028250 English Education 1
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 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 012208 English Education 1
Description
This subject introduces students to the NSW English K–10 Syllabus (Vol. 1) and the Language, Literature and Literacy strands of the Australian Curriculum (English). The focus in this subject is on Early Stage 1 and Stage 1 according to the NSW English K–10 Syllabus. The subject also attends to the Language, Literature and Literacy strands of the Australian Curriculum (English) for F – Year 2.
Students explore the acquisition and development of early language and literacy skills, particularly in the home-to-school context. Students develop understanding of literacy diagnostic testing and how this is linked to focused support for children from diverse backgrounds, ESL and EAL/D and children with diverse abilities.
Students develop knowledge of a range of evidenced-based strategies for the teaching of reading and writing, listening and speaking, and viewing and representing in the early learning years of primary school and how to program, and differentiate instruction, for diverse student populations.
Subject learning objectives (SLOs)
| a. | Identify and explain how language is developed prior to formal schooling (GTS 1.2) |
|---|---|
| b. | Explain the impact of socio-cultural and socio-economic diversity on language and literacy development (GTS 1.3) |
| c. | Explain the emphases and key components of the English syllabus for Early Stage 1 and Stage 1 (GTS 2.1) |
| d. | Apply skilled use of various literacy assessments to inform instructional decisions and programming (GTS 2.3) |
| e. | Critically analyse research to identify evidence-based practices for effective literacy instruction (GTS 2.1) |
| f. | Plan lessons appropriately for children at varying stages of literacy development (GTS 3.2) |
| g. | Critically analyse programs and apps to support literacy skill development (GTS 2.6) |
| h. | Apply appropriate academic writing and referencing skills |
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)
- Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)
- Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
- Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
- Exhibit high-level numeracy and literacies (GTS 2) (6.2)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
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)
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)
2. Critical and Creative Inquiry
2.1 Analyse and synthesize research and engage in enquiry (GTS 3).
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS 3)
6. Effective Communication
6.2 Exhibit high level numeracy and literacies (GTS 2)
Teaching and learning strategies
Students will engage with online lectures to gain theoretical understanding of literacy skills and development. Students will complete weekly pre-tutorial activities (such as readings, quizzes, reflections, small research tasks) to prepare them for the literacy learning activities and strategies explored during tutorials. Tutorials will include analysis of assessment tools and use of practical strategies to develop literacy knowledge and skills through independent, small group and whole class activities.
Content (topics)
In this subject, students learn about:
- What does it mean to be literate? How does the National Curriculum capture language, literature and literacy knowledge and skills, in the early years of school?
- Underlying factors supporting or inhibiting literacy development
- Speaking and Listening: expressive and receptive language development
- Reading development: phonemic awareness, phonics instruction, sight word mastery, building fluency and vocabulary; decoding strategies and meaning making.
- Writing development: handwriting, developmental stages of spelling, constructing texts (punctuation, grammar, vocabulary, structure)
- Responding to texts
- Assessment tools and strategies / using data to determine progress and make instructional decisions
- Critical analysis of literacy programs, apps and resources
- Programming for literacy – whole class, small groups and individualised instruction
Assessment
Assessment task 1: Assessing reading to inform literacy instruction
| Intent: | This assessment task provides you the opportunity to develop your skills in collecting and analysing data on students’ reading achievements and develop next step activities that address their needs. The task has two parts. | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | a, b, d, e, f, g and h | ||||||||||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||||||||||
| Length: | Total word count for the assessment task is 1500-words. | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Using student writing data analysis to inform teaching
| Intent: | This assessment task provides the opportunity to develop skills in analysing the writing achievement of students in Stage One and planning teaching to support the development of their skills. | ||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | c, d, e, f and h | ||||||||||||||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||||||||||||||
| Length: | The total word count is 1500 words. | ||||||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at classes is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer. An attendance roll will be taken at each class. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. If more than one session is missed, additional make-up work may be assigned. Students who are absent for more than 2 classes may be refused to have their final assessment marked (see UTS Rule 3.8).
Required texts
References
Refer to the subject weekly outline and UTS Online.
Other resources
Australian College of Education (apply for a free membership as an associate)
https://www.austcolled.com.au/product/aace/
Australian Literacy Educators Association (half price student membership)
https://www.alea.edu.au/membership/category/basic-membership
PETAA Primary English Teaching Association Australia
http://www.petaa.edu.au/imis_Prod/w (half price on graduation) Student memberships prices available