EDX2170 English Curriculum and Pedagogy
|Semester 2, 2012 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||10 December 2013|
Examiner: Shauna Petersen
Moderator: Stewart Riddle
Developing effective literacy skills is one of the principal tasks of all teachers. Literacy forms the basis for learning in all curriculum areas as well as the ability to function as an active citizen in an increasingly global community. Teachers of literacy should be familiar with preceding and current theories of literacy, along with research-based strategies for planning a balanced approach to literacy teaching and learning and acknowledgement of the needs of diverse groups.
This course examines current theories and issues in literacy education. There will be a focus on curriculum and pedagogy for literacies learning, and the English curriculum in particular, by studying a variety of approaches to the teaching of reading and writing and use of children's literature to develop a flexible repertoire of practices for planning for a balanced approach. This will contribute to the development of a literacies pedagogy for new times, which will necessarily reflect current research and recent initiatives in literacies education. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the WEB offering and advised of this change before semester commences.
On completion of this course students will be able to:
- demonstrate knowledge and understanding of the major concepts, principles, theories and interrelationships in the relevant English curriculum documents (All tasks).
- recognise and describe a flexible repertoire of approaches to the teaching and learning of reading and writing (All tasks).
- plan using a flexible repertoire of approaches to the teaching and learning of reading and writing (Planning task).
- monitor and assess literacy progress of children (Planning task).
- explain and justify their approach to the teaching and learning of reading and writing with reference to current and historical theories and approaches to literacies pedagogy (All tasks).
- create literature rich environments for children (Multimodal Project).
- demonstrate knowledge, understanding and application of course content using appropriate personal, professional and academic literacies (All tasks).
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All tasks)
|1.||Introducing the relevant English curriculum documents - Unit planning for English; planning using the Four Resources Model; Multiliteracies Pedagogy; planning for and organising a literacy block||20.00|
|2.||Explicit teaching; whole-part-whole contextualisation||10.00|
|3.||Learning to Read - strategies for teaching reading||20.00|
|4.||Teaching writing - understanding genre||20.00|
|5.||Children's literature, including postmodern picture books||10.00|
|6.||Observing literacy learners - monitoring and assessment of early reading and writing||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=02&subject1=EDX2170)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M (2010), Literacy: Reading, Writing and Children's Literature, 4th edn, Oxford University Press, South Melbourne, VIC.
Wing Jan, L (2009), Write ways: Modelling Writing Forms, 3rd edn, Oxford University Press, Melbourne.
Anstey, M., & Bull, G (2006), Teaching and learning multiliteracies: changing times, changing literacies, International Reading Association, Newark.
Hornsby, D (2000), A closer look at guided reading, Eleanor Curtain Publishing, South Yarra, Vic.
Ryan, D (2010), Reading and responding: A guide to literature in the primary classroom, Australian Literacy Educators' Association.
Swan, C (2009), Teaching Strategies for Literacy in these early years, Australian Literacy Educators' Association, Norwood, SA.
Tompkins, G. E (2009), 50 literacy strategies: Step by step, 3rd edn, Pearson education, Boston, M.A.
Winch, G., & Blaxell, G (2007), Primary grammar handbook, 3rd edn, Oxford University Press, South Melbourne.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|CONTEXT PROJECT||40||40||10 Sep 2012|
|PLANNING TASK||60||60||22 Oct 2012|
Important assessment information
ON-CAMPUS MODE: 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.
WEB MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora 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.
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.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
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.
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 assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments 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. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.