EUB306 Primary English Curriculum Studies 3
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB306 |
|---|---|
| Prerequisite(s): | EUB209 or CRB005 |
| Equivalent(s): | CRB006 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB306 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB209 or CRB005 |
| Equivalent: | CRB006 |
| Coordinator: | Lynn Downes | l2.downes@qut.edu.au |
Overview
This unit provides an understanding of the skills and processes for studying Primary English Curriculum. You will engage in, and master the use of research to guide, inform and reflect on best practice for teaching literacy in the context of primary English curriculum. You will study literacy theories including critical literacies, visual literacies, and philosophical perspectives on pedagogical practices and how these apply to English curriculum planning. Using a real world diverse class profile, you will develop unit planning skills and day-to-day planning skills and strategies that encompass the complexities of primary English curriculum.
This unit supports the mastery of understanding that has been developed in previous studies of English curriculum in Primary English Curriculum Studies 1 & 2 (EUB110 & EUB209). This unit will assess your mastery of the English curriculum content including teaching & learning strategies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design a unit plan, lesson sequence and summative assessment, including effective teaching and assessment strategies that align with the English curriculum focusing on literacy.
- Apply scholarly literature, theories and pedagogies to assessment and planning decisions.
- Critically reflect on educational theory, and the implications for best practice in the real world of diverse classrooms.
- Write effectively about teaching and learning decisions for a professional audience.
Content
This unit will focus on the knowledge and skills that provide opportunities to master teaching primary English curriculum. It will include topics such as:
- Literacy theories;
- Visual literacies;
- Critical literacies;
- Unit planning;
- Summative assessment design; and
- Philosophical perspectives on English curriculum.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Lectures;
- Workshops; and
- Online and blended learning materials
- Weekly readings of academic and professional literature.
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:
- Professional Unit Plan (individual and group components) - this assessment draws on your learning about designing a unit plan and literacy block lesson sequences for the primary school English classroom.
- Critical Literacy Presentation (group) - this assessment enables you to demonstrate your learning about critical literacy and assessment strategies.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Unit Plan
You will design an English unit plan and sequence of lessons. You will need to consider the real world diverse classroom profiles and design the unit plan according to the needs of students and context. The unit plan needs to show alignment of curriculum, general capabilities and the cross curriculum priority of Aboriginal and Torres Strait Islander histories and cultures, including languages.
Part 1: The unit plan will be designed in small groups.
Part 2: The sequence of lessons will be designed by you as an individual. The lesson sequence will be derived from the unit plan designed by the group.
This is an assignment for the purposes of an extension.
Assessment: Critical Literacy Presentation
Your group will present a pitch for a critical literacy lesson idea derived from your unit planning. Implications and strategies for addressing real world barriers to implementing the lesson will also be included. Your pitch should be underpinned by appropriate research into how students learn and the implications this has for teaching. Following your pitch, you will need to facilitate a discussion with your peers to further explore the critical literacy idea and receive constructive feedback.
Accompanying the presentation, you will need to include an innovative summative assessment designed individually. This will include a marking rubric aligned to the critical literacy idea demonstrating your understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
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
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Henderson, R. (2019). Teaching Literacies: Pedagogies and diversity (R. Henderson, Ed. 2nd ed.). Oxford University Press.
Recommended text(s)
ACARA. (2017). The Australian Curriculum: English (F - 6) version 8.3.
Department of Education.
Curriculum into the Classroom (C2C)
QUT Readings as advised.
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
- Physical, social and intellectual development and characteristics of students
Relates to: Professional Unit Plan, Critical Literacy Presentation - Understand how students learn
Relates to: Professional Unit Plan, Critical Literacy Presentation - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Unit Plan, Critical Literacy Presentation - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Unit Plan, Critical Literacy Presentation
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Unit Plan, Critical Literacy Presentation - Content selection and organisation
Relates to: Professional Unit Plan, Critical Literacy Presentation - Curriculum, assessment and reporting
Relates to: Professional Unit Plan, Critical Literacy Presentation - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Professional Unit Plan - Literacy and numeracy strategies
Relates to: Professional Unit Plan, Critical Literacy Presentation
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Unit Plan, Critical Literacy Presentation - Plan, structure and sequence learning programs
Relates to: Professional Unit Plan, Critical Literacy Presentation - Use teaching strategies
Relates to: Professional Unit Plan, Critical Literacy Presentation - Select and use resources
Relates to: Professional Unit Plan, Critical Literacy Presentation
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Unit Plan, Critical Literacy Presentation
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Unit Plan, Critical Literacy Presentation - Make consistent and comparable judgements
Relates to: Professional Unit Plan, Critical Literacy Presentation
6 Professional Engagement: Engage in professional learning
- Engage with colleagues and improve practice
Relates to: Critical Literacy Presentation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Professional Unit Plan, Critical Literacy Presentation - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, ULO3, Professional Unit Plan, Critical Literacy Presentation - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Professional Unit Plan, Critical Literacy Presentation - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Unit Plan, Critical Literacy Presentation
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB306 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB209 or CRB005 |
| Equivalent: | CRB006 |
Overview
This unit provides an understanding of the skills and processes for studying Primary English Curriculum. You will engage in, and master the use of research to guide, inform and reflect on best practice for teaching literacy in the context of primary English curriculum. You will study literacy theories including critical literacies, visual literacies, and philosophical perspectives on pedagogical practices and how these apply to English curriculum planning. Using a real world diverse class profile, you will develop unit planning skills and day-to-day planning skills and strategies that encompass the complexities of primary English curriculum.
This unit supports the mastery of understanding that has been developed in previous studies of English curriculum in Primary English Curriculum Studies 1 & 2 (EUB110 & EUB209). This unit will assess your mastery of the English curriculum content including teaching & learning strategies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design a unit plan, lesson sequence and summative assessment, including effective teaching and assessment strategies that align with the English curriculum focusing on literacy.
- Apply scholarly literature, theories and pedagogies to assessment and planning decisions.
- Critically reflect on educational theory, and the implications for best practice in the real world of diverse classrooms.
- Write effectively about teaching and learning decisions for a professional audience.
Content
This unit will focus on the knowledge and skills that provide opportunities to master teaching primary English curriculum. It will include topics such as:
- Literacy theories;
- Visual literacies;
- Critical literacies;
- Unit planning;
- Summative assessment design; and
- Philosophical perspectives on English curriculum.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Lectures;
- Workshops; and
- Online and blended learning materials
- Weekly readings of academic and professional literature.
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:
- Professional Unit Plan (individual and group components) - this assessment draws on your learning about designing a unit plan and literacy block lesson sequences for the primary school English classroom.
- Critical Literacy Presentation (group) - this assessment enables you to demonstrate your learning about critical literacy and assessment strategies.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Unit Plan
You will design an English unit plan and sequence of lessons. You will need to consider the real world diverse classroom profiles and design the unit plan according to the needs of students and context. The unit plan needs to show alignment of curriculum, general capabilities and the cross curriculum priority of Aboriginal and Torres Strait Islander histories and cultures, including languages.
Part 1: The unit plan will be designed in small groups.
Part 2: The sequence of lessons will be designed by you as an individual. The lesson sequence will be derived from the unit plan designed by the group.
This is an assignment for the purposes of an extension.
Assessment: Critical Literacy Presentation
Your group will present a pitch for a critical literacy lesson idea derived from your unit planning. Implications and strategies for addressing real world barriers to implementing the lesson will also be included. Your pitch should be underpinned by appropriate research into how students learn and the implications this has for teaching. Following your pitch, you will need to facilitate a discussion with your peers to further explore the critical literacy idea and receive constructive feedback.
Accompanying the presentation, you will need to include an innovative summative assessment designed individually. This will include a marking rubric aligned to the critical literacy idea demonstrating your understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
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
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Henderson, R. (2019). Teaching Literacies: Pedagogies and diversity (R. Henderson, Ed. 2nd ed.). Oxford University Press.
Recommended text(s)
ACARA. (2017). The Australian Curriculum: English (F - 6) version 8.3.
Department of Education.
Curriculum into the Classroom (C2C)
QUT Readings as advised.
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
- Physical, social and intellectual development and characteristics of students
Relates to: Professional Unit Plan, Critical Literacy Presentation - Understand how students learn
Relates to: Professional Unit Plan, Critical Literacy Presentation - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Professional Unit Plan, Critical Literacy Presentation - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Professional Unit Plan, Critical Literacy Presentation
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Unit Plan, Critical Literacy Presentation - Content selection and organisation
Relates to: Professional Unit Plan, Critical Literacy Presentation - Curriculum, assessment and reporting
Relates to: Professional Unit Plan, Critical Literacy Presentation - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Professional Unit Plan - Literacy and numeracy strategies
Relates to: Professional Unit Plan, Critical Literacy Presentation
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Unit Plan, Critical Literacy Presentation - Plan, structure and sequence learning programs
Relates to: Professional Unit Plan, Critical Literacy Presentation - Use teaching strategies
Relates to: Professional Unit Plan, Critical Literacy Presentation - Select and use resources
Relates to: Professional Unit Plan, Critical Literacy Presentation
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Professional Unit Plan, Critical Literacy Presentation
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Unit Plan, Critical Literacy Presentation - Make consistent and comparable judgements
Relates to: Professional Unit Plan, Critical Literacy Presentation
6 Professional Engagement: Engage in professional learning
- Engage with colleagues and improve practice
Relates to: Critical Literacy Presentation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Professional Unit Plan, Critical Literacy Presentation - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, ULO3, Professional Unit Plan, Critical Literacy Presentation - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Professional Unit Plan, Critical Literacy Presentation - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Unit Plan, Critical Literacy Presentation