Pre-requisites

ES910 Primary English
ED952 Assessment, Evidence and Reporting

Co-requisites

None.

Learning Outcomes

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

• 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.

• Demonstrate expert content knowledge in English.

• Critically evaluate technologies used to advance student literacy.

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

• Critically analyse school programs promoting literacy, and issues pertaining to the field of Children’s Literature suitable for ages 5-12, applying a Christian perspective.

• Apply expert judgement and specialised knowledge to analyse assessment data from a range of assessments such as formal and informal diagnostic, formative and summative assessment 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, including students with additional needs and gifted students.

• Demonstrate and apply pedagogical content knowledge, and advanced knowledge of research on current theory and practice in planning for highly effective and differentiated teaching and learning experiences in Primary English.

Unit Description

The unit will build on the unit ES910 Primary English and focus on developing expert content knowledge in English language, literature and literacy, as well as pedagogical content knowledge and the integration of these for developing highly effective teaching strategies relevant to teaching English.

The unit will also develop advanced understanding of a number of areas impacting the development of literacy in schools through the English discipline and across curriculum areas, including the development and efficacy of school-wide literacy programs, issues in the field of Children’s Literature, and how teachers and students use technology to improve literacy proficiencies. The unit will examine examples of policy documents and school processes that focus on advancing literacy learning and their implications for practice.

The unit will explore how these understandings along with engagement with educational theory can be used in the development of strategies for effective classroom teaching to improve literacy proficiencies through the English discipline as well as across all curriculum areas.

The unit will also cover assessment and data-analysis for identifying the learning needs of students, including those with additional needs and gifted students, and current developments for advancing their learning in English.

Topics

• English content knowledge - language, literature and literacy
• Educational theory and pedagogies for teaching English
• Research on highly effective teaching strategies in the English discipline
• Examining various case studies of school wide literacy programs, policies and processes for advancing English literacy
• Engaging in research on Children’s literature applying a Christian perspective
• Analysing and developing school wide data to identify literacy proficiencies and learning needs
• Supporting students with additional needs in literacy learning
• Close examination of programs and strategies to challenge and engage gifted students in English literacy

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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.