Unit rationale, description and aim
This unit focuses on the theory and pedagogy of language and literacy education in primary classrooms. A range of literary, non-literary and multi-modal texts, including picture books, children’s literature novels, factual and media texts, will be studied as resources for literacy pedagogy. Students will develop their understanding of how to implement relevant syllabus documents through a range of teaching/learning strategies which promote children’s composing and comprehending of spoken and written language. The role of assessment in planning for teaching will be demonstrated.
This unit aims to assist pre-service teachers in examining different theories of language and reading and understand how to apply a variety of practices to suit the needs of diverse learners in K-6 classrooms.
Campus offering
No unit offerings are currently available for this unitLearning 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.
Display an understanding of theories of children’s...
Learning Outcome 01
Demonstrate knowledge, appreciation and critical r...
Learning Outcome 02
Critically understand various approaches to promot...
Learning Outcome 03
Show a critical awareness of a range of approaches...
Learning Outcome 04
Plan and implement teaching/learning experiences t...
Learning Outcome 05
Understand the pedagogic consequences of linguisti...
Learning Outcome 06
Understand ways of organising the classroom to tea...
Learning Outcome 07
Use appropriate technologies to facilitate and enh...
Learning Outcome 08
Content
Topics will include:
- past and current theories of children’s literacy development and how these theories become effective literacy practices in classrooms
- theories of teaching and learning to read and to write
- literary, non-literary, media and multi-modal texts, including those intended for young students who are learning the reading and writing processes and for those students who are developing and extending as readers
- the grammatical and phonological structures of written and spoken English and how to implement this knowledge in literacy and oracy teaching
- ways of planning tasks to promote students’ language and literacy learning, including attention to phonological knowledge, literal and critical comprehension, text structures and spelling
- strategies for monitoring, assessing and organising children’s language and literacy learning, with regard to relevant syllabus requirements
- how to recognise and accept different language patterns, and different socio-cultural, EAL/D and gender experiences, together with strategies for addressing the literacy and learning needs of these students
- ways of implementing strategies for including information technology in the language and literacy framework of the classroom.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to, journal/workshop folio, written assignment (essay), seminar or oral presentation, case study /field work assignment, tests or examinations.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. The total of assessment tasks will amount to the equivalent of 4,000 words
Overview of assessments
Assessment Task 1 Discussion board response and...
Assessment Task 1
Discussion board response and participation
50%
Assessment Task 2: Lesson series
Assessment Task 2:
Lesson series
50%
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including:
- Online modules – which will include student readings and activities
- Online discussion forums – which will include interaction with other students.
This 10-credit point unit is generally taught fully online across a 12 week semester. Students should anticipate undertaking 150 hours of study for this unit including a variety of flexible teaching and learning strategies, dependent on the needs of the particular group and the technologies available. These may include Learning Management System (LMS) access, self-paced readings, online discussions, experiential learning, problem solving, and an exploration of content through a broad range of technologies.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: