented)
    • students with challenging behaviours
    • students from Aboriginal and Torres Strait Islander backgrounds
    • students from low socio-economic backgrounds.
  9. Supporting students from Non-English Speaking Backgrounds (NESB), including those from Indigenous communities.

Availabilities

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

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: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 make informed comparisons about English/ literacy curricula within a national context
2 evaluate a wide range of current issues in the learning, teaching and assessing of literacy and English for children 0-12 years, and in assessing their literacy development
3 reflect upon, discuss and evaluate specific literacy programs and interventions and teaching strategies
4 plan a sequential series of literacy sessions which embrace critical and multi-literacy perspectives
5 demonstrate appropriate strategies for differentiation of teaching and assessing of English and literacy which take account of social disadvantage, Indigenous and Non-English Speaking Backgrounds, and special needs.

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

  1. make informed comparisons about English/ literacy curricula within a national context
    • GA1:
  2. evaluate a wide range of current issues in the learning, teaching and assessing of literacy and English for children 0-12 years, and in assessing their literacy development
    • GA4:
  3. reflect upon, discuss and evaluate specific literacy programs and interventions and teaching strategies
    • GA1:
  4. plan a sequential series of literacy sessions which embrace critical and multi-literacy perspectives
    • GA4:
  5. demonstrate appropriate strategies for differentiation of teaching and assessing of English and literacy which take account of social disadvantage, Indigenous and Non-English Speaking Backgrounds, and special needs.
    • GA4:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.