EDF5852 · Leading English and literacy in primary schools

Overview

This unit is designed for pre-service teachers who are specialising in English and Literacy teaching in primary schools. The content enables you to deepen and extend your English and literacy professional knowledge, professional practice and professional engagement. You will explore the role of assessment in profiling students’ learning and examine a range approaches, differentiated for particular student groups, to improve students’ learning outcomes. You will critically examine inclusive teaching approaches that are relevant for 21st century literacy learners. You will engage with local and international literacy educational research and policy to inform the development of their knowledge for leading collaborative literacy planning teams.

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

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate an understanding of factors that impact the learning trajectories and proficiencies of students as outlined in primary English curricula (F-6)
2. evaluate resources, models, assessments, and approaches, including effective use of ICT, that support the planning of student-centered English units of teaching, with reference to the English/literacy education research literature and contemporary policy advice
3. critically discuss factors, issues and approaches that enhance or hinder primary children’s English and literacy learning during primary school, and evidenced-based practices to address these
4. review and critique perspectives in the literacy research evidence-base to inform recommendations about effective curricula, teaching approaches and environments for inclusive literacy education that are relevant for the 21st century.

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.