Communicating and Producing Texts in Early Childhood Contexts

ED3223 - Communicating and Producing Texts in Early Childhood Contexts

The focus in this subject is on language, literature and producing text in the primary school context. Pre-service teachers will examine the development of listening, speaking, reading and writing (traditional and multimodal texts). Pre-service teachers examine the shape of the F-6 Australian Curriculum: English for how it frames a variety of literate practices and students&#39; expressions of themselves in school. Pre-service teachers also engage in a range of assessment practices, and examine moderation and its application to support consistent and comparable judgements of students&#39; learning. Topics covered in this subject include components of teaching writing, genre, punctuation and grammar, as well as exploring children&#39;s literature and other multimodal texts. Pre-service teachers plan sequenced learning experiences with the ultimate goal being that primary students from diverse backgrounds will become writers.

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109310 Bachelor of Education (Primary) Offerings: All

Primary Education: Literature and Producing Texts

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ED3095 - Primary Education: Literature and Producing Texts

Set learning goals that provide achievable challenges for students of varying cultural backgrounds, abilities and characteristics

Locate, use and reflect on a repertoire of teaching strategies that support linguistically- and culturally- diverse groups of students to read, write and express themselves

Define and implement the concepts and structures underpinning the F-6 Australian Curriculum: English, particularly those aspects that relate to literature and creating texts

Apply curriculum and assessment knowledge to design learning sequences and lesson plans that support diverse groups of students' written expression across traditional and multimodal texts

Utilise formative assessment strategies, through informal and formal approaches, including moderation to support consistent and comparable judgements of student learning