Year
2024Credit points
10Campus offering
Prerequisites
EDEN501 English Curriculum, Pedagogy and Assessment 1 OR EDEN503 Reading and Writing Instruction in the Early Years (B-8)
Incompatible
EDLA642 English and Literacy 2: Writing, Speaking and Creating (Birth - 12 Years) , EDLA689 Primary English Education 2
Unit rationale, description and aim
Teachers are required to support students in Years K-6 classrooms to understand, use and produce an increasingly complex range of multimodal texts for a wider range of social purposes. This involves teachers scaffolding a diverse range of learners as they learn to use oral language, reading and writing skills necessary for developing as effective, analytical and critical communicators, in increasingly sophisticated ways.
This unit develops pre-service teachers’ understandings of pedagogical approaches for teaching both receptive (listening, reading, viewing) and expressive/productive (speaking, writing, creating) modes of communication using increasingly complex imaginative, informative and persuasive texts and a variety of media (e.g., written, oral, visual, digital and multimodal). Drawing on current international and national literacy research (particularly socio-cultural theories), knowledge of state and national English curricula, and research-informed approaches to pedagogy and assessment, the unit focuses on supporting pre-service teachers to develop and apply knowledge of contemporary multimodal texts and the elements of design (semiotic systems - linguistic, visual, auditory, spatial and gestural elements) and their use in contemporary literacy teaching. The unit develops pre-service teachers’ understanding of contemporary texts and literacy practices, especially the use of ICTs, and their ability to use this knowledge in effectively teaching with flexibility and sensitivity to the rights and needs of diverse groups of learners (including First Nations, multilingual, students with additional learning needs and other learner diversities) in Years K-6 primary classrooms.
A key aim of this unit is to consolidate and extend pre-service teachers’ understanding of the Australian Curriculum: English and relevant state-based documents so they are equipped to scaffold language, literacy and literature instruction and assessment for a diversity of learners in Years K-6 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 | Apply and integrate knowledge of state and national English curricula, current theory and pedagogical approaches for developing Years 3-6 primary students’ language and literacy skills (including spelling, comprehension, and the writing process) with particular emphasis on comprehending and composing oral, written and multimodal texts | GC1, GC2, GC8, GC9, GC11 |
| LO2 | Critique and produce texts to demonstrate knowledge of multimodality and the elements of design (the semiotic systems of meaning making) for an increasingly complex range of imaginative, informative and persuasive texts | GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO3 | Analyse, integrate and apply research-informed knowledge of pedagogical approaches to teaching primary English and literacy and its connection to other curriculum areas | GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11 |
| LO4 | Apply knowledge about specific strategies and approaches for scaffolding diverse learners in the teaching and assessment of English | GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC11 |
| LO5 | Demonstrate an understanding of the varying approaches to, and purposes of assessment of student’s spoken language, reading and writing for supporting pedagogical decision-making in primary classrooms | GC1, GC2 |
ACECQA Curriculum Specifications
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 -A6 | Diversity, difference and inclusivity | LO1, LO3 |
| ACECQA -A7 | Learners with special/additional needs | LO1, LO3 |
| ACECQA -B2 | The Australian curriculum | LO1, LO2 |
| ACECQA -B4 | Language and literacy | LO1, LO2, LO4, LO5 |
| ACECQA -B5 | English as an additional language | LO1, LO4 |
| ACECQA -B9 | Curriculum planning, programming and evaluation | LO4, LO5 |
| ACECQA -C1 | Alternative pedagogies and curriculum approaches | LO3, LO5 |
| ACECQA -C4 | Teaching methods and strategies | LO1, LO2, LO3, LO4, LO5 |
| ACECQA -C5 | Children with diverse needs and backgrounds | LO3, LO4 |
| ACECQA -C6 | Working with children who speak languages other than, or in addition to, English | LO3 |
| ACECQA -D3 | Aboriginal and Torres Strait Islander perspectives | LO4 |
| ACECQA -D5 | Culture, diversity and inclusion | LO3 |
Australian Professional Standards for Teachers - Graduate Level
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 |
| 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 | LO1, LO3, LO4 |
| 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 | LO1, LO3 |
| 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. | LO3 |
| 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 |
| APST(GA)2.2 | Organise content into an effective learning and teaching sequence. | LO3, LO4 |
| APST(GA)2.3 | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | LO4 |
| APST(GA)2.4 | Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO1 |
| APST(GA)2.5 | Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | LO1, LO3 |
| APST(GA)2.6 | Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | LO1, LO2, LO4 |
| APST(GA)3.1 | Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | LO3, LO4 |
| APST(GA)3.2 | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | LO3, LO4 |
| APST(GA)3.3 | Include a range of teaching strategies. | LO3, LO4 |
| APST(GA)3.4 | Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | LO2, LO4 |
| APST(GA)3.6 | Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. | LO3 |
| APST(GA)3.7 | Describe a broad range of strategies for involving parents/carers in the educative process. | LO3, LO5 |
| APST(GA)4.1 | Identify strategies to support inclusive student participation and engagement in classroom activities. | LO3 |
| APST(GA)5.1 | Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | LO5 |
| APST(GA)5.3 | Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. | LO5 |
| APST(GA)5.4 | Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. | LO5 |
Content
Topics will include:
- Review of international literacy theories (including multimodality and critical literacy) and schooling
- Theories of the development, skills and processes of reading and writing and their relationship to designing effective literacy programs (e.g., sociocultural, functional, cognitive) in primary schooling
- Key current international, national and state language and literacy documents, issues, trends and data
- Pedagogies for teaching oracy to express learning and ideas
- Academic vocabulary instruction and assessment
- Content knowledge for writing and composing to express learning and ideas
- Pedagogies for teaching writing to express learning and ideas
- Writing feedback and assessment
- Comprehending disciplinary texts
- Composing and understanding visual and multimodal texts
- Language differences and literacy development - AAE & EAL/D
- Planning and programming literacy in the primary years
Learning and teaching strategy and rationale
Teaching and learning in this unit is based on explicit pedagogies that emphasise the critical importance of the cultural and social aspects of learning and a deep understanding of the texts students must produce and learn from. Learning will be scaffolded by both explicit instruction and opportunities to engage in a range of interpersonal activities to enable students to learn from and with each other as active co-constructors of meaning, skills and understanding. This approach is highly effective for the teaching of literacy in the upper Primary classroom and Middle Years. Learning will be supported by online activities and a range of current research delivered in ways such as reading, reflection, discussion, webinars, podcasts and other multimedia options.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester.
Modes of Delivery:
On-Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
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 course learning outcomes by demonstrating academic and professional standards. This unit focuses on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the APST - Graduate level.
Assessment Task 1 focuses on pre-service teachers’ ability to apply knowledge of contemporary international literacy theories (multimodality and critical literacy), and writing-composing content knowledge to produce a well-designed multimodal text to demonstrate the connection between theory and pedagogy in YearsK-6 English and other curriculum areas.
Assessment Task 2 assesses pre-service teachers’ skills to create an integrated Literacy unit of work across a range of curriculum areas, to design a series of lessons and evaluate practice approaches and strategies for scaffolding the learning and assessment of students while demonstrating understanding of relevant theory. 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.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of the learning outcome. To promote sustained learning, pre-service teachers are expected to complete weekly readings and practice tasks as assigned by teaching staff and submit ALL assessment tasks.
Assessments in this unit include one Critical Task Assessment Task 2: Literacy pedagogies in the primary years: Planning, programming and assessment for diverse learners. This task is core to the demonstration of a number of Australian Professional Teacher Standards. To pass this unit, students must demonstrate mastery of every summative standard listed in the learning outcomes and attain a score of at least 50% in Task 2 and achieve an overall Passing grade.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1: Producing multimodal texts – Examining critical literacies, literacy learning, ICT and in the primary classroom Individual or small group component Students develop a multimedia presentation (digital learning object) to demonstrate key concepts from a quote provided to i) unit materials, ii) knowledge of text types (and their relevant structural and language features iii) additional research, and iv) knowledge of primary literacy contexts. Individual component Students are to produce accompanying individually written report demonstrating their knowledge and understanding of multiliteracies. | 50% | LO1, LO2, LO3 | GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12 | ACECQA -A6, ACECQA -A7, ACECQA -B2, ACECQA -B4, ACECQA -B5, ACECQA -C, ACECQA -C1, ACECQA -C4, ACECQA -C5, ACECQA -C6, ACECQA -D, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.6, APST(GA)3.7, APST(GA)4.1 |
Assessment Task 2: Literacy pedagogies in the primary years: Planning, programming and assessment for diverse learners Critical Task Design a 5-week integrated unit of work (for example English, HASS, Science, Health) to teach speaking/listening, reading/viewing and writing/producing that will support the development of a relevant multimodal text. Outline, describe and evaluate practice approaches and strategies used in the unit for scaffolding the learning and assessment of students, with links to relevant theory to demonstrate an ability to differentiate teaching in ways that support the diverse learning abilities of students. | 50% | LO1, LO2, LO3, LO4, LO5 | GC1, GC2, GC3, GC4, GC5, GC7, GC8, GC9, GC10, GC11, GC12 | ACECQA -A6, ACECQA -A7, ACECQA -B2, ACECQA -B4, ACECQA -B5, ACECQA -B9, ACECQA -C1, ACECQA -C4, ACECQA -C5, ACECQA -C6, ACECQA -D3, ACECQA -D5, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.6, APST(GA)3.7, APST(GA)4.1, APST(GA)5.1, APST(GA)5.3, APST(GA)5.4 |
Representative texts and references
Required text(s)
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.
Derewianka, B., & Jones, P. (2022). Teaching language in context (3rd ed.). Oxford University Press.
Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). Oxford University Press.
Recommended references
Adam, H. (2021). Transforming practice: Transforming lives through diverse children’s literature. Primary English Teaching Association Australia (PETAA).
Asha, J. (2022). The potential of the visual: Teaching literacy with multimodal texts. Primary English Teaching Association Australia (PETAA).
Campbell, R. & Green, D. (2006). Literacies and learners: Current perspectives (3rd Ed.). Pearson Education Australia.
de Silva Joyce, H., & Feez, S. (2016). Exploring literacies: Theory, research and practice. Palgrave Macmillan, pp. 304-311.
Derewianka, B. (2022). Exploring how texts work.(3rd Ed.) Primary English Teaching Association Australia (PETAA).
Edwards-Groves, C. (2014). Talk Moves: A repertoire of practices for productive classroom dialogue. PETAA PAPERs 195. Primary English Teaching Association Australia.
Edwards-Groves, Anstey, M., & Bull, G. (2014). Classroom talk: Understanding dialogue, pedagogy and practice. Primary English Teaching Association Australia.
Henderson, R. (2018). (Ed). Teaching literacies in the middle years: Pedagogies and diversity (2nd ed). Oxford University Press.
Jones, P.T., Matruglio, E., & Edwards-Groves, C. (Eds). (2021). Transition and continuity in school literacy development. Bloomsbury.
Kalantzis, M., Cope, B, Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed). Cambridge University Press.
Morrison, A., Rigney, L., Hattam, R., Diplock, A. (2019.) Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia.
Parkin, B., & Harper, H. (2019). Teaching with Intent 2: Literature-based literacy teaching and learning. Primary English Teaching Association Australia.
Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press.
Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Open University Press.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, writing and children’s literature (6th ed.). Oxford University Press.