Course Coordinator:Carol Smith (email@example.com) School:School of Education and Tertiary Access
UniSC Sunshine Coast
|Blended learning||Most of your course is on campus but you may be able to do some components of this course online.|
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
In this course, you will investigate the developmental nature of learning English for early childhood and primary students. Through an exploration of children's literature and language learning theory, you will analyse a range of genres and identify individual texts for their alignment with the Australian Curriculum: English and wider curriculum. Through an analysis of the English curriculum strands: Literacy, Language and Literature, along with teaching frameworks and guidelines, you will create, construct and evaluate inclusive sequences of learning for diverse groups of learners.
|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 – The tutorial is face-to-face. Asynchronous materials and activities will be provided online ahead of the tutorials.||2hrs||Week 1||10 times|
|Seminar – Zoom online||1hr||Week 4||6 times|
Australian Curriculum: English
Australian Curriculum and Assessment Reporting Authority
The Early Years Framework and Queensland Kindergarten Guidelines
Comparisons of literary texts across a range of genres
Pedagogies for engagement
700 Level (Specialised)
|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||Synthesise language acquisition theories, curriculum and legislative obligations for English when making literature selections.||
Creative and critical thinker
|2||Apply knowledge of children's literature to design and implement engaging teaching segments including learning goals in the primary education context.||
1.5, 2.2, 3, 3.2
|3||Design inclusive English learning activities using contemporary pedagogical approaches that align with the Australian Professional Standards for Teachers (APST).||
Creative and critical thinker
1.3, 1.5, 2.1, 3, 3.2
|4||Apply advanced knowledge of language acquisition theories to planning, teaching and assessment decisions.||
Creative and critical thinker
2, 2.1, 2.2, 2.3, 3, 3.2
|Australian Institute for Teaching and School Leadership|
|1.3||Students with diverse linguistic, cultural, religious and socioeconomic backgrounds: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.|
|1.5||Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.|
|2||PROFESSIONAL KNOWLEDGE: Know the content and how to teach it|
|2.1||Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area|
|2.2||Content selection and organisation: Organise content into an effective learning and teaching sequence.|
|2.3||Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.|
|3||PROFESSIONAL PRACTICE: Plan for and implement effective teaching and learning|
|3.2||Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.|
|3.4||Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program ED707
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
During weeks 1 & 2, students' personal language skills will be assessed and feedback will be provided by tutors.
|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||Oral and Written Piece||Individual||30%||
10-minute presentation and one A4 Handout
|Refer to Format||In Class|
1500-word lesson plan and 500-word rationale
|Week 10||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Annotated Bibliography|
The goal of this task is to generate an annotated bibliography of children's literature which demonstrates your ability to synthesise and apply knowledge and understanding of language learning theory, and the Australian Curriculum: English strands.
This task requires you to evaluate 6 texts from children's literature, aimed at a range of student year levels, which are representative of genres identified in the Australian Curriculum: English. Individual texts should also provide for each of the following curriculum connections: Cross-curricular opportunities, Aboriginal and Torres Strait Islander Histories and Cultures, Personal and Social Capability. You will use these texts to compile a 2500-word annotated bibliography that for each text; Elaborates on the genre and author. Justifies how the text is aligned with the Australian Curriculum Language and Literature Strands in a specific year level. Proposes connections to language learning theory and practices in the Four Resources Model. Demonstrates, where relevant, the way in which each text is aligned with the EYLF and/or the QKLG.
|All - Assessment Task 2:Professional Learning Presentation and Handout|
The goal of this task is to engage your peers in an active demonstration of your ability to align the Australian Curriculum: English, with specific English teaching strategies for appropriate year levels.
|Product:||Oral and Written Piece|
Submit: Weeks 7, 8, and 9. This task requires you to create a 10-minute professional learning presentation for your peers that is supported with one A4 handout. The title of the presentation is Teaching the Curriculum through Literature. Select two of the texts from Task 1 which you could use to explicitly teach two specific language features identified in one-year level in the Australian Curriculum: English. Next, consider 'how' you will teach these language features. This involves selecting two teaching strategies for each text. You will present this information to others via a Powerpoint presentation, with embedded audio, in which you elaborate on: the text features of the chosen text; the identified language features from the curriculum which relate to practices in the Four Resources Model; and how the chosen teaching strategies can assist you to achieve the teaching and learning goals. You will produce a handout that encapsulates the main points in your presentation. The presentation will take no longer than 10 minutes and demonstrate pedagogies for engagement.
|All - Assessment Task 3:Literacy Block Lesson Plan and Rationale|
The goal of this task is to apply the Australian Curriculum: English to the development of a Lesson Plan.
This task requires you to showcase 'how' you plan to teach parts of an English lesson which are Guided Reading and Writing. You will attend to specific language features (highlighted in the Australian Curriculum: English) which can help you to achieve reciprocity. You will return to the text selection you made in Task 1. Choose a text that you did not use in Task 2 to be the focus of the Guided Reading and Writing sessions. The sessions are to run for 20 minutes each and form part of the overall Lesson Plan. You will organise the teaching to ensure that relevant professional knowledge and practices (APST) are planned for. A Lesson Plan template is provided on Canvas. The format includes among other things: the headings to use, and the details required regarding Content Descriptors, Assessment, and Teaching Strategies. At the end of the plan, you will provide a Rationale (500 words) in which you discuss the decisions you made regarding choices of the text, teaching strategies, assessment, modifications, timing, lesson sequence, and resources.
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. Student workload is calculated at 12.5 learning hours per one unit.
|Period and Topic||Activities|
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|
Lap tops Recommended text and readings
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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