Unit Content
Outcomes
- Identify in detail the design of work programs, lesson plans and teaching aids for the development of reading and viewing; writing, spelling, grammar and handwriting; speaking; and for the application of higher order critical literacy skills;
- Critically analyse texts, fiction, non-fiction and multimodal, with a view to appropriateness for instruction, age group, worldview, ethnic, racial and socio economic background;
- Construct thoughtful and defensible assessment and reporting procedures specifically related to the learning and teaching of English;
- Evaluate personal competencies as a language teacher from a Christian perspective;
- Critically appraise the key elements of the most recent Australian syllabus available as appropriate for Early Stage 1 and Stage(s) 1-3 and transition to Stage 4;
- Select proficient ways of integrating technology into the learning and teaching of English.
Subject Content
Examination
- Early Stage 1, and Stages 1-3, and links to Stage 4; literacy continuum
- Syllabus: Speaking and listening, writing and representing, handwriting and digital technologies, reading and viewing, spelling, grammar, punctuation and vocabulary, thinking imaginatively and creatively.
Pedagogies, Programming and Planning
- Approaches to language and literacy pedagogy: Behaviourist, (skill based, cognitive skills for decoding print-sound symbol, relationships, sight vocab, whole word); Naturalistic (whole language top down, whole text, Language Experience Approach); Sociological (individual interpretations, authorised meanings). Reading/writing connection.
- Knowledge about language, teaching and developing a metalanguage of genre, text and grammar through analysis and appreciation of texts including picture books, novels, newspapers, letters, feature films and advertisements. Role of grammar in relation to the purpose, content, audience and channel of communication, shaping and directing meaning making. Role of context and text organisation (texts that describe, explain, instruct, argue, narrate etc and demands of school literacies). Role of syntax in reflecting and shaping cultural patterns and differences in power, status, values and attitudes, ideologies, gender, ethnicity and class.
- Models of pedagogy for early language and literacy development, e.g. Literature-based, whole language, systemic and functional linguistics, genre-based, thematic, integration across the curriculum,
- Early Literacy development strategies: implementation of phonemic awareness, phonic fluency, vocab knowledge and text comprehension, concepts of print, grammar and punctuation, spelling and handwriting.
- Scaffolding literacy learning strategies for Stages 2-3 through critical constructive reading and viewing, reciprocal reading, independent, guided, modelled and shared reading and writing, genre based, Literacy, Development Cycle (modelling, negotiating the field, text deconstruction), critical thinking, higher order thinking and critical literacy, levels of questioning, joint construction, independent construction.
- Programming and strategies for inclusivity; Aboriginal and Torres Strait Islander, special needs, gifted and talented, children with challenging behaviours, NESB and TESOL. Organising and catering for multi-staged classroom settings, negotiated curriculum.
- Designing Templates: Program, lesson plans, assessment and marking keys and instructional aids. School-based record keeping and storage.
- Integrating technology in English Language instruction, researching using the internet, critiquing multi-media software, web 2.0 tools and tablet apps. Computers and tablets in the home and schools. Information technology skills to: locate, access, view and analyse a range of texts, and design and create multimodal information products. Monitoring the development of pupils’ knowledge, skills and understandings when using different technologies against syllabus outcomes.
This course may be offered in the following formats
- Face-to-Face
- Intensive
- Distance/ Global Online
Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.
Assessment Methods
- Chapter Review (20%)
- Critical Reflection (25%)
- Integrated Unit of Work (55%)
Prescribed Text
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references
