In this course, you refine your English teaching skills and demonstrate content knowledge required to teach English in primary classrooms. You explore further how language learning theories provide the framework for the Australian Curriculum: English. You pursue innovative ways to teach English using The Four Resources Model and a range of English teaching strategies. You deconstruct and evaluate a sequence of lessons according to the Australian Curriculum: English (Primary), Queensland Curriculum Assessment Authority (QCAA) requirements to support students' learning needs.
|Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings, and required texts.||2hrs||Week 1||10 times|
|Tutorial/Workshop 1 – Tutorials are face-to-face. Weekly online materials and activities will be provided for your attention.||2hrs||Week 1||10 times|
|Seminar – Face-to-face on Sunshine Coast campus or online options||2hrs||Week 4||3 times|
Australian Curriculum: English
The Four Resources Model (Luke & Freebody, 1990).
English teaching strategies
English Unit of Work
Assessment, differentiation, and student learning goals
Teaching English language skills including: comprehension, fluency, punctuation, grammar, vocabulary, phonemic awareness, phonics.
300 Level (Graduate)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...||Professional Standard Mapping * Australian Institute for Teaching and School Leadership|
|1||Demonstrate broad knowledge and understanding of contemporary and seminal literature on the teaching and learning of language, literature and literacy.||
Creative and critical thinker
|2||Demonstrate broad theoretical and technical knowledge and understanding of the Australian Curriculum | English (Primary) and QCAA policy.||
Creative and critical thinker
2, 2.1, 2.3
|3||Analyse and apply the Australian Curriculum English (Primary) Content Descriptors and Achievement Standards to learn and teach The Four Resources Model.||
Creative and critical thinker
2, 2.1, 2.2, 2.3, 2.6, 3
|4||Apply knowledge and understanding of effective English teaching and learning sequences and teaching strategies.||
Creative and critical thinker
1.5, 2, 2.1, 3, 3.1, 3.2, 3.3
|5||Evaluate units of work in regards to content, learning sequences, measurable milestones, student learning goals and modifications.||
Creative and critical thinker
|Australian Institute for Teaching and School Leadership|
|1.5||Differentiate teaching to meet the specific learning needs of students across the full range of abilities|
|2||Know the content and how to teach it|
|2.1||Content and teaching strategies of the teaching area|
|2.2||Content selection and organisation|
|2.3||Curriculum, assessment and reporting|
|2.6||Information and Communication Technology (ICT)|
|3||Plan for and implement effective teaching and learning|
|3.1||Establish challenging learning goals|
|3.2||Plan, structure and sequence learning programs|
|3.3||Use teaching strategies|
|3.6||Evaluate and improve teaching programs|
|5.4||Interpret student data|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
(EDU213 or EDU113 and enrolled in Program ED303) or (CMN116 and (EDU213 or EDU113) and enrolled in Program ED304)
As a culminating English Course for your specialisation in English, it is expected that have passed all previous English courses in the Program and have a solid understanding of the curriculum content, pedagogy and teaching strategies.
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Students' personal language skills will be assessed and feedback provided in the first 2 weeks of the semester, when drafts of their first written task are considered.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 4||Online Assignment Submission with plagiarism check|
|All||2||Artefact - Creative, and Written Piece||Individual||25%||
5-minute Powerpoint presentation with audio
|Week 8||Online Assignment Submission with plagiarism check|
|Week 10||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Written Texts and Appraisal|
The goal of this task is to use current curriculum to create two texts - one imaginative and the other informative or persuasive, which you can use in two classes. One is to be for a Year 6 class (Primary) and the other for a year level of your choice. Your written texts will be used to teach text structures, and language features to a range of learners.
Produce two texts, one imaginative and the other informative or persuasive, to showcase the genre and language features which students in Year 6 and those in another year level are required to learn. For each text, provide a reflective written appraisal (250 words) of how you felt about crafting the texts to meet the language and literacy requirements outlined in the Australian Curriculum: English for the chosen year levels.
|All - Assessment Task 2:Powerpoint Presentation with Audio|
The goal of this task is to demonstrate your ability to teach a digital text using the Four Resources Model and English teaching strategies.
|Product:||Artefact - Creative, and Written Piece|
This assessment task requires you to choose one digital text that can be used as a resource for teaching literacy to a class of English students in a nominated year. You will be provided with some options during tutorials. Please choose from the range of digital texts which are available rather than a recording of a read-aloud. Next, using this online text, select appropriate teaching strategies which enable you to apply the Four Resources Model and achieve effective learning for all learners. You will present your learning and teaching decisions, for this class context, via a 5 minute pre-recorded audio that is embedded in a PowerPoint presentation. this time does not include the viewing of the text. NB. You will be invited to share your media file and summary with peers for possible collation of strategies across the "community of learners".
|All - Assessment Task 3:Reflective Essay|
The goal of this task is to evaluate a Unit of Work (sequence of lessons) for Prep - Primary, assess a student's response to the Unit and establish new learning goals for one student.
There are three aspects to this task which are based on your evaluation of a Unit of Work (sequence of lessons) and students' assessment data. You will be provided with a Unit of Work and a selection of children's responses to the unit. You will choose one student's response and identify their English strengths and weaknesses, as they relate to year-level curriculum outcomes. As a result of your reflection, establish future learning goals (modifications) for English teaching and learning for the student and discuss which English teaching strategies could be employed to achieve those goals. Provide a rationale for the choice of strategies. Refer to the research and policy documents (Australian Curriculum: English and others) to substantiate choices. Finally, suggest recommendations for the Unit of Work and its content that includes learning sequences, teaching strategies, resources, assessment and differentiation strategies as became apparent from all students' responses.
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Tompkins, Smith, Campbell, Green||2019||Literacy for the 21st Century||3||Pearson|
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
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