EDEN290 - English Curriculum, Pedagogy and Assessment 1 (B-8)

Year

Credit points

Campus offering

Prerequisites

EDEN100 Foundations of Literacy AND EDEN102 Childrens Literature for Early Reading

Incompatible

EDLA241 Literacy Education 1: Curriculum, Pedagogy and Assessment , EDLA264 Literacy Education 1

Unit rationale, description and aim

Being literate and proficient in reading, writing, viewing, listening and speaking is a fundamental requirement for full participation in society. The crucial role of Primary and Early Childhood teachers is to equip children to be able to apply literacy knowledge to a wide range of situations and texts.

This unit will examine recent theory, research and concepts that are foundational to literacy learning and teaching in the early years (Birth to Year 2). With a focus on the emergent and early literacy development of children in the early years (Birth to Year 2), the teaching of reading and writing and how children learn to read and write will be developed using a balanced literacy approach. A range of evidence based pedagogical approaches which include phonemic awareness, phonics, vocabulary, comprehension and fluency through the use of authentic texts will be applied to both early childhood and primary contexts. This unit includes an explicit focus on the three strands of the Australian Curriculum: English: Language, Literature and Literacy, as well as reference to the Early Years Learning Framework. Literacy teaching and assessment practices will be based on current literacy research with a focus on supporting the literacy learning process for diverse learners and will draw on the discipline knowledge developed in the previous units. Underpinning the learning in the unit is a fundamental concern for justice and equity, and the dignity of all human beings based on literacy as a sociocultural concept and one in which all young Australians can become successful learners.

The aim of this unit is to ensure pre-service teachers take a balanced literacy approach to teaching literacy which includes the ability to motivate, develop and extend children’s responses to imaginative, informative and persuasive texts of oral, written and multimodal media, and ensure teachers can introduce higher-order thinking strategies through critical and analytical tasks appropriate for children in the pre-school and early years of primary school.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

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

LO1 - Describe various theoretical models and approaches to literacy and language learning with particular application to the early years and the interdependence of talking, listening, reading, writing and viewing to inform understanding of current issues and debates (i.e. the teaching of phonics and phonemic awareness) (GA4, GA5, GA7, GA8, GA9; APST 1.1, 1.2, 1.5, 2.1; ACECQA A2, B2, B4, C4, E2)

LO2 - Apply knowledge of the importance of oral language development and how it is used to enhance expressive and receptive language skills (GA4, GA5, GA7, GA8, GA9; APST 1.1, 1.2, 1.5, 2.1; ACECQA A2)

LO3 - Apply and analyse effective pedagogy for children with linguistic and cultural differences, trauma backgrounds and literacy difficulties to differentiate teaching practices and resources to effectively support diverse learners’ literacy attainment (GA4, GA5, GA7, GA8, GA9; APST 1.2, 1.3, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 3.5, 4.1, 5.1, 5.3; ACECQA A2, A5, A6, B1, B2, C4, C5, C6)

LO4 - Identify and apply a range of multimodal texts for their suitability in the teaching of literacy using a proven literacy teaching model such as the Gradual Release of Responsibility model for students in the early years of schooling (GA4, GA5, GA7, GA8, GA9; APST 1.2, 1.5, 2.1; ACECQA A2, C4)

LO5 - Apply content, pedagogical and assessment knowledge to plan, teach and assess literacy skills to F-2 students incorporating ICT (GA4, GA5, GA7, GA8, GA9; APST 1.2, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 3.5, 4.1, 4.5, 5.1, 5.3, 7.4; ACECQA B2, B4, C4)

Graduate attributes

GA4 - Think critically and reflectively

GA5 - Demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession

GA7 - Work both autonomously and collaboratively

GA8 - Locate, organise, analyse, synthesise and evaluate information

GA9 - Demonstrate effective communication in oral and written English language and visual media

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

ACECQA CURRICULUM SPECIFICATIONS

On successful completion of this unit, pre-service teachers should have developed the following specific knowledge

Content

Topics will include:

Subject content knowledge: Knowledge about the curriculum

• The F-2 English curriculum: Language, Literature and Literacy strands.
• Understanding language: components of language (semantics, syntactics, pragmatics and grapho-phonics), oral language demands in the F-2 English curriculum and the role of early and emergent oral language in literacy learning.
• Understanding and applying Literature: Investigate a range of text types and multimodal texts to understand and apply literacy using a wide range of age appropriate literature.
• Understanding Literacy: The theories and processes of early and emergent reading and writing development, spelling, handwriting, listening, speaking and the implications for practice.
• Understanding and using the National Literacy Learning Progressions and relevant national or state curricula for teaching, assessing and reporting. 

Content and Pedagogical knowledge and skills for teaching and assessment of Reading/Listening/Viewing:

• Understanding reading: The Reading process (before, during, after); Four cueing systems (semantics, syntactics, pragmatics and grapho-phonics); Four roles of the reader (Code-breaker, Meaning Maker, Text participant, Text Analyst); Three levels of comprehension.
• Understanding how children learn to read: children’s reading behaviours and development.
• The Reading/Viewing demands in the F-2 curriculum.

Teaching:

• The Gradual Release of Responsibility model in teaching reading: Modelled, Shared, Guided and Independent Reading.
• Teaching Code-breaking (Phonics and Phonemic Awareness), Reading Fluency and Comprehension: critical literacy strategies and critical activities.
• Planning an activity sequence: Modelled-Guided-Independent activities.

Assessment:

• Formative and summative Reading/Viewing assessment: Miscue analysis and running records, and effective authentic Reading/Viewing assessment activities , International Phonetics Alphabet (IPA).

Content and Pedagogical knowledge and skills for teaching and assessment of Writing/Creating/Speaking:

• Understanding written texts: grammatical differences between speech and writing and genres in the early years.
• Understanding how children learn to write: Children’s writing development.
• The Writing/Creating demands in the F-2 curriculum.

Teaching:

• The mentor text approach to teaching writing: The Teaching and Learning Cycle
• Teaching, modelling and text deconstruction of text types to teach grammar, spelling, punctuation, hand-writing and key-boarding

Assessment and reporting:

• Types of assessment.
• Assessment tools in the Early Years.
• Reporting tools for the Early Years.

Knowledge about curriculum and professional associations:

• Understanding and using the National Literacy Learning Progressions and relevant national or state curricula for teaching, assessing and reporting.
• Professional associations to support the teaching of English such as the Australian Literacy Educator’s Association (ALEA); Primary English Teaching Association Australian (PETAA); Reading Australia; International Literacy Association (ILA).

Learning and teaching strategy and rationale

The learning and teaching strategy for this unit is based on a Constructivist approach that recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes content delivery designed to encourage active learning and engagement, and teaching methods designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, and engagement with webinars, podcasts and video resources.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours. To achieve a passing standard in this unit, pre-service teachers will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy.

The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote the connection between content and educational experiences.

Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.

On-campus Mode 

In on-campus mode, this unit will be delivered via timetabled classes, including on-campus classes. 

Multi-Mode 

In multi-mode, this unit is delivered using a blend of interactive asynchronous learning experiences and timetabled synchronous online or face-to-face classes.

Online Mode 

In online mode, this unit is delivered fully online using interactive asynchronous modules and activities. Pre-service teachers are provided with the opportunity to attend facilitated synchronous online seminars/workshops with peers.

ACU Online 

In ACU Online mode, this unit is delivered asynchronously, online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning. 

Assessment strategy and rationale

The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. The unit focuses on developing an understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the Australian Professional Standards for Teachers: Graduate level.

A range of assessment procedures is used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.

Assessment Task 1 is a report on reading and oral language experiences. Assessment Task 2 requires the development of sequential lesson plans. For Assessment Task 3, pre-service teachers analyse the literacy needs of case study children.

The three assessment tasks are sequenced to allow feedback and progressive development of content knowledge and skills to prepare pre-service teachers for pedagogical knowledge units in the sequence of language and literacy units.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to complete ALL assessment tasks and achieve an overall Pass grade. Additionally, pre-service teachers are required to complete weekly readings and activities. Learning Outcome 3 (apply and analyse effective pedagogy for children with linguistic and cultural differences, trauma backgrounds and literacy difficulties to differentiate teaching practices and resources to effectively support diverse learners’ literacy attainment) are only assessed in Assessment Task 2. Learning Outcome 4 (identify and apply a range of multimodal texts for their suitability in the teaching of literacy using a proven literacy teaching model such as the Gradual Release of Responsibility model for students in the early years of schooling) and Learning Outcome 5 (apply content, pedagogical and assessment knowledge to plan, teach and assess literacy skills to K-2 students incorporating ICT) are only assessed in Assessment Task 3. A pass in these components is an additional requirement for passing the unit overall.

Overview of assessments

Representative texts and references

Required text(s)

The Australian Curriculum: English https://www.australiancurriculum.edu.au/f-10-curriculum/english/.

National Literacy Learning Progressions: https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/.

Recommended references

Derewianka, B. (2020). Exploring how texts work (2nd ed.). Primary English Teaching Association Australia (PETAA).

Fellowes, J., & Oakley, G. (2020). Language, literacy and early childhood education (3rd ed.). Oxford University Press.

Frey, N., & Fisher. D. (2013) Rigorous reading: 5 access points for comprehending complex texts. Corwin Literacy.

Cox, R., Feez, S., & Beveridge, L. (Eds). (2019). The alphabetic principle and beyond: Surveying the landscape. Primary English Teaching Association Australia (PETAA).

Hertzberg, M. (2012). Teaching English language learners in mainstream classrooms. Primary English Teaching Association Australia (PETAA).

Hill, S. (2021). Developing early literacy: Assessment and teaching (3rd ed). Eleanor Curtin Publishing.

Humphrey, S., & Vale, E. (2020). Investigating model texts for learning. Primary English Teaching Association Australia (PETAA).

Parkin, B., & Harper, H. (2019). Teaching with intent 2: Literature-based literacy teaching and learning. Primary English Teaching Association Australia (PETAA).

Seely Flint, A., Kitson, L., Lowe.K., Shaw. K., Vicars, M., Feez, S., & Humphrey, S. (2020). Literacy in Australia: Pedagogies for engagement (3rd ed.). Wiley.

Thomas, D., & Thomas, A. (Eds.). (2022). Teaching and learning primary English. Oxford University Press.

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, writing and children’s literature (6th ed.). Oxford University Press.

Woods, A., & Exley, B. (2020). Literacies in early childhood: Foundations for equity and quality. Oxford University Press.