EPT455 English Curriculum: Understanding Language and Literacy (8)

In this subject students will develop and consolidate their understanding of English content knowledge in the strands of language, literature and literacy with a focus on the early years (ages 4-8) through online study with an embedded classroom experience focus. They will consider the acquisition of reading and writing processes with an added focus on catering for the specific needs of individuals and models of pedagogy for teaching and assessing reading, writing, listening, speaking, viewing and representing in the early years. Students will develop their understandings of how technology influences literacies. Students will also develop skills in the analysis of young children's literacy work samples to determine students' strengths and needs and identify teaching priorities related to relevant syllabus documents.

 
 
 
 
 

Availability

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

Continuing students should consult the SAL for current offering details: EPT455. 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 available to students enrolled in the Bachelor of Teaching (Primary) and Master of Teaching (Primary) courses only.

This placement subject should not be before the fifth subject studied in the course. On commencing this placement subject, students should have completed a minimum of the first four subjects in the course and be enrolled in three other subjects in the same session as EPT455.

This subject is not available to students who have completed EML440 as it contains similar content.  

 

Prerequisites

EML449 and ( EMM419 or EMM420 ) and ( EED409 or EED503 ) and ( EMA410 or EMS406 or EMR408 )

Subject Relationships

EML440 Shares similar content

Incompatible Subjects

EML440

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to identify the diverse literacy capabilities of K-2 students and explain how technology influences these literacies;
  • be able to analyse the reading and writing processes at acquisition and the early stages of development and explore models of pedagogy for teaching and assessing reading, writing, listening, speaking, viewing and representing in the early years;
  • be able to apply evidence-based approaches that include instruction on how to teach phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension, concepts of print, grammar, punctuation, spelling, and handwriting;
  • be able to use the NSW and Australian Curriculum documents for English in years K-2 to plan meaningful and accessible instruction for all students in this stage;
  • be able to identify, evaluate, and use a range of resources to support students' literacy learning in years K-2 contexts, with special attention to understanding effective strategies for meeting the literacy and learning capabilities of Aboriginal and Torres Strait Islander and English as an Additional Language/Dialect (EAL/D) students;
  • be able to develop, use, and interpret a variety of appropriate assessments to better understand diverse learner capabilities and inform instruction for all students in K-2 literacy classrooms; and
  • be able to develop K-2 literacy experiences that are sequenced and supported in current literature.

Syllabus

This subject will cover the following topics:
  • Placement requirements and expectations
  • Getting to know the K-2 literacy learner
  • Literacy, technology, and diversity
  • English content knowledge in language, literature and literacy for students in years K-2
  • Current research and theory related to teaching reading, writing, speaking and listening in diverse K-2 contexts
  • Teaching early literacy: Selecting appropriate resources and pedagogies for learners
  • Literacy assessment (development, use, and interpretation) in K-2 contexts
  • The NSW English Syllabus, Australian Curriculum English, and state and national resources that support literacy planning and teaching in Australian K-2 classrooms
  • Strategies for meeting the literacy capabilities of Aboriginal and Torres Strait Islander and EAL/D students

Workplace Learning

This subject contains a 10 days Compulsory Workplace Learning component.

This subject has an embedded professional experience requiring 10 days of attendance in a K-2 primary school classroom. Students are required to complete a total of 60 days of professional experience in the course to meet accreditation requirements.

The information contained in the CSU Handbook was accurate at the date of publication: June 2022. The University reserves the right to vary the information at any time without notice.

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