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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.

EDX3270 English Curriculum and Pedagogy in Upper Primary

Semester 1, 2019 Online
Short Description: English Upper Primary
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 : 070100 - Teacher Education
Grading basis : Graded
Version produced : 20 March 2019

Staffing

Examiner: Stewart Riddle

Requisites

Pre-req: EDX2170 and Students must be enrolled in: BEDU(Primary) or BEDU(Primary + SpecEduc) or BEDU(SpecEduc) or BEDU(HPE Primary) or BEDU(SHPE Primary)
BEDU(SpecEduc) Only - Enrolment is not permitted in EDX3270 if EDC2300 has been previously completed

Rationale

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 understand that language operates within sociocultural contexts that shape the generic structures and language features of texts for particular audiences and purposes.

Synopsis

This is the final in a suite of three English courses undertaken by all primary pre-service teachers. Through the application of a Multiliteracies Pedagogy, pre-service teachers develop an understanding of the macro and micro-elements of English curriculum planning, assessment and pedagogical approaches for upper primary learners. The further application of the Four Resources Model emphasises text analysis and genre-based approaches to the transformation of texts and learners in the English classroom.

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 teachers should be able to:

  1. apply appropriate pedagogy to plan, structure and sequence high-quality English curriculum learning experiences, for learners in the upper primary years of schooling (APST 2.2, 3.2, 3.3)
  2. develop a broad repertoire of pedagogical strategies, including content and resource selection and organisation, the use of information and communication technologies (ICT), and multiliteracies pedagogy (APST 2.1, 2.6, 3.4, 3.5)
  3. use appropriate pedagogies when planning for effective practice for learners from diverse backgrounds, including Aboriginal and Torres Strait Islander peoples (APST 1.3, 1.4, 2.4)
  4. design and plan authentic assessment tasks (APST 2.3, 5.1, 5.3).

Topics

Description Weighting(%)
1. Multiliteracies pedagogy 20.00
2. Using, understanding and analysing texts 30.00
3. Macro and micro-planning 30.00
4. Transforming English learning and learners. 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=EDX3270)

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

There are no texts or materials required for this course.

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
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 26 Mar 2019
ASSIGNMENT 2 60 60 04 Jun 2019

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 satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.

  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 achieve at least 50% of the total weighted marks available for the 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 assessment items in 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 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).

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.