Information on this page, including unit offerings, is from the 2020 academic year.
Teaching English and Literacy in Early Childhood and Primary (EDN235)
|Availability||MURDOCH: S1E-internal, S1E-external|
|Description||This unit is typically completed in the second year of a Bachelor of Education Primary course. It aims to prepare students to plan, teach and assess English in primary classrooms. A balanced perspective is adopted towards teaching the content and structure of the Australian Curriculum, integrating general capabilities and cross-curricula priorities.|
|Unit Learning Outcomes||On successful completion of this unit students are expected to be able to:
1. Demonstrate knowledge and understanding of how students learn English and the implications for classroom practice selecting teaching strategies appropriate to diverse learners in school classrooms..
2. Understand the concepts, substance, structure and organizational framework of the Australian English Curriculum.
3. Develop knowledge about teaching strategies, resources and assessment judgments related to the teaching of English.
4. Evaluate and design appropriate English learning sequences, lesson plans and assessment strategies that promote student learning and cater for specific needs.
5. Demonstrate an understanding of the role of the APSTs and the Murdoch Graduate Attributes in identifying professional learning needs.
|Timetabled Learning Activities||Lectures; 1 hour per week; workshops: 2 hours per week|
|Unit Learning Experiences||The unit uses a flipped classroom and project based approach to introduce and model a range of effective teaching/learning strategies and methods for teaching English. Weekly lectures present theoretical underpinnings, core concepts and teaching strategies, which are enacted and reflected on in workshops to strengthen the nexus between theory and practice. Online weekly tasks based on the core text (Winch et al., 2020) connect students to key concepts, curriculum and resources. Students engage in fieldwork to collect diagnostic data and profile the language learning of a child .The Australian Professional Standards for Teaching (APSTs), the Australian Curriculum (ACARA), School Curriculum and Standards Authority (SCaSA of WA); Early Years Learning Framework (EYLF) and the Murdoch Graduate Attributes (MGAs) provide context, content and compliance components for the unit. LMS provides a platform for inquiry, ongoing discussion, and access to virtual/model classrooms. One hour lectures, topic based podcasts and a two-hour workshop combine to link theory to practice.|
|Assessment||The assessment and feedback for this unit is multifaceted: it models the diagnostic approach to teaching and learning that typically takes place in a primary classroom. It incorporates formative assessment tasks in the form of weekly online tasks connecting students to the theoretical underpinnings (35%); application of this theory is embedded in a project based profiling and lesson planning assignment (35%). Summative exam linked to the unit aims (30%). The summative is exam linked to the unit aims (30%).|
|Prerequisites||Successful completion of BED150/EDN112/EDN1121 Understanding Teachers' Work, and EDN111 Language for Learning and Teaching|
|Exclusions||Students cannot undertake this unit for credit if they have successfully completed EDN223/EDN2231 Teaching English and Literacy in Primary Schools or EDU282/EDU2821 Primary Curriculum I (English).|
|Previously||2016: 'Teaching English and Literacy in Primary Schools'|
|Appears in these Courses/Majors:
see individual structures for context
|Appears in these Minors||English and Literacy Education
|Internet Access Requirements||Murdoch units normally include an online component comprising materials, discussions, lecture recordings and assessment activities. All students, regardless of their location or mode of study, need to have access to and be able to use computing devices with browsing capability and a connection to the Internet via Broadband (Cable, ADSL or Mobile) or Wireless. The Internet connection should be readily available and allow large amounts of data to be streamed or downloaded (approximately 100MB per lecture recording). Students also need to be able to enter into online discussions and submit assignments online.|