Year
2024Credit points
10Campus offering
Prerequisites
EDLA542 English and Literacy 1: Reading, Listening and Viewing (Birth - 12 Years)
Unit rationale, description and aim
The unit develops pre-service teachers' capacity to use inclusive policies and frameworks address diverse learner needs in early childhood and primary contexts. As the culminating Education Studies unit, advanced theory and research into development and learning of all children and their families is applied to the contexts of home, inclusive early childhood centres and schools. Pre-service teachers will identify, critique and challenge forms of discrimination and consider relevant legislation, policy and practices that promote professional sensitivity to children and families. They will explore a range of teaching strategies for early intervention and differentiation of learning to support children with disabilities, who are gifted and/or experiencing marginalisation because of language and learning development, physical and cognitive development, socio-economic and cultural complexities, gender, sexuality and family. Pre-service teachers will then apply this analysis of inclusion and differentiation to the development of learning in English and literacy to cater for learners from diverse backgrounds and across the full range of abilities. They will design, undertake and reflect on case study research that demonstrates professional practice that modifies teaching programs to support learning in English and literacy with a strong focus on early intervention and the transition to school contexts.
Note: EDFD695 should be undertaken after or alongside EDLA642 English and Literacy 2: Writing, Speaking and Creating (Birth-12 years)
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Critically analyse a range of contemporary research, theories, legislation and policies to deconstruct and challenge the complexities of discrimination, diversity, disability, inclusion and differentiation and implications for the educational outcomes of children from diverse backgrounds and with diverse learning needs (APST 1.1, 1.2, 1.3, 1.6, 3.7, 4.1, 7.2; ACECQA A5, A6, A7, C5, D1, D4, D5, E2) | GC1, GC2, GC6, GC7, GC9 |
| LO2 | Critique strategies, resources and practices required for effective differentiation of teaching and learning for and inclusive engagement of children with diverse learning needs and backgrounds; including collaborative strategies for working with colleagues, parents/carers and external professionals (APST 1.3, 1.4, 1.5, 1.6, 3.4, 3.7, 4.1, 7.3, 7.4; ACECQA A6, A7, C5, D1, D4, E2, F2) | GC1, GC2, GC4, GC6, GC7, GC8, GC9, GC11, GC12 |
| LO3 | Design differentiated curriculum, including content, resources (including assistive technologies), and teaching and assessment strategies that are responsive to learning strengths and diverse needs to achieve learning outcomes for children across the full range of abilities using curriculum and learning frameworks in English and literacy (APST 1.1, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 5.1, 5.4; ACECQA A5, A8, B1, B2, C5, E2) | GC1, GC2, GC7, GC8, GC10 |
| LO4 | Synthesise data and evidence about learners and apply it to the development of plans for the implementation and evaluation of a differentiated program to impact on learning in English and literacy (APST 1.1, 1.2, 1.3, 1.5, 3.1, 3.6, 5.4, 5.5, 6.4; ACECQA A5, A7, A8, B1, B2, C5, D1, E2, F5). | GC1, GC2, GC7, GC9 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
3.7 Describe a broad range of strategies for involving parents/carers in the educative process. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
ACECQA CRITERIA
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A5 Wellbeing and safety early intervention A6 Diversity, difference and inclusivity A8 Transition and continuity of learning (including transition to school) A7 Learners with special needs |
B1 Early Years Learning Framework B2 The Australian curriculum |
C5 Catering to children with diverse needs and backgrounds |
D1 Developing family and community partnerships D4 Socially inclusive practice D5 Culture, diversity and inclusion |
E2 Contemporary theories and practice |
F2 Management and administration F5 Research |
Content
The topics will include:
- Legislation, definitions and terms of reference; advocacy, discrimination, inclusivity and diversity in early learning and primary contexts
- Debates and tensions in diversity and inclusion; including ‘medical’ and ‘social’ models of disability, socio-economic and cultural complexities, gender, sexuality and family
- Principles, practices and teaching strategies for inclusive education; diverse perspectives on learners, learning needs and learning contexts for language, physical, social and cognitive development
- Roles, responsibilities and strategies of educators, families and other professionals in collaborative partnerships that support children’s learning and development across learning contexts
- Learning abilities (including the gifted and talented) and disabilities; teaching strategies for promoting learning in English and literacy across the full range of abilities
- Teaching strategies and resources for identifying and responding to learner strengths and needs in English and literacy for learners from diverse backgrounds
- Teaching strategies for identifying and remediating common challenges to learning in English and Literacy
- Technological and pedagogical innovations, teaching strategies, resources and practices to positively support learning in English and literacy across the full range of abilities
- Interventions for oral language; responding to learning issues with speaking and listening
- Interventions for written language; responding to learning issues with reading and writing
- Research designs, methodologies and methods for case study research; including the collection and analysis of data and evidence about learners and learning
- Inclusive educational planning and programs for differentiating curriculum in English and literacy
- Evidence-based planning, assessment and reporting about learners and learning contexts for inclusive educational practice in early childhood and primary contexts
Learning and teaching strategy and rationale
Engagement for learning is the key driver in the delivery of this curriculum which is offered in online mode. A range of teaching and learning strategies are employed to reflect technology-enhanced learning in developing pre-service teachers’ knowledge, understanding and application of inclusive teaching strategies and differentiated curriculum practices for English and literacy to meet the learning strengths and needs of learners from diverse backgrounds. These include synchronous and/or asynchronous digital engagement in: interactive learning activities and experiences; student-led discussion forums and group work; directed reading activities; and ICT as a pedagogical tool for learning and assessment. In particular, activities and resources will facilitate pre-service teachers’ knowledge of and access to a wide range of teaching strategies and resources for responding across the full range of learner abilities and backgrounds. Pre-service teachers will then be able to select and apply these to the specific learning needs of a selected case study child. Opportunities will be provided for collaborative problem-solving and critical reflection through a Community of Practice mediated through the online learning environment.
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 through demonstration of the unit learning outcomes. The Education Studies units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of ACECQA criteria and the APST: Graduate level. In EDFD695 the assessment focuses on the application of knowledge and skills to the core purpose of teachers in planning and implementing evidence-based learning that is responsive to learners and their strengths and needs. In both assessments, emphasis is given to early intervention strategies for learners experiencing challenges in English and literacy. Additionally, the final assessment is a case study research project that is the culmination of the pre-service teacher’s development of and engagement in case studies across all four Education Studies units. The implementation and reporting of this case study project is supported by a Community of Practice that includes the pre-service teachers and the Lecturer in Charge (LiC) of the unit.
The two assessment tasks are sequenced to allow feedback and progressive development in: demonstrating knowledge about responding effectively to learner needs (Task 1); and applying knowledge and skills in inclusive and differentiated teaching and learning to meeting the specific learning needs of a selected early learner. The weighting of the tasks reflects the significance of the final case study project in the context of this course. This project will be further broken down to allow pre-service teachers opportunities for progressive submission and feedback.
Critical Tasks for Initial Teacher Education (CTITE): This unit includes a Critical Task for Initial Teacher Education (CTITE). This is one of a set of tasks developed as culminating assessment of the Graduate Teacher Standards for use with all pre-service teachers. To pass this CTITE pre-service teachers will need to successfully demonstrate all Graduate Teacher Standards that are summatively mapped to this task. The description, criteria, standards and moderation of these tasks are mapped across the course to facilitate consistent and comparable judgements. Pre-service teacher data from these tasks is used to confirm achievement of the Graduate Teacher Standards, validate the tasks and evaluate and improve programs.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Online Tutorial Presentation; Learners with Disabilities Prepare and present an online professional tutorial for pre-service teachers relating to a review of educational opportunity, participation and teaching strategies for learners with a selected disability that has implications for language development. | 30% | LO1, LO2, LO3 |
Assessment Task 2: CTITE10: Case Study; Differentiation Plan, conduct and report on a case study into the needs of and inclusive teaching strategies applied to a selected learner requiring a differentiated curriculum in English and/or literacy. | 70% | LO1, LO2, LO3, LO4 |
Representative texts and references
Required Text
Early Years Learning Framework.
Australian Curriculum: English.
Recommended References
Ashman, A., & Elkins, J.R. (Eds.). (2015). Education for inclusion and diversity (5th ed.). Frenchs Forest, NSW: Pearson Education Australia.
Cook, R. E., Klein, M. D., & Chen, D. (2014). Adapting early childhood curricula for children with special needs (8th ed.). Chapter 2: In partnership with families. Harlow, England Pearson Education
Dunlap, L. (2009). An introduction to early childhood special education: birth to age five. Upper Saddle River, N.J.: Pearson/Merrill Publishers
Hyde, M., Carpenter, L., & Conway, R. (Eds.) (2017). Diversity, inclusion and engagement (3rd ed.). South Melbourne, Vic: Oxford University Press.
Loreman, T., Deppler, J., & Harvey, D. (2011). Inclusive education: A practical guide to supporting diversity in the classroom (2nd ed.). Crows Nest, NSW: Allen and Unwin.
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd ed.). London, England: Routledge.
Moore, T., & Larkin, H. (2005). More than my child's disability: A comprehensive literature review about family-centred practice. Glenroy, Vic: SCOPE.
Porter, L. (2008). Teacher-parent collaboration: Early childhood to adolescence [online] Camberwell, Vic: ACER Press.
Seligman, M., & Darling, R.B. (2007). Ordinary families, special children: A systems approach to childhood disability (3rd ed.). New York: Guilford Press.
Talay-Ongan, A. (2004). Early development risk and disability: relational contexts. Frenchs Forest, N.S.W.: Pearson/Prentice Hall