Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDLA518 Primary English Education 1 , EDEN501 English Curriculum, Pedagogy and Assessment 1
Unit rationale, description and aim
Learning to read and write is the most important challenge children face during their first three years of school. Early Childhood and Primary teachers play a crucial role in preparing children to learn and teaching the foundational reading and writing skills that allow children access the increasingly complex texts and discourses in later primary and high school years and to communicate their learning to others.
This unit includes seven modules. Six modules introduce preservice teachers to evidence-based effective early reading and writing instruction and to both formative and summative assessments of early literacy skills. Module 1 examines how to develop phonological awareness in early childhood settings, the role that phonemic awareness plays in phonics, and how teaching phonemic awareness within the context of phonics is effective for most children. In Module 2, different evidence-based approaches to teaching phonics are examined and the preservice teachers are introduced to different types of explicit and systematic phonics teaching, the scope and sequence of teaching grapheme-phoneme correspondences, and how to use decodables as a productive part of a phonics program. Module 3 examines different approaches to teaching spelling, including explicit systematic teaching of phonics, morphology and etymology. This module also develops understanding of the role of handwriting in the context of learning to read and write, and of relevant, quality practices for teaching handwriting to children. Module 4 examines different evidence-based teaching strategies and techniques for improving children’s reading comprehension. Module 5 introduces preservice teachers to reading fluency as a multidimensional construct and to different evidence-based teaching approaches for increasing reading fluency. Module 6 introduces preservice teachers explicit, evidence-based approaches for teaching vocabulary and oral language. All six modules cover both instruction and assessment, including progress monitoring. The covered teaching and assessment practices will be based on current literacy research with a focus on supporting the literacy learning process for diverse learners. Module 7 address the English curriculum requirements and introduces preservice teachers to using student-driven data as a basis for planning and programming literacy needs.
The aim of this unit is to ensure that after completing the unit, preservice teachers understand the importance and can deliver explicit and systematic literacy instruction that aligns with research evidence and meets the needs of all learners in their early childhood and primary classrooms.
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 | Explain theoretical models and approaches for early literacy and language learning to inform evidence-based instruction and assessment | GC1, GC2, GC3, GC7, GC8, GC9, GC11 |
| LO2 | Apply and analyse effective differentiation teaching practices and resources to support literacy learning for children with diverse needs such as linguistic and cultural differences (including EALD and Indigenous learners), trauma backgrounds, and literacy difficulties | GC2, GC3, GC5, GC7, GC8, GC9 |
| LO3 | Apply content, pedagogical, and assessment knowledge to plan, select suitable instructional texts, teach and assess literacy skills for learners in the early years | GC2, GC3, GC7, GC8, GC11 |
| LO4 | Apply knowledge of the Australian Curriculum: English and/or state-based curriculum documents to the design of learning activities that support the curriculum outcomes aligned with student literacy data | GC2, GC3, GC7, GC8, GC10 |
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| ACECQA -A2 | Language development | LO1 |
| ACECQA -A5 | Early intervention | LO1 |
| ACECQA -A6 | Diversity, difference and inclusivity | LO2 |
| ACECQA -B1 | Early Years Learning Framework | LO1, LO4 |
| ACECQA -B2 | The Australian curriculum | LO1, LO2, LO3, LO4 |
| ACECQA -B4 | Language and literacy | LO1, LO2, LO3 |
| ACECQA -B5 | English as an additional language | LO2 |
| ACECQA -B9 | Curriculum planning, programming and evaluation | LO3, LO4 |
| ACECQA -C2 | Play based pedagogies | LO1 |
| ACECQA -C3 | Guiding behaviour/engaging young learners | LO3 |
| ACECQA -C4 | Teaching methods and strategies | LO1, LO3 |
| ACECQA -C5 | Children with diverse needs and backgrounds | LO2, LO3 |
| ACECQA -C6 | Working with children who speak languages other than, or in addition to, English | LO2, LO3 |
| ACECQA -D3 | Aboriginal and Torres Strait Islander perspectives | LO2 |
| ACECQA -D4 | Socially inclusive practice | LO2 |
| ACECQA -D5 | Culture, diversity and inclusion | LO2 |
| ACECQA -E2 | Contemporary theories and practice | LO1, LO2 |
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(GA)1.2 | Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | LO1, LO2 |
| APST(GA)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 | LO2 |
| APST(GA)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 | LO2 |
| APST(GA)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. | LO2 |
| APST(GA)2.1 | Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | LO1, LO2, LO3, LO4 |
| APST(GA)2.2 | Organise content into an effective learning and teaching sequence. | LO2, LO3 |
| APST(GA)2.3 | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | LO2, LO3, LO4 |
| APST(GA)2.5 | Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | LO1, LO2, LO3 |
| APST(GA)2.6 | Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | LO3 |
| APST(GA)3.2 | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | LO3 |
| APST(GA)3.3 | Include a range of teaching strategies. | LO3 |
| APST(GA)3.4 | Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | LO3 |
| APST(GA)3.5 | Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | LO3 |
| APST(GA)4.1 | Identify strategies to support inclusive student participation and engagement in classroom activities. | LO2, LO3 |
| APST(GA)4.2 | Demonstrate the capacity to organise classroom activities and provide clear directions. | LO3 |
| APST(GA)5.1 | Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | LO3 |
| APST(GA)5.4 | Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. | LO3 |
Content
Topics will include:
1. Phonemic awareness instruction and assessment
a. Phonemic awareness instruction using letters
b. Phonemic awareness instruction without letters
c. How to integrate teaching phonemic awareness into teaching letter-sounds
d. Examples of effective teaching sequences for blending and segmentation
e. Assessment and progress monitoring of phonemic awareness
2. Phonics instruction and assessment
a. Systematic phonics vs. non-systematic phonics
b. Synthetic phonics vs. analytic phonics
c. Scope and sequence of grapheme-phoneme correspondences, and the rate of introduction
d. Use of decodable books
e. Differentiated instruction of phonics to support advanced, EAL/D and struggling readers/spellers
f. Assessment and progress monitoring of phonics knowledge
3. Spelling instruction and assessment
a. Handwriting and keyboarding
b. Explicit vs implicit teaching of spelling and word-specific orthographic knowledge
c. Explicit teaching of morphology and etymology
d. Spelling instruction for students with EAL/D, learning difficulties and Developmental Language Disorder
e. Spelling assessment and progress monitoring
4. Comprehension instruction and assessment
a. Evidence-based reading comprehension instruction
· Teaching techniques and strategies and (e.g., summarising, reciprocal teaching, text structure knowledge)
· Teaching oral language to support reading comprehension
· Teaching content knowledge to support reading comprehension
· Comprehending different kinds of texts
b. Reading comprehension assessment and progress monitoring
5. Fluency instruction and assessment
a. Components of reading fluency
b. Evidence-based instructional components
c. Teaching practices with evidence for different target groups
d. Use of ICT to develop fluency
e. Assessment and progress monitoring of fluency at grapheme-phoneme correspondence, word, phrase, sentence, and text level
f. Assessment of prosody
6. Vocabulary instruction and assessment
a. Evidence-based vocabulary instruction for diverse learners
· Identifying, developing and applying strategies to teach vocabulary
· Explicit vocabulary teaching
· Strategies to enrich vocabulary
· Teaching morphology
· Use of high-quality texts to improve vocabulary
· Use of ICT in vocabulary teaching
· Adaptive teaching of vocabulary instruction
b. Vocabulary assessment and progress monitoring
7. Principles, planning and programming
· explicit pedagogical approaches and instructional strategies
· Reviewing the English curriculum for F-2
· Interpreting student literacy data to inform planning
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on providing pre-service teachers with examples of explicit teaching approaches that are supported by research evidence, and that they are expected to implement in their own literacy classrooms by the Australian Curriculum. In line with the chosen learning and teaching strategy, this unit includes frequent reviews of previous learning, explicit delivery of new content, worked examples, guided and independent practice, and frequent feedback. Once knowledge is consolidated, it will be applied to analysing and designing instruction and various forms of assessment. Learning will be supported by online activities and a range of current research delivered in the form of directed reading, reflection, discussion, webinars, podcasts and other multimedia options. The on-campus learning experiences are supported by online learning strategies, including synchronous and/or asynchronous digital engagement in reading/library tasks, learning activities, and discussion forums as mediated through the Learning Management System unit site.
Technology Enhanced Learning
Technology will be used to enhance teaching and learning, as well as in assessment, as a means of communication, production and feedback. Students will be required to create digital artefacts and interact with the unit’s Learning Management System site, online resources and technology requirements.
On-campus/Online Learning support
Students enrolled in both on-campus and online learning modes are required to regularly log into the Learning Management Systems to access recorded lectures and important announcements, to communicate with other students and lecturers, and to submit assessments and access feedback and grades. Students who are enrolled in either on-campus or online learning will have equal access to support from the lecturer in charge and tutors.
Additional equipment requirements for online learning:
- Reliable broadband access is recommended.
- Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
Assessment strategy and rationale
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the learning outcomes by demonstrating academic and professional standards. The unit focuses on developing an understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the APST: Graduate level.
A range of assessment procedures is used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
Assessment Task 1 an online quiz assesses preservice teachers’ knowledge of the content presented in lectures and reading. Assessment Task 2 requires preservice teachers to analyse data and research the literature to investigate effective explicit instruction to support learner’s literacy needs. Assessment Task 3 requires the development of four sequential lessons and a justification of differentiation and assessment strategies.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome. In order to pass this unit, students are required to submit ALL assessment tasks and achieve an overall Pass grade overall.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities |
|---|---|---|---|
Assessment Task 1: Online Quiz Pre-service teachers complete an online quiz assessing their consolidation of the content presented in lectures and reading | 20% | LO1, LO2 | GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC11 |
Assessment Task 2: Reading: Data Analysis and Literature Review Pre-service teachers analyse reading data. With reference to scholarly literature in the field, explain how to explicitly teach and support students’ development of reading with a focus on phonics and comprehension skills. | 40% | LO1, LO2, LO3 | GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC10, GC11 |
Assessment Task 3: Literacy Lesson Planning and Justification Pre-service teachers create four lesson plans to cater for three focus students who represent a range of early literacy learners. Justify with reference from scholarly literature how these lessons demonstrate differentiation aligned to students’ needs from data analysis. Explain and justify your use of explicit instruction for developing and assessing literacy skills | 40% | LO2, LO3, LO4 | GC2, GC3, GC5, GC7, GC8, GC9, GC10, GC11 |
Representative texts and references
Required text(s)
The Australian Curriculum: English.
https://www.australiancurriculum.edu.au/f-10-curriculum/english/.
National Literacy Learning Progressions:
Hill, S. (2021). Developing early literacy: Assessment and teaching (3rd ed). Eleanor Curtin Publishing.
Stuart, M. & Stainthorp, R. (2016). Reading development and teaching. Sage.
Recommended references
Beck, I. L., McKeown, M. G., & Sandora, C. A. (2021). Robust comprehension instruction with questioning the author: 15 years smarter. Guildford.
Blevins, W. (2016). A fresh look at phonics, grades K-2: Common causes of failure and 7 ingredients for success. Corwin Literacy:
Cox, R., Feez, S., & Beveridge, L. (2019). The alphabetic principle and beyond: Surveying the landscape. Primary English Teaching Association Australia (PETAA).
Derewianka, B. (2020). Exploring how texts work (2nd ed.). Primary English Teaching Association (Australia) (PETAA).
Fellowes, J., & Oakley, G. (2020). Language, literacy and early childhood education (3rd ed.). Oxford University Press.
Fisher, D., Frey, N., & Akhavan, N. (2019). This is balanced literacy: Grades K-6. Corwin Literacy
Frey, N., & Fisher. D. (2013). Rigorous reading: 5 access points for comprehending complex texts. Corwin Literacy.
Gambrell, L. B., & Morrow, L. M. (2019). Best practices in literacy instruction (6th ed.). Guilford Press.
Kamhi, A.G., & Catts, H.W. (2014). Language and reading disabilities (3rd ed.). Pearson.
Klinger, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties. Guilford.
Parkin, B., & Harper, H. (2019). Teaching with intent 2. Primary English Teaching Association Australia (PETAA).
Seely Flint, A., Kitson, L., Lowe.K., Shaw. K., Vicars, M., Feez, S., & Humphrey, S. (2020). Literacy in Australia: Pedagogies for engagement (3rd ed.). Wiley.
Stuart, M. & Stainthorp, R. (2016). Reading development and teaching. Sage.
Thomas, D. & Thomas, A. (Eds.) (2022). Teaching and learning primary English. Oxford University Press.
Tomkins, G; Smith, C; Campbell, R., & Green, D. (2019). Literacy for the 21st century: A balanced approach (3rd ed.). Pearson.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, writing and children’s literature (6th ed.). Oxford University Press.
Woods, A., & Exley, B. (2020). Literacies in early childhood: Foundations for equity and quality. Oxford University Press.