Credit Points 10

Legacy Code 101586

Coordinator Lynde Tan Opens in new window

Description From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit is designed to provide a comprehensive account of the teaching of spoken, written and multimodal texts in the primary years of schooling. Students gain an understanding of different theories related to producing texts in a range of modes for different purposes. They investigate a range of written and multimodal genres, their textual structures and grammar and learn to apply these in planning and teaching in mainstream, English as an Additional Language or Dialect (EAL/D) and Aboriginal and Torres Strait Islander contexts, gaining a critical awareness of varying pedagogic approaches. Students will develop skills in pedagogy and practice, including next practice, within English & Literacy for K-6 students . The knowledge and skills developed in the other units of study in the course can be applied in this unit and Professional Practice units.

School Education

Discipline Teacher Education: Primary

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Postgraduate Coursework Level 7 subject

Restrictions

Students must be enrolled in 1663 Master of Teaching (Primary), 1691 Master of Teaching (Birth-12 Years), 1781 Master of Teaching (Primary), 1782 Graduate Diploma in Educational Studies (Primary) or 1783 Master of Teaching (Birth - 5 Years/Birth - 12 Years).

Learning Outcomes

On successful completion of this subject, students should be able to:

1. Compare and interpret different theories related to writing and creating of monomodal and multimodal texts.
2. Consider the aims, objectives, outcomes and indicator statements, of the NSW Syllabus for the Australian Curriculum: English K-10 syllabus, as they pertain to Early Stage 1 to Stage 4, with particular focus on composing: speaking, writing and representing.
3. Distinguish the purpose, structure and grammar of a range of literary and factual written and multimodal texts.
4. Examine the metalanguage (grammar) for written, visual and other semiotic modes, such as aspects of grammar at the level of the sentence.
5. Examine strategies for teaching spelling, punctuation and handwriting.
6. Apply knowledge about text and grammar in teaching and assessing childrens writing and representation of ideas.
7. Apply understandings of curriculum design and the use of information and communication technologies (ICT) regarding the teaching of text and grammar in integrated units of work.
8. Evaluate and critique strategies for the teaching of English to diverse learners, focusing on EAL/D and Aboriginal and Torres Strait Islander learners
9. Analyse and critique student assessment data, and apply assessment moderation principles to monitor progress towards meeting learning outcomes and to establish clear and achievable goals for future learning
10. Compare and interpret different theories related to writing and creating of monomodal and multimodal texts.
11. Distinguish the purpose, structure and grammar of a range of literary and factual written and multimodal texts.
12. Examine strategies for teaching spelling, punctuation and handwriting.
13. Apply knowledge about text and grammar in teaching and assessing childrens writing and representation of ideas.
14. Evaluate and critique strat

Subject Content

1. Theories of language acquisition and writing
2. Differences between speech and writing
3. Content of NSW Syllabus for the Australian Curriculum: English K-10 syllabus (Early Stage 1 to Stage 4)
4. The purpose, structure and grammar of a range of literary and factual written and multimodal texts and strategies for teaching children
5. Metalanguage of written and multimodal texts
6. Strategies for teaching spelling, punctuation and handwriting
7. Assessment of children?fs spoken, written and multimodal texts
8. Planning an integrated approach to literacy teaching and teaching literacy in context of other curriculum areas
9. Strategies for the teaching of English to English as an Additional Language/Dialect and Aboriginal and Torres Strait Islander learners