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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. 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.

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.

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).