EML530 English Curriculum: Pedagogies in the Primary Years (8)

This subject develops and consolidates students' understanding of English content knowledge in the strands of language, literature and literacy with a focus on the primary years of schooling and the diversity of literacy classrooms in Australia. Students will revise and expand their understandings of current research in literacy for Stages 2 and 3 and apply that research to their own practice. Students will engage in learning experiences that promote their abilities to critically analyse texts and resources for their use in Stage 2 and 3 classrooms, with a specific focus on digital and multimodal texts and their implications for critical literacy, text deconstruction, manipulation, and reconstruction. They will engage with culturally sustaining literacy pedagogies that promote understanding of and respect for Aboriginal and Torres Strait Islander cultures, languages, and histories. Students will evaluate and choose resources to plan literacy activities that are sequential, align with the NSW syllabus and related resources, and promote dynamic literacy instruction in Stages 2 and 3; they will explore ways feedback and assessment work in unit and lesson planning. Students in EML530 will also explore and develop metacognitive teaching skills that are foundational tools in reflective practice.

Availability

Session 1 (30)
Online
Bathurst Campus
Session 2 (60)
Online
Bathurst Campus

Continuing students should consult the SAL for current offering details: EML530. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Teacher Education

Enrolment Restrictions

This subject is only available to Master of Teaching (Primary) students.

This subject is not available to students who have completed EML439.

Assumed Knowledge

EML440

Subject Relationships

EML439 Paired Subject

Incompatible Subjects

EML439

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to determine and explain the literacy demands of Stage 2 and 3 classrooms, including the diverse literacy capabilities of students across these Stages, with special attention to students who come from multilingual backgrounds;
  • be able to evaluate and apply current literacy research to Stage 2 and 3 classroom practice, with a specific focus on critical literacy and digital literacy, anti-racist pedagogies, explicit instruction and culturally sustaining literacy instruction;
  • be able to evaluate and use a range of resources, including multimodal and digital texts and ICT-based learning materials, for the development of students' literacy capabilities;
  • be able to use the NSW Syllabus and additional state and federal curriculum resources to design, plan and differentiate multimodal literacy instruction for learners in Stages 2 and 3;
  • be able to identify and evaluate culturally safe and inclusive literacy resources that promote understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages;
  • be able to plan and use a range of literacy assessments to inform instruction and offer focused feedback for Stage 2 and 3 learners; and
  • be able to incorporate meta-cognitive skills into planning and teaching decisions as a means of building reflective practice.

Syllabus

This subject will cover the following topics:
  • Introduction to Stage 2 and 3 learners
  • Revision of learning theory for Stage 2 and 3 students
  • Theories of literacy: New literacies, critical literacy, participatory literacy, culturally sustaining literacy pedagogy
  • New research in middle and upper primary literacy studies
  • The NSW English Syllabus for Stage 2 and 3, Cross Curriculum Priorities, ACARA, and related resources
  • Aboriginal and Torres Strait Islander Histories and Cultures: Evaluating and using literacy resources that engage students in reconciliation, respect, and recognition of the world’s oldest continuously living cultures
  • Analysing text features and genres
  • Designing explicit teaching of reading, writing, speaking, listening, and viewing to support Stage 2 and 3 students in developing habits of critical literacy
  • Sustainable futures: Digital and multimodal texts that develop students’ understandings about social, economic, and ecological systems and world views that promote social justice
  • Using digital texts to develop critical literacy in Stages 2 and 3
  • Designing assessment for, as, and of literacy learning with ITC resources
  • Asia and Australia’s Involvement with Asia: Using print and digital texts that reflect cultural awareness and develop students’ intercultural understanding
  • Culturally and linguistically diverse literacy classrooms
  • Using NSW Program Builder
  • Culturally sustaining literacy program planning (choosing resources, syllabus alignment, activities, assessment and feedback in literacy programs)

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.

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