Pre-requisites

None.

Co-requisites

PR935 Professional Practice: Teaching Primary (30 days)

Learning Outcomes

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

• Demonstrate the ability to seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

• Critically apply reflexive practice to their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scripture and broader vocation.

• Apply expert judgement and specialised knowledge to analyse assessment data and determine students’ literacy proficiencies and learning needs in literacy, and plan differentiated learning goals that provide achievable challenges for students of varying abilities and characteristics, and provide timely and appropriate feedback to them about their learning.

• Analyse and synthesise information gathered from policy documents and school processes, educational theory and other relevant sources for advancing literacy learning and teaching in the classroom.

• Select an effective range of formal and informal diagnostic, formative and summative assessment strategies to assess student proficiencies in literacy, and demonstrate and apply understanding of the purpose of accurate and reliable records of student achievement, and of a range of strategies for reporting student progress to students and parents/carers.

• Analyse and synthesise literacy requirements across curriculum, teaching and learning.

• Apply expert judgement to analyse and plan for the English literacy needs of Aboriginal and Torres Strait Islander students and EAL/D students. Articulate an advanced knowledge and understanding of and respect for their histories, cultures and languages.

• Demonstrate and apply understanding of research into how students learn literacy to plan and critically evaluate informed and targeted interventions to enhance student learning of literacy across the curriculum, and use a range of strategies and creative and innovative use of resources, including ICT, to differentiate teaching according to the specific learning needs of a diverse range of students.

Unit Description

This unit analyses the requirements for literacy in teaching and learning across the curriculum. The unit includes developing knowledge and understanding of policy documents and school processes, and advanced knowledge and understanding of research-based educational theory required for improving literacy teaching and learning.

Through the unit pre-service teachers will examine diagnostic, formative and summative assessment strategies for assessing children’s literacy proficiencies. The unit covers the knowledge, skills and understanding required to analyse assessment data, determine children’s proficiencies and learning needs, and plan differentiated learning goals and experiences to address a range of learning needs for diverse groups of children, including Aboriginal and Torres Strait Islander students. In addition, the unit covers strategies for recording and reporting to the students, parents/carers and other stakeholders, the students’ progress and achievement in developing literacy proficiencies, and the importance of keeping accurate and reliable records to support this. The unit also covers Aboriginal and Torres Strait Islander histories, cultures and languages that need to be considered in the context of literacy teaching and learning. This unit will also explore how ICT can be integrated across the curriculum for enhancing the teaching and learning of literacy.

Through this unit, pre-service teachers will examine and develop knowledge and understanding of a range of intervention programs. Students will apply this knowledge and understanding in order to design, implement and evaluate an intervention program to address children’s literacy needs. The unit covers effective approaches to seeking, reflecting on and applying constructive feedback from experienced teachers in order to improve their practices in order to improve children’s engagement and learning.

This unit also focuses on developing advanced standards of literacy in the pre-service teachers as they complete the unit. In addition, the unit incorporates Christian faith, worldview and Scripture related to teaching and learning processes.

Topics

• Understanding the language dimension of everyday life and why literacy is “across the curriculum”
• Understanding the range of knowledge, skills and elements of multi -literacy competency
• Ways of assessing literacy and diagnosing needs
• Designing effective lessons to enhance literacies across the curriculum. The importance of vocabulary, and specific literacies involved the various discipline areas
• Reflection on practice and needs, and designing effective interventions
• Effectively using stories, poems and metaphors to teach concepts in various disciplines

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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.