精东传媒app

Literacies are social and cultural practices that are important to life as well as to learning. It is the responsibility of secondary pre-service teachers to ensure that their students are able to engage successfully in the comprehension and composition of texts required in each of their curriculum areas. This means that pre-service teachers in all curriculum areas should be knowledgeable about the theories of literacies and pedagogies and the relationship between literacies and learning. They also need to be able to identify the specific literacies demanded within their curriculum specialisations and evidence-based strategies that will facilitate planning for effective teaching and learning of literacies for diverse groups of learners.

This course aims to help pre-service teachers to understand the relationship between literacies and learning, and the specific literacies demanded within their curriculum specialisations. They will learn about a range of appropriate frameworks and pedagogies for the teaching of literacies. Pre-service teachers will also learn how to design and sequence units of work with embedded learning and assessment of literacies, as well as planning focused and appropriate lessons on literacies for diverse learners, including English as an Additional Language or Dialect (EAL/D) and Aboriginal and Torres Strait Islander students.

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. apply the major concepts, theories and policies about embedding the teaching of literacies into curricular areas (APST 2.1);
2. identify the literacies demands relevant to their curricular areas and about how to understand and analyse texts (APST 2.5);
3. plan, structure and sequence high-quality literacies learning and authentic assessment tasks within curricular areas (APST 2.2);
4. apply a broad repertoire of pedagogical strategies, including content, resource and strategy selection and organisation, which includes literacy strategies for teaching area (APST 2.5, 3.3);
5. use appropriate pedagogies and select appropriate strategies when planning for effective learning for students of diverse abilities and from diverse backgrounds, including EAL/D and Aboriginal and Torres Strait Islander learners with consideration of cultural and linguistic background (APST 1.4);
6. apply course content using appropriate personal, professional and academic literacies.