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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.

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.

On successful completion of this course students should be able to:

1. 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);
2. 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);
3. justify and plan for dialogic pedagogies and teacher talk to enhance student participation in substantive conversation in the English classroom (APST 2.1);
4. plan for, monitor, analyse and assess writing progress of children (APST 1.1, 2.3, 3.2, 5.1);
5. demonstrate knowledge and application of planning and managing literacy learning in a Foundation to Grade Two classroom (APST 1.2, 2.1, 4.1);
6. 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);
7. demonstrate an ability to create literacy rich environments or children through the selection of appropriate literature (APST 1.2)
8. demonstrate appropriate cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.