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Unit of study_
EDUP4076: English: Being Critically Literate
2024 unit information
This unit of study focuses on the use of literary texts in the classroom through pedagogy that combines the communicative modes of speaking, listening, reading, writing, viewing and representing. Picture books, novels, plays and poetry as well as texts of popular culture will be used as the basis of teaching the English curriculum to children in the middle years (NSW Stages 2 and 3, grades 3, 4, 5 and 6). The unit emphasis will be on developing children's critical understanding and imaginative writing through strategies that encourage creative responses to and close study of literary texts. You will develop pedagogic reasoning to inform planning of teaching experiences to suit all learners.
Unit details and rules
Managing faculty or University school:
Education
| Code | EDUP4076 |
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| Academic unit | Education |
| Credit points | 4 |
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Prerequisites:
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138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and (EDUP3009 or EDUP3010) and EDUP3034 |
|---|---|
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Corequisites:
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None |
| Prohibitions:
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None |
| Assumed knowledge:
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None |
At the completion of this unit, you should be able to:
- LO1. Rationalise a range of approaches to the teaching of talking and listening in a variety of situations to demonstrate their understanding of the importance of oracy;(2.1.1; 2.2.1, 2.3.1, 2.5.1)
- LO2. Analyse diverse needs of children in Stages 2 and 3 and plan appropriate approaches to teaching English / literacy in response;(1.1.1, 1.2.1, 1.3.1, 1.5.1)
- LO3. Synthesise effective teaching and learning principles and practices in English/literacy in Stages 2 and 3 to promote personal response to, and critical awareness of literary texts through reading and writing; (2.4.1, 3.1.1, 3.2.1, 3.3.1; 6.2.1)
- LO4. Use appropriate criteria in selecting and adapting literary texts to encourage Stages 2 and 3 readers to respond critically to challenging ideas through dialogue and in writing; (3.4.1)
- LO5. Apply different methods for teaching reading and writing and consider the importance of different elements needed for a balanced literacy program in Stage 2 and 3 classrooms; (2.1.1, 2.2.1)
- LO6. Update and demonstrate knowledge of approaches to assessment and reporting in English in keeping with current policy and changes to national testing in Stages 2 and 3; (2.1.1; 5.1.1, 5.2.1; 6.2.1)
- LO7. Design a series of lessons encompassing talking, listening, reading and writing activities for a particular group of students that exhibit clear plans and strategies for the inclusion of children across a diverse range of learners in a safe learning environment. The plans should demonstrate a range of levels of engagement with narrative texts with an emphasis on writing including personal and critical response and provide opportunities for oral and written feedback. (2.2.1; 4.1.1, 4.2.1, 4.4.1)
- LO8. Demonstrate successful communication strategies working with peers to provide opportunities for interaction and feedback. (3.5.1, 3.6.1; 6.3.1; 7.1.1)
- LO9. Demonstrate knowledge of complex narrative texts suitable for Stage 2 and 3 classrooms, their schematic structure and grammatical features, and demonstrate ability to use a metalanguage to teach explicitly about the narrative devices found in literary texts. (2.1.1, 2.2.1., 2.3.1)
Unit availability
This section lists the session, attendance modes and locations the unit is available in. There is a unit outline for each of the unit availabilities, which gives you information about the unit including assessment details and a schedule of weekly activities.
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Modes of attendance (MoA)
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