EUB209 Primary English Curriculum Studies 2

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

This unit will deepen your understanding of, and skills and practices in, Primary English Curriculum. In this unit, you will practice and engage with current research about how educators teach children to learn about language, including knowledge of the English language and how it works, language models, and pedagogical models. In the context of a real world diverse class profile, you will study the writing cycle, a language in use model, and the teaching of genre, text types, grammar, punctuation, spelling, and handwriting.

The unit supports the development of understanding that will be critical for further studies of literacies in Primary English Curriculum Studies 3 (EUB306). 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. Analyse student writing for the purposes of informing teaching.
2. Apply content and pedagogical knowledge to real world teaching and learning of Primary English Curriculum.
3. Justify planning decisions using educational theory and academic literature.
4. Plan for language learning that caters to the needs of diverse learners, including Aboriginal and Torres Strait Islanders.
5. Communicate teaching and learning strategies clearly, concisely, and effectively.

Content

Learning Approaches

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

• Lectures
• Workshops
• Online and blended learning materials.

This unit will be studied through personal investigations, reading, writing, observation and collaborative learning activities. Activities will encourage practice, 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.

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 receive feedback from peers during workshops on classroom-based diagnosis knowledge and skills. You will also receive written 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 for diverse learners that incorporates theory and teaching strategies in planning for teaching 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 language in the early and primary years.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Professional Plan

You will design a sequence of language lessons which involves:

1. A classroom-based diagnosis of a writing sample (including annotations).
2. Planning a sequence of learning activities with a focus on language learning (grammar) for diverse learners (linguistic, cultural, religious and socioeconomic) including Aboriginal and Torres Strait Islander students, in the context of complex language learning needs.

Your lesson design 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.

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 an online written examination during the central examination period. The exam will support the demonstration of outcomes related to English, language and literacy learning focusing on grammar, text structures and language features, and instructional strategies for teaching spelling, punctuation and handwriting. 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

Prescribed text(s)

Wing Jan, L. (2016). Write Ways: Modelling writing forms. (3rd or 4th ed.). Melbourne: Oxford University Press.

Recommended text(s)

Exley, B., Kervin, L., Mantei, J., & Australian Literacy Educators' Association. (2015). Exploring with grammar in the primary years: Learning about language in the Australian Curriculum: English. Norwood, SA: Australian Literacy Educators' Association.

Tompkins, G., Campbell, R., & Green, D. (2012 or 2015 editions). Literacy for the 21st Century: A balanced approach. French’s Forest, NSW: Pearson.

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. Physical, social and intellectual development and characteristics of students
   Relates to: Professional Plan, Examination (written)
2. Understand how students learn
   Relates to: Professional Plan, Examination (written)
3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Professional Plan, Examination (written)
4. Strategies for teaching Aboriginal and Torres Strait Islander students
   Relates to: Professional Plan
5. 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, Examination (written)
4. Literacy and numeracy strategies
   Relates to: Professional Plan, Examination (written)

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

1. Plan, structure and sequence learning programs
   Relates to: Professional Plan, Examination (written)
2. Use teaching strategies
   Relates to: Professional Plan, Examination (written)
3. Select and use resources
   Relates to: Professional Plan, Examination (written)
4. Evaluate and improve teaching programs
   Relates to: Examination (written)

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. Provide feedback to students on their learning
   Relates to: Professional Plan
3. Interpret student data
   Relates to: Professional Plan, 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. Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
   Relates to: ULO4, Professional Plan, Examination (written)
4. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO5, Professional Plan, Examination (written)