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EDX2170 English Curriculum and Pedagogy in Middle Primary

Semester 2, 2020 On-campus Springfield
Short Description: English Middle Primary
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070100 - Teacher Education
Grading basis : Graded

Staffing

Examiner:

Requisites

Pre-requisite: EDX1170 or EHE1100 and Students must be enrolled in one the following Programs: BEDU (Primary) or BEDU (Primary + Special Education) or BEDU (Special Education) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BPED

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. 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. They also need knowledge of the macro and micro-elements of planning, which are important for an increasingly sophisticated understanding of English curriculum and pedagogy.

Synopsis

This is the second in a suite of three English courses undertaken by all primary pre-service teachers. It examines current theories and issues in English and literacies education and the implications for curriculum and pedagogy. By studying a variety of approaches to the teaching of reading and writing and the use of children's literature, pre-service teachers develop a flexible and balanced repertoire of practices. This course addresses the macro and micro-elements of English curriculum planning and emphasises meaning-making through the explicit teaching of reading and writing.

Objectives

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

  1. identify and apply major literacy concepts, principles, theories and approaches to primary English curriculum and pedagogy (APST 2.1, 2.2, 2.3);
  2. design flexible and responsive assessment strategies (formal, informal, diagnostic, formative or summative) for undertaking focused analyses of student writing (APST 5.1, 5.2, 5.3);
  3. design and plan authentic assessment, moderation and feedback opportunities for relevant English curriculum (APST 5.1, 5.2, 5.3);
  4. select and apply a broad repertoire of pedagogical strategies, including content and resource selection and organisation, the use of Information and Communication Technologies (ICT), application of the Explicit Teaching Framework and the Four Resources Model (APST 2.2, 2.5, 2.6);
  5. use appropriate pedagogies when planning for effective teaching and learning for diverse needs (APST 1.5,3.1, 3.3).

Topics

Description Weighting(%)
1. Extending developing writers: strategies for creating texts 40.00
2. Reading: making meaning from texts 20.00
3. Curriculum planning and pedagogical approaches 20.00
4. Classroom strategies: developing competent text users 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=02&subject1=EDX2170)

Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

Seely Flint, A, Kitson, L, Lowe, K, Shaw, K, Feez, S, Humphrey, S & Vicars, M 2017, Literacy in Australia Pedagogies for Engagement, 3rd edn, Wiley, Milton, Queensland.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed 精东传媒app 80.00
Independent 精东传媒app 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 20 Aug 2020
ASSIGNMENT 2 60 60 22 Oct 2020

Important assessment information

  1. 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.

  2. 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.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. 精东传媒app Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene 精东传媒app policies and practices. These policies can be found at .

Assessment notes

  1. 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 .

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

Evaluation and benchmarking

In meeting the 精东传媒app鈥檚 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:

  1. 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
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.

Date printed 6 November 2020