TEAC 7090 Primary English and Literacy 2

Credit Points 10

Legacy Code 101586

Coordinator Maria Lobytsyna 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

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

Assessment

The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Item Length Percent Threshold Individual/Group Task
Report - Interpreting and critiquing student data 2,000 words 50 N Individual
Professional Task - Design a sequence of lessons 2,000 words 50 N Individual

Prescribed Texts

  • New South Wales Education Standards Authority. (2019). NSW syllabus for the Australian curriculum: English K-10. Sydney, Australia: Author.
  • Callow, J. (2013). The shape of text to come: how image and text work. Marrickville, Australia: Primary English Teaching Association of Australia.
  • Tan, L., & Zammit, K. (2018). Teaching writing and representing in the primary school years (2nd ed). Melbourne, Australia: Pearson Australia.
  • Callow, J. (2013). The shape of text to come: how image and text work. Primary English Teaching Association of Australia.
  • Tan, L., & Zammit, K. (2018). Teaching writing and representing in the primary school years (2nd ed.). Pearson Australia.

Teaching Periods

2022 Semester 1

Bankstown

Day

Subject Contact Lynde Tan Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

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2022 Trimester 2

Wsu Online

Online

Subject Contact Maria Lobytsyna Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window

2022 Semester 2

Bankstown

Day

Subject Contact Lynde Tan Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window