English Curriculum: Pedagogies in the primary years

Abstract

This subject develops and consolidates students' understanding of English content knowledge in the strands of language, literature and literacy, with a focus on the primary years of schooling and the diversity of literacy classrooms in Australia. Students will revise and expand their understandings of current research in literacy for Stages 2 and 3, and apply that research to their own practice. Students will engage in learning experiences that promote their abilities to critically analyse texts and resources for their use in Stage 2 and 3 classrooms, with a specific focus on digital and multimodal texts and their implications for critical literacy, text deconstruction, manipulation, and reconstruction. They will engage with culturally sustaining literacy pedagogies that promote understanding of and respect for Aboriginal and Torres Strait Islander cultures, languages, and histories. Students will evaluate and choose resources to plan literacy activities that are sequential, align with the Australian curriculum, including the NSW syllabus and related resources, and promote dynamic literacy instruction in Stages 2 and 3. Students will also explore the role of feedback and assessment in units and lesson planning.

Syllabus

Introduction to Stage 2 and 3 learnersRevision of learning theory for Stage 2 and 3 studentsTheories of literacy: New literacies, critical literacy, participatory literacy, culturally sustaining literacy pedagogyNew research in middle and upper primary literacy studiesThe NSW English Syllabus for Stage 2 and 3, Cross Curriculum Priorities, ACARA, and related … For more content click the Read More button below.

Introduction to Stage 2 and 3 learners
Revision of learning theory for Stage 2 and 3 students
Theories of literacy: New literacies, critical literacy, participatory literacy, culturally sustaining literacy pedagogy
New research in middle and upper primary literacy studies
The NSW English Syllabus for Stage 2 and 3, Cross Curriculum Priorities, ACARA, and related resources
Aboriginal and Torres Strait Islander Histories and Cultures: Evaluating and using literacy resources that engage students in reconciliation, respect, and recognition of the world's oldest continuously living cultures
Analysing text features and genres
Designing explicit teaching of reading, writing, speaking, listening, and viewing to support Stage 2 and 3 students in developing habits of critical literacy
Sustainable futures: Digital and multimodal texts that develop students' understandings about social, economic, and ecological systems and world views that promote social justice
Using digital texts to develop critical literacy in Stages 2 and 3
Designing assessment multimodal literacy learning with ITC resources
Culturally and linguistically diverse literacy classrooms
Use current literacy resources to plan units of work
Culturally sustaining literacy program planning (choosing resources, syllabus alignment, activities, assessment and feedback in literacy programs)

Learning outcomes

Upon successful completion of this subject, students should:

be able to determine and explain the literacy demands of Stage 2 and 3 classrooms, including the diverse literacy capabilities of students across these Stages, with special attention to students who come from multilingual backgrounds;

be able to evaluate and apply current literacy research to Stage 2 and 3 classroom practice, with a specific focus on critical and digital literacy, anti-racist pedagogies, explicit instruction, and culturally sustaining literacy instruction;

be able to evaluate and use a range of resources, including multimodal and digital texts and ICT-based learning materials, for the development of students' literacy capabilities;

be able to use the NSW English Syllabus and additional state and national curriculum resources to design, plan, and differentiate multimodal literacy instruction for learners in Stages 2 and 3;

be able to identify and evaluate culturally safe and inclusive literacy resources that promote understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures, and languages; and

be able to plan and use a range of literacy assessments to inform instruction and offer focused feedback for Stage 2 and 3 learners.

Assumed knowledge

EML440 or EPT455

Enrolment restrictions

This subject is only available to Bachelor of Teaching (Primary), Master of Teaching (Primary) and Bachelor of Educational Studies students.