ED5961 - English Education for Primary Teachers
| Credit points: | 03 |
| Year: | 2018 |
| 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 requirements at the 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. This means you will be developing and demonstrating your 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 evidence gathered from assessment data and scholarly literature 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
- advanced and integrated understanding and application of the content and characteristics of developmentally appropriate English curricula for primary aged children;
- advanced knowledge of pedagogic principles and practices within contemporary curriculum frameworks (primary years) for English and the teaching of English literacy and reading;
- expert knowledge and skills in planning for the teaching of reading and the integration of English literacy learning across all curriculum areas for diverse learners and how to identify and provide a range of responses to issues of access and equity that relate to teaching English language, literature and literacy;
- mastery of professional English language and literacy knowledge and skills and the ability to apply this content.
| 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: | ED5951 |
Availabilities | |
| Townsville, Internal, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | jc430873 |
| Contact hours: |
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| Assessment: | assignments (10%); planning reading lessons (30%); portfolio of planning for integrated literacy block (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) |
| External, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | jc430873 |
| Contact hours: |
|
| Method of Delivery: | WWW - LearnJCU |
| Assessment: | assignments (10%); planning reading lessons (30%); portfolio of planning for integrated literacy block (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) |
| Cairns, Internal, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | jc430873 |
| Contact hours: |
|
| Assessment: | assignments (10%); planning reading lesson (30%); portfolio of planning for integrated literacy block (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) |
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.