This unit links with the course intentions of 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 an 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.
ECP3101 - Junior Secondary Curriculum and Pedagogy
ECP3102 - Secondary Specialisation Assessment and Reporting
ECP3103 - Senior Secondary Curriculum and Pedagogy
ECP3104 - Innovations in Secondary Curriculum and Pedagogy
EEC4108 - Curriculum, Assessment and Primary Specialisation
Satisfactory completion of Year 3 secondary school practicum. Successful completion of the Literacy and Numeracy Test for Initial Education (LANTITE) for students enrolled in EBED only. This unit is only for Education students undertaking the courses EBED, ABED and HBED.
|1.||Interrogate the knowledge and capability in the planning and teaching of a range of literacies, including mathematical literacy to diverse learners across the continuum in the primary curriculum areas;|
|2.||Adopt differing forms of assessment to evaluate and plan effective learning and teaching of knowledge and skills across the literacy continuum, including providing forms of appropriate feedback to students about their literacy learning;|
|3.||Identify key debates and principles in literacy education applied in practice as they relate to 21st century learning;|
|4.||Identify their own future professional learning needs related to the teaching of literacy to culturally and academically diverse learners including those from Aboriginal and Torres Strait Islander backgrounds; and|
|5.||Elucidate the skills, knowledge and understanding of the English and literacy content, substance and structure required for teaching English in primary school and evaluate their own: content knowledge, pedagogic skills, ability to use evidence based assessment data to meet student needs.|
|6.||Develop and present a self-assessment plan, which charts the ongoing development of their personal literacies throughout the course.|
|Report||Report on theoretical and pedagogical aspects of the English curriculum.||30%|
|Review||Reflection on professional literacy content and pedagogy connected to AITSL standard for graduating teachers.||30%|
|Project||Plan, resource and reflect on the delivery of a scheme of work to include a sequence of lessons differentiated for learners of different abilities.||40%|
Literacy in Australia: pedagogies for engagement, 2nd edition
Seely Flint, A Kitson, L Lowe, K&Shaw, K 2014
John Wiley & Sons, Milton, Queensland
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