University of Technology Sydney

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 2024 is available in the Archives.

UTS: Education: Initial 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 (Primary) 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) OR 48 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures)
Anti-requisite(s): 012209 English Education 2

Description

This subject follows 028250 English Education 1 and focuses on supporting learning for students in Stage 2 and Stage 3 according to the NSW English K–10 Syllabus (Years 3 – 6). The subject links to the Language, Literature and Literacy strands of the Australian Curriculum (English) for Years 3 – 6.

Students explore the development of language and literacy for students in Years 3 – 6, as they move from a focus on Learning-to Read-and-Write to Reading-and-Writing-to-Learn. Literacy across the curriculum is considered, as well as the support for language and literacy development needed as students deal with more challenging content and concepts.

This subject also focuses on the assessment of English and how teachers engage in targeted assessment tasks to reveal learner progress and achievement. Assessment is closely linked to the ways in which teachers use data to inform their planning of appropriate teaching activities.

Subject learning objectives (SLOs)

a. Identify research into how students learn and apply to specific teaching contexts (GTS1.2)
b. Explain the particular concepts, substance and structure of the content and teaching strategies of English, including those that differentiate to meet the specific learning needs of students across the full range of abilities. (GTS 2.1, 1.5)
c. Design learning sequences that are based on the curriculum and include a range of strategies to assess and report on student progress. (GTS 2.1, 2.2, 3.3)
d. Identify how to link the English program to other curriculum areas, enhancing literacy and numeracy across the curriculum (GTS 2.5)
e. Identify how student assessment data will modify and enhance teaching practice (GTS 5.4)
f. Produce accurate and cohesive academic and professional texts.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

  • 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) (1.2)
  • Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
  • Respect and acknowledge Aboriginal and Torres Strait Islander cultures and histories, policies and priorities and their implications for education and inclusion (GTS 1, 2) (4.1)
  • Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

1. Professional Readiness

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)

2. Critical and Creative Inquiry

2.1 Analyse and synthesise research and engage in inquiry (GTS 3)

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

Teaching strategies in this subject involve:

  • Online lectures for one hour which introduce, contextualize and illustrate new theoretical concepts and information.
  • Class activities and assessment tasks in workshops and through online resources.
  • Facilitation of student discussions and learning activities in workshops.
  • Formative feedback on students’ understanding of concepts and tasks in workshops.

Learning strategies in this subject involve:

  • Group based investigative activities in online workshops.
  • Group based discussions of readings in online workshops.
  • Independent reading of specified academic texts.
  • Independent research.

Students are expected to undertake preliminary reading of the weekly texts and complete the online quiz for the relevant reading before the workshop each week. This cumulative task will be part of the assessment two criteria.

Students analyse and evaluate a range of reading practices such as shared, guided, independent reading such as code-breaker, text participant and text-user roles. They will engage in experiencing text analysis practices and approaches to writing from a functional approach. They will also explore reading assessment strategies such as diagnostic and standardised assessment, reading checklists, reading profiles and cumulative files. They will investigate and evaluate a range of strategies to teach and assess children’s imaginative, informative and persuasive writing including the use of portfolios and developing task criteria. They will also investigate strategies to develop children’s handwriting in stages 2-3.

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, informative and persuasive texts.

Content (topics)

In this subject, students cover the following topics:

  • Research about language development in stage 2 and 3 primary school classrooms
  • The NSW syllabus and Australian Curriculum for stages 2-3 (Years 3 – 6).
  • How we teach and assess oral language in stages 2-3.
  • Classroom discourse for learning, including dialogic talk.
  • How we teach and assess reading in stages 2-3.
  • Structures to support reading development in a literacy block.
  • How we teach and assess writing in stages 2-3.
  • Functional approach to text classifications.
  • Teaching and learning cycles underpinned by quality children’s literature for building units of work in English and across the curriculum.

Assessment

Assessment task 1: Learning sequences for visual literacy

Objective(s):

a, b, c, d, e and f

Weight: 50%
Length:

PART ONE – analysing a visual resource

  • 400-words

PART TWO – learning sequences

  • 1100-words (approximately 550 words per sequence).
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Effectiveness and relevance of syllabus outcomes and content descriptors for visual literacy 10 c, d 1.2
Effectiveness of visual literacy metalanguage to analyse visual features in a picture book / annotating a page as a resource for a shared deconstruction with a Stage 2 class 20 b, c 1.2
Effectiveness of teaching strategies and learning activities for teaching visual literacy and appropriate visual metalanguage 25 a, b, c, d 1.2
Skillfulness of applying the teaching and learning cycle in TWO consecutive, creative and engaging lessons to teaching reading images in literature within a literacy block 25 a, d, e 1.2
Cohesiveness, effectiveness and accuracy in written presentation 20 f 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Designing a scope and sequence

Objective(s):

b, c, d and f

Weight: 50%
Length:

1500 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Appropriateness of theme selected from the novel, syllabus outcomes and content descriptors 15 c 4.1
Alignment with appropriate Literacy Learning Progression descriptors 5 d 1.2
Effectiveness of the four resources model in the reading and viewing strand of the unit of work 15 c 1.2
Effectiveness of the spelling, vocabulary, punctuation and grammar substrands aligning with the literature study 15 c 1.2
Productiveness of the teaching and learning, appropriateness for the stage and effectiveness of the pedagogy 20 b 2.1
Effectiveness and relevance of the assessment task 10 c 1.2
Efficaciousness and accuracy in written presentation 10 f 6.2
Skillfulness in academic referencing 10 f 6.2
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.

Recommended texts

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

Cox, R., Feez, S., & Beveridge, L. (2019). The alphabetic principle and beyond: Surveying the landscape. Primary English Teaching Association Australia.

Derewianka, B. & Jones, P. (2016). Teaching language in context. (2nd ed.), Oxford University Press.

Derewianka, B. (2011). A new grammar companion for primary teachers. Primary English Teaching Association Australia.

Mallan, K. (2015). Picture books and beyond. Primary English Teaching Association Australia.

Merrick, D. (2015). Blake's spelling guide for primary school students. Pascal press.

Humphrey, S., Droga, L., & Feez, S. (2015). Grammar and meaning. Primary English Teaching Association Australia.

References

See weekly readings