Area: | Department of Education |
Credits: | 25.0 |
Contact Hours: | 3.0 |
Lecture: | 1 x 1 Hours Weekly |
Tutorial: | 1 x 2 Hours Weekly |
Prerequisite(s): | 301180 (v.2) Ed 129 - Introduction to Curriculum or any previous version
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Syllabus: | Understanding the principles and beliefs which underpin the English learning area. Exploration of the holistic nature of language and literacy learning. Developing appropriate leaning experiences within the language modes. Beliefs and practices for diagnostic teaching of reading. Outcome focused approaches to literacy. |
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Unit Outcomes: | On successful completion of this unit students will have- Demonstrated theoretical and practical understanding of the English Learning Area in relation to early childhood and middle childhood phases of development in schools. Demonstrate knowledge of theWestern Australian Curriculum Framework and its implication for teaching English. Demonstrated knowledge of the writing process and the inter-relationships of writing with other language and literacy learning. Describe and justified a diagnostic teachingprocess for an individual child. Developed and implemented a variety of developmentally appropriate instructional approaches and effective instructional for teaching writing in primary schools. Demonstrated a capacity to analyse and critique current teaching, learning and assessment perspectives in the English Learning Area. |
Texts and references listed below are for your information only and current as of September 30, 2003. Some units taught offshore are modified at selected locations. Please check with the unit coordinator for up-to-date information and approved offshore variations to unit information before finalising study and textbook purchases. |
Unit References: | Anstey, M. and Bull, G. (1996), The literacy labyrinth. Sydney, Prentice Hall. Barratt-Pugh, C. and Rohl, M. (eds.) (2001), Literacy learning in the early years. Crows Nest, Allen and Unwin. Luke, A. (1993), The social construction of literacy in the primary school. In L. Unsworth (ed.) Literacy learning and teaching. Language as a social practice. Melbourne, Macmillan Education Australia. |
Unit Texts: | Education Department of Western Australia. (1997), First Steps Writing Developmental Continuum. Port Melbourne, Rigby Heinemann. Education Department of Western Australia. (1997), First Steps Writing Resource Book. Port Melbourne, Rigby Heinemann. Education Department of Western Australia. (1997), First Steps Spelling Developmental Continuum. Port Melbourne, Rigby Heinemann. Education Department of Western Australia. (1997), First Steps Spelling Resource Book. Port Melbourne, Rigby Heinemann. Education Department of Western Australia. (1997), First Steps Oral Language Developmental Continuum. Port Melbourne, Rigby Heinemann. Education Department of Western Australia. (1997), First Steps Oral Language Resource Book. Port Melbourne, Rigby Heinemann. Curriculum Council. (1998), Curriculum Framework. Osborne Park, Curriculum Council. Education Department of Western Australia. (1998), Outcomes and Standards Framework English Student Outcome Statement. Perth, Education Department of Western Australia. |
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Unit Assessment Breakdown: | Assessment 1 25%, Assessment 2 35%, Examination 40% This is by grade/mark assessment. |
Field of Education: | 70300 Curriculum and Education Studies (Narrow Grouping) | HECS Band (if applicable): | 1 |
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Extent to which this unit or thesis utilises online information: | Not Online | Result Type: | Grade/Mark |
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Availability
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Semester 1 | Y | | | | 2004 | Bentley Campus | Special Trimester 2 | Y | | | | 2004 | Esperance Community College | Semester 1 | Y | | |
Area
External | refers to external course/units run by the School or Department, offered online or through Web CT, or offered by research. |
Central
External | refers to external course/units run through the Curtin Bentley-based Distance Education Area |
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