Course description
The Term 2 secondary session: describes the ways that teachers can use complex texts to develop knowledge, vocabulary and reading comprehension skill. Leaders will learn about the key elements of the shared read aloud in secondary settings, including:
– The role of high quality, complex texts for teaching English, and mediated text theory.
– How to mark up a novel in preparation for shared reading
– The role of explicit and implicit vocabulary instruction
– The role of Stop and Jots in comprehension
– Selecting and strategic application of questions, and what to do with the resulting conversation
– Working with difficult themes
– Look for ways in implementation, and ways of supporting teachers to build their practice.
Course outcomes
Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text based units, their principles and how they can be implemented.
Australian Professional Standards
- Standard 2 – Know content and how to teach it
- Standard 3 – Plan for and implement effective teaching and learning
- Standard 6 – Engage in professional learning
Principal Capability Framework
Cognitive
- C2 – Identifies and solves complex problems and thinks innovatively
Social
- S1 – Promotes high expectations and a feedback culture focussed on continuous learning and improvement
- S3 – Shapes an inclusive culture that fosters mutual respect, agency and accountability
- S6 – Supervises and supports others in their daily practice
Personal
- P2 – Is confident in ability to make a difference to teaching and learning
- P5 – Is responsible for own professional growth and wellbeing
Knowledge and Expertise
- K2 – Applies contemporary theories of learning, teaching and leading
- K4 – Leads curriculum, pedagogy and assessment
- K6 – Leads, models and engages in professional learning
- K7 – Leads school improvement and collaborative inquiry