PRIMARY ENGLISH AND LITERATURE
Task Description
Essay
Use the chapter readings from the set text this semester as a framework for critically reflecting on your English pedagogy in terms of the following:
- Text selection
- Effective planning to support diverse learners’ engagement with texts
- Coverage of the curriculum strands of language, literature and literacy
- Possibilities for integrating the teaching, and assessment of learning outcomes from the language, literature and literacy strands of the Australian Curriculum: English across the curriculum
Provide supporting reference to literature, as well as evidence from your discussion board posts and lesson plans to support your discussion.
More Information about what to write
Task Description
Use the chapter readings from the set text this semester as a framework for critically reflecting on your English pedagogy in terms of the following:
You could consider this as a critical reflection of the process of teaching a literature class, which starts with selection of the right material, preparing activities with consideration of the different strands, teaching pedagogy, and assessment of learning outcomes.
This includes the follow major sections
1. Text selection
The principles you follow in the selection of proper literature texts for your class. For literature class, there isn’t any prescribed books for students in class. You needed to consider the following things.
Types of texts
(if you chose certain type texts, you need to be aware how the teaching activities and assessment need to be adjusted to that specific texts.)
Text and Student cognition level (for different student cohort)
Relation between the texts and the Australian curriculum.
(always check the text against Australian curriculum and the strands)
Text and Intended learning outcome
(always check the text against the Achievement Standards)
You could refer to McDonald (2018) Chapter 2 Types of Literary Texts and Chapter 3 Literature and context.
2. Coverage of the curriculum strands of language, literature and literacy
For the selected texts, you need to provide how it is used to achieve the requirement of these three strands.
How the different strands are related?
How would you choose content descriptors for a lesson?
How would you design appropriate activities to achieve the achievement standards?
You could have noticed the indications of content descriptors in McDonald’s book. The selection could be across different year levels, or different strands, or general capabilities or cross curriculum issues.
3. Effective planning to support diverse learners’ engagement with texts
what kind of reading and teaching strategies you are thinking of using to suit the diverse needs of student cohorts?
Thinking of multimodal texts for diverse purpose,
Diverse teaching strategies that suit both texts and student needs.
The designing of activities that suit your chosen texts.
For the planning, it is good to refer to Part three of Literacy eBook: Reading, Writing and Children’s Literature (Winch, Ross Johnston, & March, 2020).
5. Possibilities for integrating the teaching, and assessment of learning outcomes from the language, literature and literacy strands of the Australian Curriculum: English across the curriculum
Based upon previous discussions, you need to present how the core component of lesson planning are integrated, teaching, learning and assessments.
For assessment, you can refer to chapter 34 of Literacy eBook: Reading, Writing and Children’s Literature (Winch et al., 2020).
You need to consider what you have planned and conducted for assessment. Whether the assessment activities are well aligned with the achievement standards, the activities, and the tasks for students.
Always a good ideas to refer to achievement standards in Australian Curriculum and the samples.
Where possible, provide supporting evidence from your discussion board posts and lesson plans to support your discussion.
In sum,
You need to demonstrate your understanding of Australian curriculum through your applications.
Please do not simply list the content descriptors. Simply list them in your assignment does not mean much. You need to related your selection of the content descriptors with your planned class.
The alignment of planning, teaching, and assessment.
You need to address the continuum of these three factors with the consideration of student cohort. The planning, which includes the selection of books, designing of activities, time frame, teaching philosophy etc, needs to be consistent with teaching, and the final assessment. You need to evaluate the appropriateness of assessment according to your planning session.