EDF5818 · Primary English 2

Overview

This unit will develop your knowledge of the teaching of reading across the primary school (Foundation to Level 6), as detailed in the Victorian and Australian curriculum. The teaching of reading is examined from a number of current theoretical perspectives, with a focus on evidence-based practices for early reading instruction and the integration of oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension and critical literacies. You will develop a repertoire of pedagogical practices that support students' reading across the full range of abilities and with respect to students from a range of culturally and linguistically diverse backgrounds. The unit explores a range of multimodal texts and includes the use of information and communication technologies to support the design of responsive, differentiated literacy experiences that advance students’ learning.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. identify and critically analyse the research evidence related to students' reading development, to become an effective English and literacies teacher
2. demonstrate understanding of a range of evidence-based practices to develop students’ skills and understandings of reading with particular emphasis on oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension and critical thinking
3. critically apply a range of approaches to plan, teach and assess reading, including multimodal texts and digital technologies, to engage students and provide rich, inclusive learning experiences
4. demonstrate understanding of teaching reading in subjects other than English
5. recognise, identify and respond to the literacy needs of children with a wide range of backgrounds, experiences and abilities to plan and develop differentiated learning experiences.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.