Details for English Part B
This subject requires pre-service teachers to continue to reflect on their theoretical knowledge and understanding of English teaching and give opportunities for students to consider global perspectives in education and the implications for teaching English based on these perspectives.
- Currently offered by Alphacrucis: Yes
- Course code: CRS303
- Credit points: 10
- Subject coordinator: Stephen Brinton
The following courses are prerequisites:
Awards offering English Part B
This unit is offered as a part of the following awards:
This subject requires pre-service teachers to continue to reflect on their theoretical knowledge and understanding of English teaching and give opportunities for students to consider global perspectives in education and the implications for teaching English based on these perspectives. It will focus on current pedagogical perspectives in English and allow students to develop critical knowledge and skills in using multimodal texts and a variety of frameworks to engage in the teaching of programs for diverse learners. Pre-service teachers will make links to their own practices and justify their own approach to teaching English and have opportunity to ‘reflect’ on their practice. Engagement with the content from ACARA English F-10 Curriculum and NESA English K-10 Syllabus (Stages 1-3), and other resources and /support documents and skills will be fundamental.
- With reference to contemporary curriculum frameworks for the teaching of English, demonstrate sound conceptual knowledge of pedagogical principles and practices as well as content of the teaching area, by creating a multimedia resource to differentiate and expand learning opportunities for diverse students;
- Examine the development of listening, speaking, reading and writing in the learning and teaching of English utilising digital and multimodal texts;
- Develop student-centred innovative and well-designed English unit incorporating knowledge, understanding and skills – including ICT, the literacy and numeracy demands of the content, the general capabilities and cross curriculum priorities; that differentiates for the full range of student abilities and diverse backgrounds (multilingual and sociocultural) and provides explicit strategies to support students’ well-being and safety- legally and educationally within a range of contexts;
- Critically appraise the key elements of the relevant K-6 Syllabus and engage in the teaching of programs for diverse learners demonstrating relevant alignment to the Australian Professional Standards for Teachers;
- Review various global perspectives in Education and the implications for teaching English.
- Knowledge about written language: relationship between context and text, language structures and features, text structures grammar and conventions; contributing skills and strategies: processes, grammar, spelling, punctuation and handwriting); Freebody and Luke’s Model of Reading Comprehension (roles of the reader: code breaker, text participant, text user, text analyst); the nature and role of teaching English; English as a language of communication for positive participation in society, purpose of language and desired audience(s), through reading, writing, listening, speaking, viewing, and representing experiences, ideas and values from specific worldviews;
- Pedagogical approaches and viewpoints with a focus on the learning and teaching of English using multimodal texts and digital media; text types; literary texts (e.g. plot, setting, characterisation, mood); creating texts; editing text; use of text software; handwriting;
- Assessment in English strategies: Using a range of models and strategies to teach and assess English in particular reading and writing: phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension, concepts of print, grammar, punctuation, spelling and handwriting. Evaluation and analysis of theory and practice related to acquisition of reading, writing, speaking, and visual literacy;
- Evaluate the K-6 NSW syllabus; explicit teaching of contextual knowledge, comprehension, thinking and reflecting skills and processes; the interplay between the range of communication types (print, spoken, visual, digital and multimedia texts); intercultural experiences (Aboriginal histories and cultures, Asian perspectives and environmental sustainability); the continuum making meaning through language to values and attitudes; knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds;
- Knowledge of the Australian Curriculum. Having a thorough understanding of the Australian English Curriculum and learning and teaching implications for the syllabus. Meeting the needs of diverse learners e.g. second language learners and the various learners on the learning continuum. Programming English programs, which show evidence of pedagogical perspectives, technology, designing templates for programs and lesson plans and multimodal texts, which are inclusive of all learners.
This course may be offered in the following formats
- Distance/ Global Online
- Creative Project (20%)
- Unit of Work (50%)
- Critical Reflection (30%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references