In this course you will focus on the transition to Stage 2 English and the development of literacy skills needed for Stages 2 and 3, as well as anticipating the needs to successfully transition to Stage 4. You will develop skills in encouraging reading, writing, viewing and listening for enjoyment as well as information, across a range of genres and text types. Explicit strategies will be modelled for teaching the features of texts and for negotiating meaning (inductive and deductive) for verbal and visual texts. Enabling and encouraging students to connect to prior learning is critical for Stages 2 and 3 in English and knowledge of metalanguage needed for teaching English will be deepened. Strategies for teaching spelling rules, patterns and word/morphemic knowledge are included so you can reinforce a range of strategies for spelling at the transitional and consolidation stages.

Applying principles for assessment for learning will enable you to evaluate the strengths and needs children have across all modes. Interpreting standardised literacy data from cohort or individual testing is also included. you will develop skills in designing individual plans for intervention and support, with a particular focus on students with special educational needs and with English as an additional language background or dialect.

This course is complemented by a minimum of 5 days of supervised professional experience.