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ED5961 - English Education for Primary Teachers

Credit points: 3
Year: 2020
Student Contribution Band: Band 1
Administered by: College of Arts, Society & Education

Limited to students enrolled in the Master of Teaching and Learning (Primary).

The primary goal of this subject is to foster pre-service teacher development towards the Graduate Teacher Australian Professional Standard requirements in the context of English, English literacy education and the teaching of reading. Upon completion of this subject, through the professional knowledge acquired and professional practice experiences provided, graduate student teachers will be able to approach the teaching of English, English literacy and reading with an accurate and thorough understanding of learning experiences that critically respond to community-based priorities and satisfy the Australian Curriculum: English and The Early Years Learning Framework for Australia requirements at the Early Years and Primary level. The mastery of professional knowledge and demonstration of a range of competent practices for the teaching of English, English literacy and reading through sequencing of lessons will be the focus of the subject. As such, pre-service teachers will be developing and demonstrating thorough understanding of the content and processes of English, English literacy and the teaching of reading (Content) and how to teach (Pedagogical Content Knowledge) these effectively, by demonstrating how to use scholarly literature and classroom-based experiences and resources to inform and justify pedagogical decision making, especially through differentiated instruction. Collegial, collaborative and reflective practices are encouraged, modelled and practised in this subject.

Learning Outcomes

  • apply advanced knowledge of pedagogic principles and practices within contemporary curriculum frameworks (primary years) for English and the teaching of English literacy and reading;
  • demonstrate advanced understanding and application of the content and characteristics of developmentally appropriate Subject English curricula for Primary aged children;
  • articulate expert pedagogy in planning for the teaching of English literacy for diverse learners and provide a range of responses to issues of access and equity that relate to teaching English language, literature and literacy;
  • critically reflect upon the pedagogic work of the Primary English teacher and demonstrate mastery of professional English language and literacy knowledge and skills and the ability to apply this content.

Subject Assessment

  • Assessment Task 1 - Professional Learning Plan - (10%)
  • Assessment Task 2 - Critical Evaluation of Lesson Planning: 3 English Lessons - (30%)
  • Assessment Task 3 - Portfolio: English unit plan, assessment task and resource collection - (60%).

Special Assessment Requirements

Given the AITSL focus on high levels of personal and professional literacy required of graduate teachers and the requirement to be highly-proficient teachers of literacy, GSTs are required to attain; a pass in all criteria of Assessment One. Personal literacy is a discriminating criterion in Assessment One (as measured on the Interactive Rubric for Written Communication); and 80% of the available marks in the content examination (Assessment Two)

Assumed
Knowledge:
English proficiency as established in ED5951 Knowledge of Learners and Learning as established in ED5950 Teaching for Diversity as established in ED5960
Prerequisites: ED5915

Availabilities

Cairns, Study Period 2, Internal
Census Date 27-Aug-2020
Coordinator: <Person not found>
Lecturers: <Person not found>, <Person not found>.
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 18 hours workshops/Seminars
  • 18 hours - Online Engagement
  • assessment and self-directed study

Townsville, Study Period 2, Internal
Census Date 27-Aug-2020
Coord/Lect: <Person not found>.
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 18 hours workshops/Seminars
  • 18 hours - Online Engagement
  • assessment and self-directed study

Study Period 2, External
Census Date 27-Aug-2020
Coordinator: <Person not found>
Lecturers: <Person not found>, <Person not found>.
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 36 hours - Online Engagement
  • assessment and self-directed study
Method of Delivery: WWW - LearnJCU

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.