EDUC6738

K-6 English

10 Units

In this course students will explore the NSW K-6 English curriculum and the NSW K-6 English curriculum incorporating the Australian Curriculum; strategies and resources for programming, teaching and assessing reading, writing, listening, speaking, viewing and representing; ways of differentiating curriculum; the role and value of English in the broader school curriculum; the place of English in the K-12 English continuum (particularly the links between Stage 3 and 4 English); and the relationship between English, literacy and numeracy. Students will analyse student work samples to identify areas of literacy need; and learn how to provide accurate written and oral feedback for students in relation to their literacy development.

Faculty Faculty of Education and Arts
School School of Education
Availability Semester 1 - 2016 (Callaghan)
Semester 1 - 2017 (Callaghan)
Learning Outcomes

On successful completion of this course, students will be able to:

  1. Demonstrate knowledge of the principles and practices of teaching and learning K-6 English (including strategies for programming, assessing, reading, writing, listening, speaking, viewing and representing).
  2. Discuss the role and value of English in the broader school curriculum, and its place in the K-12 English continuum (particularly the links between Stage 3 and 4 English).
  3. Employ the functional view of language and identify its implications for teaching and learning English.
  4. Articulate the processes of literacy and language development.
  5. Navigate the content, structure and organisation of the NSW K-6 English curriculum.
  6. Differentiate curriculum to meet the diverse literacy needs of learners.
Content
  • Principles and practices of teaching and learning K-6 English (including strategies for programming, teaching and assessing reading, writing, listening, speaking, viewing and representing).
  • The role and value of English in the broader school curriculum, and its place in the K-12 English continuum (particularly the links between Stage 3 and 4 English).
  • The functional view of language and identify its implications for literacy instruction (including the relationship between audience, purpose and the grammatical choices made within texts, resulting in different registers and genres).
  • The processes of literacy and language development.
  • The content, structure and organisation of the NSW K-6 English curriculum.
  • Ways of differentiating curriculum to meet the diverse literacy needs of learners.
Assumed Knowledge Nil
Assessment Items
  • Case Study / Problem Based Learning: Case Study
  • Project: Literacy Program and Group Presentation
  • In Term Test: Exam

Contact Hours

Callaghan

Lecture

Face to Face On Campus 12 hour(s) per Term Full Term

Tutorial

Face to Face On Campus 24 hour(s) per Term

Timetable 2016 Course Timetables for EDUC6738
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