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The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

ECL2200 English Curriculum and Pedagogy in Early Primary 2

Semester 1, 2019 External
Short Description: English C&P in Early Primary 2
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Teacher Education and Early Childhood
Student contribution band : National Priority - Teaching
ASCED code : 070101 - Teacher Education: Early Child
Grading basis : Graded

Staffing

Examiner: Deborah North

Requisites

Pre-requisite: EDE3009 and Students must be enrolled in one of the following Programs: BEDU (Early Childhood) or BECH
Enrolment is not permitted in ECL2200 if EDX2170 has been previously completed

Other requisites

Students must have successfully completed second year Professional Experience courses (see pre-requisites) in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course.

Before commencing this course students will be assumed to have read the full details of Professional Experience particulars and familiarised themselves with the requirements. Please see the Education Placement Professional Experience website https://www.usq.edu.au/current-students/assessment/professional-experience and the Professional Experience Book for full details.

State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland must hold a valid Blue Card http://www.bluecard.qld.gov.au/volunteers/doineedabluecard.html OR Exemption Card http://www.bluecard.qld.gov.au/faqs/exemption-card-faqs.html

Provided a blue card renewal application has been submitted at least 30 days before expiry of the current card, the blue card will remain active while the renewal application is processed (details available at https://bluecard.qld.gov.au/volunteers/whendoineedtoapply.html).

Blue Card Services cannot process a form dated more than 16 weeks prior to lodgement. In addition, a representative of USQ or a Justice of the Peace, must sight the applicant’s identification documents and check the information on the form, before signing and dating the USQ declaration (refer to https://www.usq.edu.au/current-students/assessment/education-placements/blue-card).

Where a student is denied approval for a blue card, enrolment in any initial teacher education program will be withdrawn (refer to https://www.bluecard.qld.gov.au/disqualification.html).

If undertaking Professional Experience outside of Queensland, students are advised to check the Working with Children requirements of the state within which Professional Experience will be undertaken (refer to https://www.usq.edu.au/current-students/assessment/education-placements/working-with-children).

Rationale

Literacy forms the basis for learning in all curriculum areas across early childhood and primary contexts, as well as the ability to function as an active citizen in an increasingly global community. As a general capability, literacy enables children communication with, and meaning making of, their world. Literacy encompasses the capacity to read, write, speak and listen. Research shows that this capability is inextricably linked to oral language and enhanced through the use of quality literature as models for effective language and literacy capabilities. Teachers need a strong repertoire of literacy strategies and powerful practice to plan for inclusive and evidence-based teaching and learning.

Synopsis

The teaching of reading and writing in the early years is central to this course. So too is the understanding of the importance and impact of oral language on the development of literacy practices. A broad definition of oral language is utilised which includes phonology, grammar, morphology, vocabulary, discourse and pragmatics. A variety of approaches to the teaching of reading and writing 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.

Pre-service educators will consider research-based models of literacy pedagogy including play-based pedagogies for teaching and assessing reading and writing processes with an added focus on catering for the specific needs of individuals. The English Curriculum content knowledge in the strands of language, literature and literacy with a focus on the early years (ages 3.5 - 8) will be introduced to facilitate the planning of literacy experiences. Pre-service educators will also develop skills in the analysis of young children's literacy work samples to determine learners' strengths and needs and identify teaching priorities related to relevant syllabus documents.

Pre-Service Educators will learn to design and plan integrated and inclusive learning opportunities, authentic assessment tasks and use data to challenge and support a diverse range of literacy learners.

A 20-day professional experience placement is attached to this course. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.

Objectives

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

  1. evaluate the integrated understandings of major concepts, principles, theories and interrelationships in the learning of literacies in the early years of school and the relevant English curriculum documents (Australian Curriculum), with a focus on children’s literature (APST 1.2, 2.5)
  2. 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)
  3. observe, assess and analyse literacy progress of children using evidenced–based approaches to inform planning (APST 3.1, 5.1, 5.2, 5.4)
  4. investigate and synthesise the development of oral language focusing broadly on phonology, grammar, morphology, vocabulary, discourse and pragmatics (APST 1.2)
  5. design and plan an integrated unit of work and authentic summative assessment task to challenge and support a diverse range of literacy learners (APST 1.5, 2.5, 3.2, 3.3, 3.4, 5.1)
  6. critically reflect on the impact of your practice through moderation of student work to inform feedback, future practice and planning (3.6, 5.2, 5.3, 5.5, 6.3).

Topics

Description Weighting(%)
1. Current theories and issues in literacy education; literacy pedagogy for a balanced approach - multiliterate pedagogy; the four resources model; introducing the relevant English curriculum documents - planning for English 15.00
2. The development to of oral language focusing on phonology, grammar, morphology, vocabulary, discourse and pragmatics 15.00
3. The reading process, including children’s literature, with diverse literacy learners 30.00
4. Developing the writing processes with diverse literacy learners 20.00
5. Integrated and inclusive unit development– designing and planning activities (sequenced lessons), summative assessment, and collecting and interpreting literacy data (moderation) and providing feedback. 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://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=ECL2200)

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

Winch, G, March, P, Holliday, M, Ross-Johnston, R & Ljungdahl, L 2014, Literacy: reading, writing and children's literature, 5th edn, Oxford University Press, South Melbourne, Victoria.

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 Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 08 Apr 2019
PROFESSIONAL EXPERIENCE 1 1 17 May 2019 (see note 1)
ASSIGNMENT 2 59 59 03 Jun 2019

Notes
  1. Students must successfully complete the Professional Experience to be eligible for a passing grade for this course. A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Experience should be conducted as per the Professional Experience Calendar unless approval has been granted by the Program Coordinator.

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 complete assessment items satisfactorily, students must obtain at least 50% of the marks available for each item in addition to the successful completion of the Professional Experience component. Failure of the Professional Experience component will result in a Fail grade for this course.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (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 successfully complete the Professional Experience component and must achieve at least 50% of the total marks available for the course. Failure of the Professional Experience component will result in a ‘Fail’ grade for this 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. 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.

Assessment notes

  1. Referencing in assignments: 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 http://www.usq.edu.au/library/referencing.

  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).

  4. Professional Experience is a compulsory component of this course and integral to completion of the assessment tasks. Dates for each Professional Experience course are selected to support students’ capacity to apply the theory of the coursework in the Professional Experience placement. Students are advised not to select a course that includes Professional Experience in a semester where they are unable to meet the specified requirements of Professional Experience as outlined in the Professional Experience Booklet. Any application for a ‘change of dates’ for Professional Experience placement must qualify for consideration under the conditions of the USQ Assessment Extension Policy. An unsupported application will delay program completion.

Evaluation and benchmarking

In meeting the University’s 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.