School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
English 4: Planning and Differentiating the English Curriculum in Early ChildhoodUnit Code
LAN3260Year
2016Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit extends students' knowledge of English teaching and learning by focusing on differentiating the curriculum for diverse English language and literacy learners. With a focus on planning, the unit consolidates the English teaching and learning research and practices presented in previous units. In addition, students will explore areas of diversity, such as working with children for whom English is an additional language or dialect, and differentiating the curriculum for children who are gifted English learners.
Equivalent Rule
Unit was previously coded LIT4110
Learning Outcomes
On completion of this unit students should be able to:
- Access community resources which support teachers in working with EAL children.
- Apply knowledge of written and oral communication, relevant curriculum documents and of teaching and learning strategies and resources to developing a plan for English teaching and learning in the early childhood phase of schooling.
- Articulate an understanding of principles and practices important to effectively planning for childrens learning and development in English.
- Articulate effective literacy assessment principles and demonstrate methods for monitoring literacy development in early childhood contexts.
- Articulate understanding of theoretical principles of second language learning and the unique English learning and development pathway in speaking, listening, reading and writing for children for whom English is an Additional Language or dialect (EAL / EAD).
- Demonstrate knowledge of how to adapt teaching strategies, learning experience and resources so as to best cater for the English learning and development of EAL / EAD children, in the workplace.
- Demonstrate understanding of methods to identify gifted and talented English language learners, of theoretical principles of second language learning and the unique learning needs and of planning suitable teaching and learning experiences.
Unit Content
- Critique of different practices for catering for English gifted and talented children.
- English (reading, writing speaking and listening) assessment and planning methods and curriculum and other relevant documents.
- Language and culture.
- Resources and methods for EAL / EAD English language teaching.
- Resources and planning for enrichment and extension in English.
- The EAL / EAD learner the WA context.
- The English planning, teaching and assessment cycle.
- Theory and teaching and learning principles for English as an additional language or dialect; factors affecting learning English as an additional language / dialect.
- WA ESL / ESD documents for English assessment and monitoring.
- WA community supports and services for working with EAL / EAD children.
Additional Learning Experience Information
May include lectures , workshops, workplace experiences, independent learning modules, DVD/video and use of other multi-media resources.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Report | Report and Presentation | 60% |
| Examination | Examination | 40% |
Text References
- ^ Tabors, P.T. (2008). One child two languages: A guide for early childhood educators of children learning English as a second language. (2nd ed.). MD: Paul. H. Brookes Publishing Company.
- Louden, W., Rohl, M., Barratt-Pugh, C., Brown, C., Cairney, C., Elderfield, J., House, H., Meiers, M., Rivalland, J. & Rowe, K. (2005). In teachers hands: Effective literacy teaching practices in the early years of schooling. Canberra, Australia: DEST.
- Australian Government Department of Education, Employment and Workplace Relations (2009). Belonging, being and becoming: The early years learning framework of Australia. Canberra, Australia: Commonwealth of Australia.
- Hill, S. (2006). Early literacy: Assessment and teaching. Prahran, Australia: Eleanor Curtain.
- Arthur, L., Beecher, B., Dearth, E., Dockett, S., & Farmer, S. (2005). Programming and planning in early childhood settings. (3rd ed.). Southbank, Australia: Thomson.
- Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2003). First steps: Linking assessment, teaching and learning. (2nd ed.). Port Melbourne, Australia: Rigby Heinneman.
- Porter, L. (2005). Gifted young children: A guide for teachers and parents. Crows Nest, Australia: Allen and Unwin.
Journal References
- English Journal
- The Reading Teacher
- Journal of Early Childhood Literacy
- Early Childhood Education Journal
- New England Reading Association Journal
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
LAN3260|1|1
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
English 4: Planning and Differentiating the English Curriculum in Early ChildhoodUnit Code
LAN3260Year
2016Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
This unit extends students' knowledge of English teaching and learning by focusing on differentiating the curriculum for diverse English language and literacy learners. With a focus on planning, the unit consolidates the English teaching and learning research and practices presented in previous units. In addition, students will explore areas of diversity, such as working with children for whom English is an additional language or dialect, and differentiating the curriculum for children who are gifted English learners.
Equivalent Rule
Unit was previously coded LIT4110
Learning Outcomes
On completion of this unit students should be able to:
- Access community resources which support teachers in working with EAL children.
- Apply knowledge of written and oral communication, relevant curriculum documents and of teaching and learning strategies and resources to developing a plan for English teaching and learning in the early childhood phase of schooling.
- Articulate an understanding of principles and practices important to effectively planning for childrens learning and development in English.
- Articulate effective literacy assessment principles and demonstrate methods for monitoring literacy development in early childhood contexts.
- Articulate understanding of theoretical principles of second language learning and the unique English learning and development pathway in speaking, listening, reading and writing for children for whom English is an Additional Language or dialect (EAL / EAD).
- Demonstrate knowledge of how to adapt teaching strategies, learning experience and resources so as to best cater for the English learning and development of EAL / EAD children, in the workplace.
- Demonstrate understanding of methods to identify gifted and talented English language learners, of theoretical principles of second language learning and the unique learning needs and of planning suitable teaching and learning experiences.
Unit Content
- Critique of different practices for catering for English gifted and talented children.
- English (reading, writing speaking and listening) assessment and planning methods and curriculum and other relevant documents.
- Language and culture.
- Resources and methods for EAL / EAD English language teaching.
- Resources and planning for enrichment and extension in English.
- The EAL / EAD learner the WA context.
- The English planning, teaching and assessment cycle.
- Theory and teaching and learning principles for English as an additional language or dialect; factors affecting learning English as an additional language / dialect.
- WA ESL / ESD documents for English assessment and monitoring.
- WA community supports and services for working with EAL / EAD children.
Additional Learning Experience Information
May include lectures , workshops, workplace experiences, independent learning modules, DVD/video and use of other multi-media resources.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Written Assignment | 60% |
| Examination | Examination | 40% |
ONLINE| Type | Description | Value |
|---|
| Assignment | Written Assignment | 60% |
| Examination | Examination | 40% |
Text References
- ^ Tabors, P.T. (2008). One child two languages: A guide for early childhood educators of children learning English as a second language. (2nd ed.). MD: Paul. H. Brookes Publishing Company.
- Arthur, L., Beecher, B., Dearth, E., Dockett, S., & Farmer, S. (2005). Programming and planning in early childhood settings. (3rd ed.). Southbank, Australia: Thomson.
- Louden, W., Rohl, M., Barratt-Pugh, C., Brown, C., Cairney, C., Elderfield, J., House, H., Meiers, M., Rivalland, J. & Rowe, K. (2005). In teachers hands: Effective literacy teaching practices in the early years of schooling. Canberra, Australia: DEST.
- Australian Government Department of Education, Employment and Workplace Relations (2009). Belonging, being and becoming: The early years learning framework of Australia. Canberra, Australia: Commonwealth of Australia.
- Hill, S. (2006). Early literacy: Assessment and teaching. Prahran, Australia: Eleanor Curtain.
- Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2003). First steps: Linking assessment, teaching and learning. (2nd ed.). Port Melbourne, Australia: Rigby Heinneman.
- Porter, L. (2005). Gifted young children: A guide for teachers and parents. Crows Nest, Australia: Allen and Unwin.
Journal References
- English Journal
- The Reading Teacher
- Journal of Early Childhood Literacy
- New England Reading Association Journal
- Early Childhood Education Journal
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
LAN3260|1|2
