EDU20007/EDU00402 Southern Cross University- School of Education S1 2017 1 English: Curriculum and Pedagogy- Assignment 1 – English Curriculum teaching and learning activities Due: Friday, Week 5, 11pm, March 31st Length: 1500 words Weighting: 40% Rationale: The purpose of this task is to help pre-service teachers to become familiar with the English Curriculum/Syllabus and to develop a deeper understanding of the theoretical foundations for English teaching and pedagogy. It is also intended that they will access planning and assessment resources to assist in teaching English for years K-6. Task: There are two parts to this assignment: 1) Summary and discussion – Present a summary and discussion about the importance of one area of either the Australian Curriculum: English (Australian Curriculum and Assessment Reporting Authority [ACARA], 2017), or NSW English K-10 Syllabus (Board of Studies, NSW, 2012) for Speaking and Listening, Reading and Viewing or Writing and Representing. 2) Review English teaching and learning resources - Locate and review two (2) teaching and learning resources which will support teaching of this area of English to a nominated year level of students for either; small group, individual or whole class teaching. Unit Learning Outcomes: 1. Describe the theoretical foundations of children's literacy learning (0-12 years). 2. Discuss research which examines literacy learning and locate further relevant readings. 3. Demonstrate a sound knowledge of preparing suitable learning opportunities, for all students, including those of linguistically diverse backgrounds. Task outline: From the Curriculum or Syllabus with which you are most likely to be working, select an area of English teaching and learning. Firstly, clearly state which Curriculum/Syllabus you are using and which area of English will be addressed: either Speaking and Listening, Reading and Viewing, or Writing and Representing. Then provide the following sections, using the scaffolded headings: 1. Summary and discussion which outlines the following: (750 words)  A formal definition from the literature– using academic literature as a springboard, define and explain this area of English.  Theory– link the area to a specific theory of language and literacy learning from the academic literature (e.g. socio-cultural learning, cognitivist, nativist, and interactionist). Outline the role this curriculum area has as part of children’s overall English and literacy learning.  Pedagogical approach–using academic literature outline one pedagogical approach that might be employed in the teaching of this area of English. This might include rote learning, direct instruction, explicit teaching, play based, game based or other pedagogical approaches. 2. English teaching resources: (750 words)  Locate and review two different teaching resources/activities which will help you teach the nominated area of English (375 words each). You might, for example, select a game – commercial (Boggle or Memory) or informal (Simon Says, I Spy) - a book, a website or a home-made resource such as flashcards etc. Each resource should align with the summary and theory above. Format: Use the headings and table provided to present the resources: Teaching area: Speaking and Listening, Reading and Viewing or Writing and Representing. Resource/title: Name and URL and/or title and full APA 6th edition reference. Description: Clearly explain what the resource is and what it is designed to do. Please note if it is a commercially produced resource/ activity and use APA referencing in doing so. If you have located the resource/activity online, please ensure you indicate that source with APA referencing.EDU20007/EDU00402 Southern Cross University- School of Education S1 2017 2 Suitable Age: Year level for which you see this being used. Teaching group/ use: Whole class, small group, independent learning or one-on-one teaching. Catering for students from linguistically diverse backgrounds: Write one to two sentences to show how or whether the resource will cater for these students. Curriculum/Syllabus: Indicate information about specific strand and sub-strand/elaboration or outcome and content from the Curriculum/Syllabus (select one most relevant to the resource and how it will be used). Academic support for the resource: Provide scholarly support for choice of the resource for the area of English teaching. For example: mention that it has open-ended questions and options, allows for different perspectives or wide and rich vocabulary or text structure. Use academic literature to support these choices (i.e. use the literature to show how or why open-ended questions are beneficial in this instance for student learning) Assessment: Include 1-2 sentences about how you would assess student learning from the use of this resource. For example: you could use anecdotal notes, observation, a checklist or an informal or standardardised test. You may use an existing assessment item, however it must match what has been described. Image: Include an image of the resource as an appendix (optional, but highly recommended) Table: Use one table for each resource: Resource title/URL: Title and URL or reference Teaching area: Reading and Viewing, Writing and Representing or Speaking and Listening. Year level: Nominate the year level for which the resource may be used. Description: What is the resource and what is designed to do? (1-2 sentences). Linguistically diverse students: Does it cater for these students? How? Teaching group/focus: Whole class, small group, pairs or individuals? Curriculum/Syllabus: Strand/Outcome: List the strand or outcome in full. Sub-strand/elaboration/content: List the specific elaboration/content which may be taught using the resource. Academic support for the resource: Write a paragraph (4-6 sentences) to provide scholarly support for the selected this resource. Assessment: What type of assessment might be used to assess student learning? Marking Criteria: Assignments will be marked according to the following criteria:  Demonstrate understanding of an area of English teaching from the Curriculum/Syllabus (AC: English) or NSW Syllabus for the Australian Curriculum and its application to a teaching task.  Evidence of academic reading about educational concepts that connects resources with literacy learning theory and practice.  Professional presentation and scholarly academic writing, including academic sources for referencingaccurate APA 6th edition references to the relevant National (Australian Curriculum) or State English K-6 syllabus (NSW). A full reference list must be included. Getting started with the assignment:  Unit text: Winch, G., Johnston, R. R., March, P., Ljungdahl, L. D., & Holiday, M. (2014). Literacy: reading, writing and children's literature (5th ed.). South Melbourne, Victoria: Oxford University Press.  Unit resources: My Readings and MYSCU – Online/ on campus tutorial materials and weekly topic notes.  Presentation: Use the format presented above (including tables and headings) and ensure that you include a reference list. Curriculum/Syllabus references: Australian Curriculum and Assessment Reporting Authority. (2017). Foundation to Year 10 Curriculum: English. Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1 Board of Studies, NSW (2012). NSW English K–10 Syllabus. Retrieved from: http://syllabus.bostes.nsw.edu.au/english/english-k10/ An example and marking rubric will be provided on MYSCU