| This unit foregrounds teaching that further expands Year 3-Year 6 Literacy reading, writing and speaking capability to interpret, create and challenge meanings in whole texts, via engagements with Literature in subject English, and texts typically used for learning in all other subjects of the Australian Curriculum. Preservice teachers will examine conceptions of contemporary Literacy Education as contextual, meaning-focused, multimodal, digital, critical, creative, intercultural. Theories, models, frameworks and empirical studies of Literacy Education are critically evaluated, to inform constructive alignments of assessment and effective pedagogies. Approaches will consider Literacy teaching to develop fluent accurate text reading and writing processes to maintain and modify and self-correct meanings, by applying contextual, semantic, grammatical and phonic knowledge. Research evidence of effective models of Literacy teaching and learning is reviewed, for designing explicit, systematic and scaffolded teaching that supports a diversity of Literacy learners. Research evidence will inform designs of summative assessment to effectively judge students' reading and writing capability against year-level benchmarks (eg. Australian Curriculum Literacy Achievement Standards and/or Learning Progressions) to understand and describe mastery levels as satisfactory, above, below. |
