| Semester 2, 2021 Springfield On-campus | |
| Short Description: | Lower Primary English C & P |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | Band 1 |
| ASCED code : | 070105 - Teacher Education: Secondary |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: Students must be enrolled in: BEDU (Early Child or Primary or Primary+Special Ed or Special Ed or HPE Primary or SHPE Primary) or BECH or BGEN or BEED or BPED. Enrolment is not permitted in EDX1270 if EHE1100 has been previously completed.
Rationale
Participation in many aspects of Australian life is dependent on effective communication in Standard Australian English. Developing effective skills for the teaching of English is one of the principal tasks of all teachers. Australian Teacher Education programmes must meet Australian Standards for accreditation including study in English as a priority Learning Area. Teachers of English should be familiar with theories of literacy pedagogy, along with research-based strategies that facilitate planning for effective English teaching and learning with diverse groups of learners. Understanding the codes and conventions of speaking, reading and writing, as well as diagnosing student learning needs is a vital part of English teachers’ work.
Synopsis
This course is part of a suite of four English courses for primary pre-service educators. The course provides foundational knowledges and skills to teach English literacy with a specific focus on the needs of lower primary students. A variety of approaches to the teaching of English are explored, including appropriate play-based methods. Children's literature will be explored in order to develop a flexible repertoire of practices and resources that assist planning.
Objectives
On successful completion of this course students should be able to:
- recognise and describe a flexible repertoire of approaches to the teaching and learning of reading and writing, including use of children’s literature, comprehension, spelling and handwriting (APST 1.2, 2.1);
- demonstrate knowledge and application of the major concepts, theories, strands and interrelationships in the relevant English curriculum, including planning and assessment considerations (APST 2.1, 2.3);
- justify and plan for dialogic pedagogies and teacher talk to enhance student participation in substantive conversation in the English classroom (APST 2.1);
- plan for, monitor, analyse and assess writing progress of children (APST 1.1, 2.3, 3.2, 5.1);
- demonstrate knowledge and application of planning and managing literacy learning in a Foundation to Grade Two classroom (APST 1.2, 2.1, 4.1);
- investigate, analyse and synthesise critical approaches to the teaching and learning of reading and writing with reference to current and historical theories and approaches to multiliterate pedagogies (APST 2.5);
- demonstrate an ability to create literacy rich environments or children through the selection of appropriate literature (APST 1.2)
- demonstrate appropriate cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Planning and managing literacy learning in lower primary classrooms | 30.00 |
| 2. | Writing – including letter formation and the stages of writing development | 30.00 |
| 3. | Spelling – stages, knowledges and strategies | 10.00 |
| 4. | Functional Grammar | 10.00 |
| 5. | Comprehension | 10.00 |
| 6. | Use of children’s literature | 10.00 |
Text and Materials
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=02&subject1=EDX1270)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference Materials
Student Workload Expectations
| Activity | Hours |
|---|---|
| Directed Study | 80.00 |
| Independent Study | 85.00 |
Assessment Details
| Description | Marks out of | Wtg (%) | Due Date | Objectives Assessed | Notes |
|---|---|---|---|---|---|
| Quiz | 20 | 20 | 30 Jul 2021 | 1,8 | |
| Writing Analysis | 30 | 30 | 08 Sep 2021 | 2,4,5,6,7 | |
| Modelled and Guided Writing | 50 | 50 | 20 Oct 2021 | 1,2,3,4,5,6 |
Important assessment information
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Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure . -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
Assessment Notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
Evaluation and Benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
a. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
b. Queensland College of Teachers
c. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).