University of Technology, Sydney

Staff directory | Webmail | Maps | Newsroom | What's on

028251 English Education 2

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2018 is available in the Archives.

UTS: Education: Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Requisite(s): (028250 English Education 1 OR 012208 English Education 1) AND (48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 48 credit points of completed study in spk(s): C10349 Bachelor of Education Bachelor of Arts International Studies OR 48 credit points of completed study in spk(s): C10206 Bachelor of Education Primary Education OR 48 credit points of completed study in spk(s): C10208 Bachelor of Education Bachelor of Arts International Studies OR 48 credit points of completed study in spk(s): C10209 Bachelor of Arts Educational Studies OR 48 credit points of completed study in spk(s): C09082 Bachelor of Arts Bachelor of Education (Honours))
Anti-requisite(s): 012209 English Education 2

Description

This subject follows the introductory 028250 English Education 1 and focuses on developing a range of literacy strategies for the teaching of reading and writing, listening and speaking, and viewing and representing in the primary school. It further develops student knowledge and understanding of the NSW English K–10 Syllabus; the concept of multi-literacies and the nature of literacy development; and knowledge, skills and strategies to teach children to read and write for different purposes, audiences and contexts.

Subject learning objectives (SLOs)

a. explain the acquisition and development of English as a language of communication through reading, writing, listening, speaking, viewing, and representing experiences, ideas and values (GTS 2.2);
b. identify, analyse and evaluate recent theory and practice related to the acquisition of reading, writing, speaking, listening and visual literacy (GTS 1.3, 2.5);
c. evaluate a literacy program for diverse learners designed and implemented by the student;
d. identify, analyse and evaluate the nature and construction of different types of texts (literary, factual and media texts) and their role in the Learning Areas (GTS 1.3, 2.5);
e. identify, explain and evaluate important features of the NSW English K-10 Syllabus and related support documents (GTS 2.1);
f. demonstrate literacy capacities at both a personal and professional level (GTS 6.2).

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.3 Make judgements about their own learning and identify and organize their continuing professional development (GTS 3, 6)
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)

3. International and Intercultural Engagement
3.2 Respect diverse societies and cultures and demonstrate inclusive practices (GTS 1, 3, 4)

4. Indigenous Competencies
4.1 Respect and acknowledge Aboriginal and Torres Strait Islander cultures and histories, policies and priorities and their implications for education and inclusion (GTS 1, 2)

6. Effective Communication
6.2 Exhibit high level numeracy and literacies (GTS 2)

Teaching and learning strategies

This subject requires participation in three hours of class contact per week. There will be a one hour lecture and a two hour workshop session, weekly. Workshops will include discussion, reading, writing activities, audio-visual presentations, small group discussions, reporting to peers. It should be noted that while the subject requires three hours of contact per week, there would be regularly assigned reading and preparation activities to be completed during non-contact hours. Tutorials and workshops will be conducted on the assumption that students will have completed assigned preparation activities. Students will receive one-on-one feedback in the weekly tutorials and written feedback in assignments and any other written work completed.

Students analyse and evaluate a range of reading practices such as shared, guided, independent reading; ‘code-breaker’, text participant and text-user roles; text analysis practices; and approaches to writing including the genre and process writing. They will also explore reading assessment strategies such as diagnostic assessment, reading checklists, reading profiles, running records and cumulative files. They investigate and evaluate a range of strategies to develop children’s handwriting, teach and assess children’s imaginative, analytical and interpretive writing including the use of portfolios, developing criteria and standardised testing.

Students explore addressing the literacy needs of EAL/D, special needs and gifted and talented children through the development of strategies to provide children with the scope to respond to and compose a variety of imaginative, analytical and interpretive texts.

This subject will require students to respond to a range of print, visual, multimodal, digital and multimedia texts and contexts to develop proficiency in planning, implementing, monitoring and evaluating the literacy development of children K-6. They investigate the uses and benefits of ICT in the classroom and develop their awareness of ethical behaviour in the use of ICT.

Students undertake reading, writing, viewing and representing activities of their own. Students come to appreciate a diversity of language contexts within a multicultural society and gain increasing facility in describing how language works, not only in reading and writing but also across all key learning areas.

Content (topics)

English in the Curriculum

  • knowledge of the nature and role of English in the curriculum;
  • the NSW primary curriculum.

Literacy, Language and Literature

  • theory and practice related to acquisition of reading, writing, speaking, and visual literacy;
  • literacies for the primary school (PA 4.1);
  • teaching and learning of reading and electronic media;
  • models of teaching and assessing reading and writing;
  • fluency: saccades; fixations; cueing systems; ideas for teaching fluency;
  • syllabus outcomes and content targeting fluency;
  • creating a learning environment for encouraging literacies;
  • working with children with diverse literacy needs (PA 4.15);
  • language/literature-based reading programs and teaching reading within the school context (PA 4.11);
  • resources for reading/writing.

Handwriting

  • directionality and slope;
  • visual, auditory and tactile skills;
  • memory and the recall of letters, words and sounds;
  • Foundation and modern cursive styles;
  • automatism;
  • dysgraphia;
  • syllabus outcomes and content targeting handwriting.

Grammar/Punctuation/Spelling

  • traditional Grammar (parts of speech, idioms, sentence types etc);
  • functional Grammar (Field, Tenor, Mode, Cohesion, Text-type/Genre, Participant, Processes, Circumstances);
  • syllabus outcomes and content targeting grammar;
  • punctuation for rhetorical effect; for personal use; ‘rules’; punctuation and different contexts;
  • strategies for teaching punctuation; stages of punctuation development;
  • syllabus outcomes and content targeting punctuation.

ICT

  • integrating and evaluating ICT in the classroom.

Assessment

Assessment task 1: Developing a Reading Profile

Objective(s):

a, b, d, e and f

Weight: 40%
Length:

1,000 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Knowledge of the subject content for English 25 a 1.1
Knowledge of pedagogy, including research-based knowledge 25 b 1.3
Evidence of understanding and knowledge of the NSW English K-10 Curriculum 25 e 1.2
Appropriate standard of literacy 25 d, e, f 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Approaches to teaching of writing in the classroom

Objective(s):

a, b, d, e and f

Weight: 30%
Length:

1,500 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Ability to critically analyse the NSW K?6 English Syllabus documents. 20 e 2.1
Ability to understand and describe the nexus between theory and practice 20 b, d 1.3
Ability to research and reference appropriate information, including at least 5 different sources from the Reference List (or other appropriate list 20 b 2.1
Ability to write clearly and concisely in the essay format 20 a 6.2
Use of APA style guide in references and Reference List 20 f 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Integrated literacy program

Objective(s):

b, c, d, e and f

Weight: 30%
Length:

Part A: Critical analysis (250 words). Lesson plans (max. 2 pages each).
Part B: 15 minutes
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Part A (Unit of Work):
Ability to critically analyse a literary text 10 c 1.3
Ability to design an integrated, developmental literacy program, (including varied activities ? both individual and groups) 10 d 1.4
Creativity of ideas, use of appropriate resources 10 e 1.2
Demonstrates knowledge of the link between outcomes and assessment strategies 10 e 1.4
Word choice, punctuation, grammar, spelling and presentation skills 10 f 6.2
Appropriateness for grade level 10 b 1.1
Reference List, including syllabus and support documents 10 f 6.2
Part B (Group Presentation):
Clear indication of selected lesson purpose, means of implementation and recommended assessment approach 10 b, d 1.2
Recommended strategies for inclusion of a nominated group of students with specific needs 10 c 3.2
Appropriate links between specified aspect (e.g. talking and listening) and the recommended teaching/learning/assessment strategy 10 b, c 1.4
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at classes is essential because the subject takes a collaborative approach which involves an interchange of ideas with other students and the lecturer. An attendance roll will be taken at each class. Students who fail to attend 8 classes will be refused to have their final assessment marked.

Required texts

NSW Education Standards Authority (2012). English K- 10 Syllabus, (Vol. 1) Sydney: NESA. http://syllabus.nesa.nsw.edu.au/english/english-k10/ download at http://syllabus.nesa.nsw.edu.au/download/

Williams, M. (2010). Oxford Handwriting for New South Wales Book 3. Sth Melbourne: Oxford University Press.

Winch, G., Johnston R. R., March P., Ljungdahl, L. & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (5th ed.). Sth Melbourne: Oxford University Press.

Student workbooks used in tutorials:

Francis, R. & K. (1998). Spelling now 6. Melbourne: Cengage Learning Australia Pty Ltd. ISBN 9780170118781

Recommended texts

Tompkins, G.Campbell, R, Green, David (2015) Literacy for the 21st Century French’s Forest: Pearson.

Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd edn.). Sth Melbourne: Oxford University Press.

References

Bean, W. & Bouffler, C. (1998). Spelling: An integrated approach. Sydney: Eleanor Curtain.

Callow, Jon. (2013). The shape of text to come: How image and text work. Marrickville: Primary English Teaching Association Australia (PETAA).

Christenson, T.A. (2002). Supporting struggling writers in the elementary classroom. Newark, IRA. Clay, M. (1999). An observation survey of early literacy achievement. Auckland: Heinemann.

Coiro, J., Knobel, M., Lankshear, C. and Leu, D. (Eds). (2008). The handbook of research on new literacies. Mahwah, NJ: Erlbaum.

Corbel, C. & Gruba, P. (2004). Teaching computer literacy. Macquarie University: NCELTR.

Derewianka, B. (1991). Exploring how texts work. (rev.edn). Sydney: PETA.

Derewianka, B. & Jones, P. (2012). Teaching language in context. Sth Melbourne: Oxford University Press. Derewianka, B. (2011). A new grammar companion for primary teachers. Sydney: PETA.

Droga, L. & Humphrey, S. (2003). Grammar and meaning. Berry: Target Texts. Gleeson, L. (2007). Writing like a writer: Teaching narrative writing. Sydney: PETA.

Harris, P., McKenzie. B. & Fitzsimmons, P. (2003). Writing in the primary school years. Sydney: Social Science Press.

Hoareau, R. (2004). Excellent web Edventures: An introduction to online learning. Carlton Sth: Curriculum Corporation.

Holliday, M. (2008). Strategies for reading success. Marrickville, NSW: PETAA, e-lit.

Lankshear, C. and Knobel, M. (Eds.) (2008). Digital literacies: Concepts, policies and practices. New York: Peter Lang.M

McDonald, L. (2012). A literature companion. Marrickville, NSW: PETAA.

Morrow, L. M. (2009). Literacy development in the early years: Helping children read and write. Sydney: Pearson.

NSW Dept. of Education and Training (1999). Assisting students who need additional support in literacy: A guide or

school literacy support teams. Sydney: NSW Department of Education and Training.

Rowe, K. (2005). National inquiry into the teaching of literacy. Melbourne: Australian Council for Educational Research.

Simpson, A. & White, S. (2013). Language, literacy & literature. Sth Melbourne: Oxford University Press.

Tompkins, G., Campbell, R. & Green, D. (2012). Literacy: A balanced approach. Frenchs Forest, NSW: Pearson.

Turbill, J. & Bean, W. (2006). Writing instruction K-6: Understanding process, purpose, audience. New York: Richard

C. Owens Publishers.