UG Coursework Unit
Level of learning
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.
Knowledge and application of the English Curriculum: Australian Curriculum: English and NSW English Syllabus for planning, teaching and assessment.
Knowledge and application of Australian Curriculum General Capabilities and Cross Curriculum priorities to plan for teaching to meeting literacy needs of all students.
Differentiation and Diversity
Ways of differentiating English curriculum to meet the diverse needs of learners in the classroom/early childhood settings including: individual learning programs: EAL/D students; low SES students; culturally diverse students; students from Aboriginal and Torres Strait Islander backgrounds; and gifted and talented students.
Knowledge of English Curriculum to incorporate multi- literacies and other literacies across and within English (e.g. Visual, multi-literacies and techno-literacies).
Role and value of English in the broader school/early childhood curriculum, including National and State Curricula/Syllabus, EAL/D, and links between English other KLAs.
Pedagogy, Skills and Knowledge:
Application of knowledge of the English curriculum: teaching and learning strategies, resources, and pedagogy to the teaching of language, literacy and literature in early childhood and primary contexts.
Deepening understanding about literacy programs and interventions in use in schools/centres, including the teaching of phonics and phonemic awareness.
Knowledge and evaluation of a range of contemporary literacy programs and interventions.
Planning for, with scholarly justification, the establishment of quality English and literacy teaching pedagogies for early childhood and primary settings; accommodating for and understanding student diversity and assessment for/of learning.
Understanding of assessment of English and literacy needs and use of assessment use with children early years to Primary age. Knowledge of the assessment cycle, assessment strategies and recording and reporting.
Using assessment data to design differentiated English and literacy learning activities.
The role of NAPLAN in planning and assessment.
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|
|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 an English teaching plan 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:
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.
Develop an English teaching plan to facilitate the teaching and learning of literacy.
Deconstruct the English syllabus/curriculum learning outcomes to identify specific skills and knowledge for teaching of literacy.
Develop English assessment tasks and criteria for determining student learning.
Review and critique the potential efficacy of the unit of work.
- Tompkins, G, Campbell, R, Green, D, & Smith, C, 2019, Literacy for the 21st century: A balanced approach , 3rd edn, Pearson Australia, Melbourne Vic.