EDF5819 · Primary English 3

Overview

This unit focuses on developing coherent and advanced knowledge in relation to literacy teaching in a diverse social, cultural and technological world, with a particular focus on writing in the middle years of schooling. Building on previous work, you will continue to develop your understanding of English learning as described in the Victorian and Australian curriculum and explore and critique various conceptual frameworks and theoretical ideas that help you to understand how students continue to develop various literacy knowledges, skills and understandings. The teaching of writing is examined from a number of current research and evidenced based perspectives to assist you to develop appropriate pedagogical practices, design teaching programs and assess students’ learning across the full range of abilities and with respect to students from a range of culturally and linguistically diverse backgrounds.

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. demonstrate a critical understanding of key theoretical and conceptual frameworks related to students’ writing development
2. demonstrate knowledge of pedagogical approaches to teaching and assessing writing and how these can be used to create opportunities for the explicit teaching of writing and the authentic practice of writing
3. reflect on everyday writing practices to evaluate how multimodal texts can be taught and practiced within diverse learning environments
4. plan inclusive learning experiences that consider students who come from diverse social, cultural, religious and linguistic backgrounds
5. reflect upon your own English and literacy skills as a future classroom practitioner

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 *Subject to variation due to professional experience requirements Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

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