Course outline Code: EDU113 Title: Teaching English ... 4 Course Outline:EDU113 Teaching English: Curriculum and Pedagogy Assessment Task 1a: Language awareness quiz Goal: To demonstrate

Version Semester 2 2016 Recfind File Number: F19969

Course outline

Code: EDU113 Title: Teaching English: Curriculum and Pedagogy

Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2016 Course Coordinator: Dr Anne Drabble. Email: [email protected] Phone: 54565514 Course Moderator: Ms Carol Smith

1. What is this course about? 1.1 Course description In this course you develop foundational knowledge and understanding of the developmental nature of English learning for early childhood and primary students. You will investigate and come to understand the Australian English Curriculum document and website and use this knowledge to design teaching and assessment strategies that respond to learning English at different ages and stages. You will also specifically learn how to teach English at text, word and sentence level according to national and state curriculum frameworks.

1.2 Course content Australian Curriculum in the learning area of English; Associated policy documents in the Early Years including the Early Years Learning Framework; Queensland Kindergarten Learning Guidelines; Language acquisition theory; Literary theory and teaching literary texts across a range of genres; Four Resources Model – and the four roles of the reader; English teaching strategies including Guided Reading; Planning a Literacy Block and associated teaching rotations with appropriate student assessment Assessment in English and using assessment to support students Embedding Aboriginal and Torres Strait Islander Perspectives; and Accommodating the diverse needs of students.

2. Unit value 12 units

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Course Outline:EDU113 Teaching English: Curriculum and Pedagogy

3. How does this course contribute to my learning? The specific learning outcomes that you will achieve by successful completion of this course:

You will be assessed on the learning outcome in task/s:

Completing these tasks successfully will contribute to you becoming:

Demonstrate foundational knowledge of Australian Curriculum: English, specifically language features at text, word and sentence level, teaching strategies, literacy learning, and children’s literature across a range of genres

Task 1: Response to children’s literature Task 2: Compilation of teaching strategies and group presentation Task 3: Sequential and integrated literacy plans

Knowledgeable

Communicate in writing to an informed academic audience in different modes

Task 1: Response to children’s literature Task 1a: Language awareness quiz Task 2: Compilation of teaching strategies Task 3: Sequential and integrated literacy plans

Knowledgeable

Design literacy plans including sequences and rotations, with informal formative assessment and feedback

Task 3: Sequential and integrated literacy plans

Creative/critical thinkers Empowered

Interpret and analyse Australian Curriculum English, Early Years Learning Framework, Queensland Kindergarten Learning Guideline and research articles related to teaching strategies

Task 3: Sequential and integrated literacy plans

Knowledgeable Empowered

4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of “pre-requisites, co-requisites and anti-requisites”

4.1 Enrolment restrictions Enrolled in ED304 or ED306 or ED303

4.2 Pre-requisites N/A

4.3 Co-requisites N/A

4.4 Anti-requisites N/A

4.5 Specific assumed prior knowledge and skills (optional) N/A

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5. How am I going to be assessed? 5.1 Grading scale Standard – High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

5.2 Assessment tasks

Task No.

(EDU113) Assessment Tasks

Individual or Group

Weighting %

What is the duration / length?

When should I submit?

Where should I submit it?

1 1a

Response to children’s literature Language awareness quiz

Individual 20% 10%

1500 word equivalent

Task 1 Friday Week 4. Task 1a in your Week 2 tutorial

Safe Assign In your tutorial

2 Compilation of teaching strategies and group presentation

Individual and Group submissions

Individual 15% Group 15%

500 word individual 1000 word equivalent for group task

Friday Week 8 for Individual work Week 9 and Week 10 for group presentation

Safe Assign for individual work In tutorials for group presentation

3 Sequential integrated literacy plans

Individual 40% 2000 words Friday Week 10 Safe Assign

100%

Assessment Task 1: Response to children’s literature

Goal: Apply knowledge of the Australian Curriculum in the learning area of English, the EYLF and the QKLG to select appropriate texts for learning and teaching.

Product: An English Resource for teachers at a graduate level.

Format: You will be provided with a scenario and a template to use for this task on Blackboard You will need to:

refer to the Australian Curriculum in the teaching area of English, the Early Years Learning Framework and the Queensland Kindergarten Guideline and other relevant documents;

select 3 suitable texts: one text for use in the early years, one text for use in lower primary and one text for use

in upper primary classes; your texts must be representative of the three genres listed in the Australian Curriculum:

English. in addition to this, one of your text must be an Aboriginal and Torres Strait Islander

story);

match each text to the Literature Strand in the Australian Curriculum in the teaching area of English;

use the Language Strand to interpret and analyse the language features of each text; and

justify your selection in terms of it being a teacher resource for designing future learning sequences in language, literacy and literature.

Criteria knowledge of the Australian Curriculum in the learning area of English;

understanding of Aboriginal and Torres Strait Islander stories and meanings;

application of knowledge to interpret and analyse language features of texts;

justification and suitability of texts as a resource for teachers at a graduate level; and

proficient English writing skills and accurate use of language conventions.

Generic skill assessed Skill assessment level

Communication Introductory

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Assessment Task 1a: Language awareness quiz

Goal: To demonstrate your understanding of four components of written English language: meta-language and parts of speech; sentence level grammar; English punctuation, and English usage and style.

Product: You will answer questions in an online quiz to assess your understanding of four components of language awareness covered in online activities: basic grammar terminology, punctuation and mechanics, sentence level grammar, and usage and style.

Format: Context: Your English language knowledge.

Individual student’s role: complete a summative grammar quiz

Mode: online

Medium: multiple choice quiz.

Text type: Personal response.

Duration: one hour

This is an individual task.

Criteria Understanding and application of four components of written English language: meta-language and parts of speech; sentence level grammar; English punctuation, and English usage and style


Problem solving Developing

Assessment Task 2: Compilation of teaching strategies

Goal: Demonstrate knowledge and application of English Teaching strategies to appropriate year levels

Product: Compilation of teaching strategies from early years to primary years and a group presentation

Format: You will be provided with a scenario, teaching episode and a template to use for this task on Blackboard. Groups will be established in Week 3 and allocated a journal article for the task from the collection in our course. Students in each group will be allocated an age group/ Year level to focus on for the individual part of the task (early years, kindergarten, lower primary, or upper primary). As a group you will: (Week 9 and Week 10 tutorial. 15% )

provide a brief overview of your journal article;

name the teaching strategy that the research is about in the journal article;

state the author/s’ viewpoint of the usefulness of the strategy;

link the strategy to a strand in the Australian Curriculum and an outcome in the Early Years Learning Framework;

provide an interactive presentation of your teaching strategy and how it can be used in a learning context.

As an individual you will: (Week 8 via safe assign. 15%)

use the learning from group meetings and Blackboard discussions to develop a teaching activity for the age group you have been allocated to showcase the strategy highlighted in the journal article;

explain how the teaching strategy can be modified to accommodate the needs of diverse learners in the same age group;

provide a set of instructions with visuals that teachers at graduate level can follow and implement in a learning context.

Criteria understanding of the key issues and strategies outlined in the journal article;

knowledge of teaching strategies in English for the specific age group /level;

appropriateness of strand and outcome selection;

identification of strategies to accommodate diverse needs of students;

presentation of teaching strategies in engaging and age appropriate activities;


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Organisation Introductory


Assessment Task 3: Sequential integrated literacy plans

Goal: Demonstrate understanding of how to design an integrated and sequenced literacy rotation.

Product: One integrated literacy rotation plan and a lesson plan

Format: You will be provided with a scenario and a template to use for this task on Blackboard. Create a detailed plan of integrated literacy rotations in the given template. Each rotation is for 40 minutes and includes:

one lesson plan to demonstrate foundational knowledge of the Australian Curriculum in the learning area of English, specifically, language features at text, word and sentence level;

sequences and rotations of literacy activities, with informal formative assessment and feedback;

literacy activities that identify year levels and learning goals, timing to suit teaching strategies and literacy skills to be developed, incorporate formative assessment and integrate and sequence the development of a language skill;

a range of teaching strategies and resources for diverse learners; and

justification for the selection and sequences of literacy lesson plans and rotations.

Criteria knowledge of Australian Curriculum in the learning area of English;

a well-structured lesson plan

quality of activities in the rotations

sequencing of rotations;

assessment and feedback strategies;

identification of a range of teaching strategies and resources for diverse learners;

justification for the selection and sequencing of literacy activities and rotations; and




Problem solving Introductory

5.3 Additional assessment requirements Blackboard As a student enrolled in this course you will have access to course information on the Blackboard site. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through Blackboard. It is your responsibility to ensure you have adequate internet access (either off campus or on-campus) in order to access Blackboard regularly and to complete required assessment tasks. Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct

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5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: • 5% (of the assessment task’s identified value) per day for the first two days from the date identified

as the due date for the assessment task. • 10% (of the assessment task’s identified value) for the third day • 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and

including seven days from the date identified as the due date for the assessment task. • A result of zero is awarded for an assessment task submitted after seven days from the date

identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.

6. How is the course offered? 6.1 Directed study hours A blended learning approach is used to deliver this course. The course is delivered as a 2 hour lecture and a 2 hour tutorial equivalent each week.

6.2 Teaching semester/session(s) offered Semester 1 & 2

6.3 Course activities

Teaching Week / Module

What key concepts/content will I

learn?

What activities will I engage in to learn the concepts/content?

Directed Study Activities Independent Study Activities

1-3 Australian Curriculum: English Early Years Learning Framework Queensland Kindergarten Learning Guideline Language acquisition and literacy theories Role of play and oral language in language learning

• Exploration of Australian policy documents as they relate to teaching language and literacy.

• Learning how to analyse the documents

• Navigating the Australian Curriculum English website, the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline.

• Noting and learning about the array of genres in children’s literature.

• Linking children’s literature to play based activities.

• Working with invited children’s authors including an Aboriginal text writer

• Independently locating policy documents on the Web.

• Library session on Scootle and Discover

• Reading a breadth of children’s literature.

• Following instructions on how to teach literature as outlined in the text for this course

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4-7 Effective literacy practices including the Four Resources Model Teaching and Assessment English teaching strategies for diverse learners in a range of contexts

What are teaching strategies?

Introduction to the literature on teaching strategies.

Investigation of how to use teaching strategies to teach literature according to the Australian Curriculum: English requirements.

Use of questioning as an effective teaching strategy

Reading a variety of research articles based on explicit English teaching strategies. (Links will be provided on Blackboard).

Following the guidelines of how to adopt teaching strategies in classrooms

Implementing the strategies identified in tutorials.

Providing evidence of ability to link strategies to demands of the Australian Curriculum, the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline

8-10 Planning integrated sequential teaching episodes to meet the language needs of particular groups of children.

What is Guided Reading and Writing?

Planning language learning rotations in Guided Reading and Writing for diverse learners.

Considering the language demands of a particular year level across three strands – language, literacy and literature and, inquiring into the developmental levels of children at text, word and sentence level.

Creating a sequential rotation of literacy activities for the children’s year level.

Learning how to align teaching strategies and assessment in the rotations

Viewing video examples of Guided Reading and Writing.

Analysing how the practice connects to curriculum document demands.

Matching particular skills’ development with year level requirements in policy documents.

Practising how to write plans for learning.

Showing ability to cross-reference with teaching strategies.

Looking at examples of formative assessment and practise writing the same for your own rotations.

Please note that the course activities may be subject to variation.

7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below:

Author Year Title Publisher

Winch, G., Johnston, R., March, P., Ljungdahl, L., and Holliday., M.

2014 Reading Writing and Children’s Literature

Oxford University Press

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7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course.

7.3 Specific requirements N/A

7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas.

8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: +61 7 5430 2890 or Email: student [email protected]

9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including:

Assessment: Courses and Coursework Programs

Review of Assessment and Final Grades

Supplementary Assessment

Administration of Central Examinations

Deferred Examinations

Student Academic Misconduct

Students with a Disability http://www.usc.edu.au/university/governance-and-executive/policies-and-procedures#academic-learning-and-teaching

10. Faculty specific information

General Enquiries In person:

Sippy Downs - Student Central, Ground Floor, Building C

USC SouthBank - Student Central, Building B, Ground floor (level 1)

USC Gympie - Student Central, 71 Cartwright Road, Gympie

USC Fraser Coast - Student Central, Building A Tel: +61 7 5430 2890 Email: [email protected]

mailto:student%[email protected]

http://www.usc.edu.au/university/governance-and-executive/policies-and-procedures#academic-learning-and-teaching

http://www.usc.edu.au/university/governance-and-executive/policies-and-procedures#academic-learning-and-teaching

mailto:[email protected]

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Assessment Task Australian Professional Standards for Teachers (Graduate)

Introductory Developing Graduate

Task 1: Response to children’s literature and Task 1a

2.1: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area 2.4: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.4: Demonstrate knowledge of a range of resources, including ICTs that engage students in their learning.

Task 2: Compilation of teaching strategies

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. 2.1: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area 2.5: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.4: Demonstrate knowledge of a range of resources, including ICTs that engage students in their learning.

Task 3: Sequential integrated literacy plans

; 2.1: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area 2.2: Organise content into an effective learning and teaching sequence 2.3: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans 2.5: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.2: Plan lesson sequences using knowledge of student learning, content, and effective teaching strategies. 3.4: Demonstrate knowledge of a range of resources, including ICTs that engage students in their learning. 5.1: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning 5.2: Demonstrate understanding of the purpose of providing timely and appropriate feedback to students about their learning

Documents

Course outline Code: EDU113 Title: Teaching English ... 4 Course Outline:EDU113 Teaching English: Curriculum and Pedagogy Assessment Task 1a: Language awareness quiz Goal: To demonstrate