Pre-requisites

None.

Co-requisites

ED6030 Classroom Management

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Demonstrate the capacity to plan lessons and sequences of English.

• Critical analysis and review of the theory of English learning and 3 strands: Language, Literature and Literacy

• Demonstrate an understanding and application of effective approaches to assessing English, apply judgement to interpret and use English assessment data to provide for ATSI, EAL/D, G&T, diverse needs including disability and demonstrate an understanding of the purpose and suitable provision of feedback to students.

• Analysis of effective teaching strategies, such as high-quality explicit instruction, recall practice, modelling, scaffolding and chunking, and resourcing (ICT, etc.). Including culturally responsive teaching strategies that reflect a broad knowledge and understanding of Aboriginal and Torres Strait Islander culture and backgrounds.

• Understand the theory of English learning and how the brain master’s knowledge in English and how this has prompted change in the approach to the teaching of reading from: whole/language literacy to systematic synthetic phonics using decodable texts.

• Articulate and incorporate a Christian perspective framework for understanding the subject of English.

Unit Description

This unit introduces preservice teachers to the Victorian Curriculum F-10 and Australian Curriculum (English), the Language, Literature and Literacy strands (appropriate to primary schooling) and the learning theories that underpin them. In this unit preservice teachers will engage with current knowledge and understanding about the structure and substance of English as a discipline, children’s language development, effective pedagogies and teaching strategies, assessment and curriculum design for English relevant to primary schooling. Preservice teachers will analyse contemporary theories of how children develop mastery in English and the teacher’s role in developing students’ use of language to listen thoughtfully, speak effectively, read critically, enjoy imaginatively and write competently and creatively. This unit explores social, cultural and Christian perspectives on English content and pedagogies, including Aboriginal and Torres Strait Islander perspectives.

This unit will provide practical links between contemporary theory, reading, writing, oral language, assessment and teaching in order to develop deep understandings about the effective teaching of literacy across the curriculum in the primary years. The unit covers formal and informal diagnostic assessment, and formative and summative assessment strategies for English and how to use assessment data to evaluate student learning and modify teaching practices. The unit covers a range of differentiated teaching strategies and resources, including high quality, culturally sensitive relevant instructional materials and children’s literature, for supporting inclusive engagement and literacy development and instruction for all learners across the curriculum in the primary years. Preservice teachers will engage with literature by authors of other cultures, including Aboriginal and Torres Strait Islander and Asian cultures, and will develop skills in teaching literacy to students with English as a second language or dialect (EAL/D). They will develop their personal competence in utilising ICT for educational purposes to expand students’ learning in English and in ICT. This unit will also include advanced instruction towards developing personal proficiencies in the areas of English language, literature and literacy.

Topics

1. Language acquisition stages and development from birth to adulthood
   - the brain and learning of literacy
2. Victorian Curriculum F-10 and the Australian Curriculum - Language, Literature and Literacy strands, general capabilities and cross curriculum priorities
3. Pedagogical approaches e.g. HITS, Teaching and Learning Cycle, Explicit Instruction and Modelling etc.
4. Changes in approaches to the teaching of reading from:
   a) whole language/ balanced literacy to systematic synthetic phonics
   b) rich children’s literature to decodable texts in the context of teaching reading.
5. Teaching ATSI/cultural and EAL/D students in English
6. Spelling: Phonics - managing cognitive load - repeated retrieval of phonics
7. Reading: F-2, 3-6 (2 Sessions) cc - phonemic awareness, fluency, comprehension - word decoding
   - Science of reading
   - Big 6 of reading
   - Simple view of reading
8. Writing: F-2, 3-6 (2 Sessions)
   Key Reading: Key reading: Australian Education Research Organisation (2022) Writing and writing instruction: an overview of the literature. Writing and writing instruction | Australian Education Research Organisation
9. Speaking and Listening (Oral Language)
   - Vocabulary

Embedded throughout the unit:
* Christian/Biblical framework
* Assessment approaches

Learning Experiences

• Teaching a literacy skill to a group within the class. cc 2.2

Topic 3 cc 3.2.3 Micro-Lesson Part 1 Design a 10-minute English micro-lesson In groups of 3 select a topic and design a micro-lesson incorporating:
- structured lesson
- clear instruction
- effective questioning
- reduced cognitive load
- specific feedback

Part 2 Teach Micro-lesson
Each group delivers their 10-minute micro-lesson to peers, who act as Foundation students. Peers provide specific, positive feedback (e.g., “Your question about the /s/ sound really engaged us!”) and one suggestion for improvement.

Lecturer observes and provides feedback, focusing on the pedagogical practices and alignment with AITSL standards.

Students reflect individually (5 minutes) on how their delivery fostered engagement and prevented undesired behavior, using a provided reflection prompt (below).

Topic 5: Using your broad knowledge and understanding of the impact of culture and cultural identity and linguistic background on the education of ATSI students, brainstorm English Lesson activities using the 8 ways of Aboriginal Learning Framework.

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Unit offerings

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.