This unit links with the course intentions of strengthening the connection between theory and practice throughout the course and guaranteeing that graduate teachers have deep and connected understandings of the content they are teaching and the pedagogical approaches for implementing the curriculum. This unit also connects with the course learning outcome of demonstrating understanding of a broad and coherent body of knowledge of content, pedagogy, curriculum and assessment in relation to the changing nature of education in a rapidly-evolving global context.
This unit is only for Education students undertaking the courses EBED, ABED and HBED.
|1.||Articulate observations of the literacy curriculum in theory and practice and reflect on the learning and teaching of literacy across the continuum in the primary curriculum;|
|2.||Assess current practices for teaching and assessing literacy, including the use of ICT and responsive pedagogies linked to learning strengths of diverse student cohorts;|
|3.||Explain how literacy relates to different dimensions of communication and social action in classroom settings;|
|4.||Analyse and assess diverse issues and contrasting beliefs relating to literacy education;|
|5.||Articulate the core competencies in language and literacy pedagogies; and|
|6.||Review the skills and knowledge required for teaching English in primary school and develop a self-assessment plan to address the ongoing development of their personal literacies throughout the course.|
|Exercise||Reflection on personal literacy in the context of literacy education||15%|
|Case Study||Commentary on observations of students classroom literacy practices.||35%|
|Review||Prepare a review of the English content knowledge that is required to support the teaching of the English curriculum in the Primary school||50%|
Literacy in Australia. Pedagogies for Engagement.
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014).
Milton, Queensland: John Wiley & Sons.
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