EUB110 Primary English Curriculum Studies 1

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

This unit provides an introduction to foundation understandings, skills and processes for studying Primary English Curriculum. In this unit, you will engage with current research about how educators teach children to learn about literature, including literacy theories, pedagogical models and assessment practices. There will be a focus on the teaching of phonics, phonological awareness, vocabulary, speaking (oral language), listening, early reading fluency, reading comprehension, viewing and assessment of these vital English skills, drawing on current learning frameworks and curriculum documents.

The unit supports the development of understanding that will be critical for further studies of language and literacies in EUB209 Primary English Curriculum Studies 2 and EUB306 Primary English Curriculum Studies 3. The units enable you to build informed professional practices for teaching listening, speaking, reading, and writing for the real world.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Identify and discuss the concepts, substance and structure of primary English curriculum, including assessment strategies (informal, formal, diagnostic, formative and summative)
2. Organise content into learning activity plans that respond to the changing English curriculum policy and practice environments.
3. Apply pedagogies and scholarly literature in relation to the teaching and assessing of reading.
4. Plan for teaching primary English curriculum and early reading to learners from diverse backgrounds.
5. Communicate using a high level of English literacy in professional and academic writing.

Content

Learning Approaches

In this unit, you will learn through engaging in the following:

• Lectures
• Workshops
• Online and blended learning materials
• Weekly academic/professional readings.

This unit will be studied through personal investigations, reading, writing, observation and collaborative learning activities. Activities will encourage experience, analysis, conceptualisation and application of teaching strategies. Lectures and workshops will focus your attention on the theory-practice nexus. Workshops and online collaborative learning sessions will include oral presentations and discussion with peers.

In the case of the assignment, you must also pass the personal literacy criterion on the assignment criteria sheet. This recognises that teachers of English language require a high level of literacy capability.

Feedback on Learning and Assessment

You will gain feedback from both peers and academics in this unit by participating in weekly discussions during workshops. You will also receive written formative feedback on your Assessment 1.

Assessment

Overview

There are two assessment tasks in this unit:

1. Professional plan - this assessment is designed to demonstrate your knowledge of how to plan a learning activity for diverse learners that incorporates theory and teaching strategies in planning for teaching reading and the English Curriculum.
2. Timed online assessment - this assessment will enable you to demonstrate the breadth of what you have learned across the unit with regards to teaching reading and English in the early and primary years.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Professional Plan

You will design a literacy learning activity which involves:

1. A detailed plan for the learning activity.
2. A rationale.
Your learning activity should be underpinned by appropriate research into how students learn and the implications this has for teaching. Written professional communication describing, explaining and justifying your plan will include scholarly evidence.

This is an assignment for the purposes of an extension.

Threshold Assessment:

You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.

Assessment: Examination (written)

You will undertake a written online examination. The timed online assessment will support the demonstration of outcomes related to English, language and literacy learning focusing on content, pedagogy and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. It will also focus on an understanding of professional practice.

Threshold Assessment:

You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Recommended text(s)

Tompkins, G., Smith, C., Campbell, R., & Green, D. (2019). Literacy for the 21st century : a balanced approach (3rd [Australian] edition.). Pearson Australia.

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Understand how students learn
   Relates to: Professional Plan, Examination (written)
2. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Professional Plan, Examination (written)
3. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
   Relates to: Professional Plan, Examination (written)

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Professional Plan, Examination (written)
2. Content selection and organisation
   Relates to: Professional Plan, Examination (written)
3. Curriculum, assessment and reporting
   Relates to: Professional Plan
4. Literacy and numeracy strategies
   Relates to: Professional Plan, Examination (written)

3 Professional Practice: Plan for and implement effective teaching and learning

1. Establish challenging learning goals
   Relates to: Professional Plan
2. Use teaching strategies
   Relates to: Professional Plan
3. Select and use resources
   Relates to: Professional Plan

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Professional Plan

5 Professional Practice: Assess, provide feedback and report on student learning

1. Assess student learning
   Relates to: Professional Plan, Examination (written)
2. Interpret student data
   Relates to: Examination (written)

Course Learning Outcomes

ED49 Bachelor of Education (Primary)

1. Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, ULO2, Professional Plan, Examination (written)
2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
   Relates to: ULO3, Professional Plan, Examination (written)
3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO4, Professional Plan, Examination (written)
4. Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
   Relates to: ULO2, Professional Plan, Examination (written)
5. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO5, Professional Plan, Examination (written)