Literacy, Language and Literature 2

Examine and critically assess theoretical perspectives on how students acquire literacy knowledge, skills, and understandings, with a specific focus on the middle and upper primary years.

Explore a variety of children's literature, including multimodal texts, as resources for providing explicit teaching in middle and upper primary classrooms.

Understand that texts are multimodal and that engaging with and creating texts requires an understanding of how different modes combine to convey meaning.

Recognise the role of genre in shaping texts and understand how different genres influence the structure, language, and purpose of both reading and writing.

Identify research-based pedagogical approaches, such as explicit teaching, modelling, and scaffolding, for developing literacy practices that align with how students learn.

Design inclusive and effective learning experiences using explicit teaching practices that support literacy development for all students, including those from diverse social, cultural, and linguistic backgrounds.

Identify and incorporate teaching and assessment strategies to develop reading, writing (including spelling and grammar), speaking, listening and viewing into middle and upper primary classrooms.

Identify opportunities to integrate other subject areas into literacy teaching, providing explicit reading and writing comprehension instruction that connects literacy skills with discipline-specific content.

Understand how to design a lesson sequence; how to organise and plan lesson content for effective learning and teaching in literacy, language and literature.

Analyse the effect of literary devices in texts to support critical thinking, reading, writing and contextual understanding.

Engage in critical thinking regarding issues relevant to literacy, language and literature education in the twenty-first century.

Select and annotate quality texts, including multimodal and children's literature, for use in explicit teaching of a specific area of literacy development, providing justification for each text’s relevance and effectiveness in supporting targeted literacy outcomes.

Using knowledge of genre, literary devices current curriculum, teaching approaches, core teaching practices and student learning, design a sequence of inclusive learning experiences for middle to upper primary students, based on a particular genre of text.

Analyse texts from a variety of genres, including multimodal texts, highlighting their features and potential for supporting effective literacy instruction.

Select six texts, including two multimodal, suitable for literacy instruction in middle or upper primary, each supporting a specific area of literacy development. For each text, provide a rationale explaining the selection, the literacy component it addresses, how it supports explicit teaching and scaffolding, and its alignment with curriculum standards.

Literacy Resource Portfolio

40-60%

Using knowledge of genre, literary devices, current curriculum frameworks, teaching approaches, and core practices, design an inclusive unit of work for middle to upper primary students based on a specific genre of text. This unit should incorporate explicit teaching, modelling, and scaffolding to engage diverse learners and develop key literacy skills. The unit must explore the structure, features, and literary devices of the genre while aligning with curriculum goals and supporting student learning in areas such as reading, viewing, writing, speaking and listening. Additionally, the unit should be annotated to demonstrate alignment with relevant theories of literacy development and pedagogy.

Annotated Unit of Work

40-60%

Develop a brief presentation that highlights a variety of text types and genres, including multimodal texts, suitable for use as classroom resources in middle and upper primary settings. Show how these texts can be used to support the explicit teaching of literacy.

Hurdle task

S/U