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Details for CRS353 Language and Literacy K-6

This subject advances preservice teachers’ understanding of Language and Literacy in the K–6 English curriculum with explicit links to the Australian Curriculum (v9) and NSW English K–10 (2022). Students critically examine evidence-informed approaches for teaching reading, writing, speaking, listening and viewing; design and justify inclusive, standards-aligned lesson sequences; and integrate disciplinary literacy across learning areas. Christian and alternate worldviews are engaged to consider the ethical purposes of literacy, equity, and cultural responsiveness in Australian classrooms. 

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS353
  • Credit points: 10

Subject Coordinator

Contact studentsupport@ac.edu.au for more information.

Prerequisite

  • EDU103 Foundations of Christian Education  
  • EDU116 Introduction to Learning Theory 
  • CRS207 Years 3–6 Reading and Writing Practice 

Unit Content

Outcomes

  • Critically examine research and evidence-based practice in language and literacy education, articulating implications for K–6 teaching. 
  • Demonstrate knowledge of curriculum (ACARA v9 / NSW English 2022) and general capabilities to plan for literacy across learning areas. 
  • Evaluate concepts that underpin literacy/children’s literature within diverse cultural belief systems, including Aboriginal and Torres Strait Islander perspectives. 
  • Design inclusive, explicit teaching sequences that integrate literacy (reading/writing/oracy/visual) with clear assessment for learning and use of ICT. 
  • Plan for differentiation for the full range of abilities and communicate with families/communities to support literacy development. 

Subject Content

  1. Orientation; the role of literacy in K–6; overview of NSW English (2022) & AC v9; strands and modes; unit map & assessment overview; ethical, worldview and equity considerations. 
  2. Science of Reading (SoR): reading processes; the ‘Big 6’; explicit, systematic instruction; assessment for learning (screeners, running records, observation). 
  3. Oral language & vocabulary: academic language, morphology, dialogic teaching, building background knowledge; talk moves; EAL/D scaffolds. 
  4. Phonological awareness & phonics: scope & sequence, decodables vs levelled texts, encoding–decoding links; practice, cumulative review & retrieval. 
  5. Fluency & comprehension: text structures, strategies instruction, knowledge-building with high-quality literature and informational texts. Model → guide → check: model comprehension moves (e.g., summarising, questioning the author), scaffold guided practice, and use quick checks to decide the next step. 
  6. Writing instruction: sentence-level grammar, text structure, modelling–guided–independent cycle, feedback & conferencing; transcription vs composition. 
  7. Multimodal & visual literacy: image–text relations, digital text design, media literacy, ICT to support reading/writing/viewing. Calm device & multimodal routines: teach the ‘how’ of multimodal texts explicitly (layout, navigation, image–text relations) and establish calm, predictable device routines. 
  8. Assessment: formative assessment, rubrics & success criteria, progress monitoring, literacy progressions (use as guides, not grading). Assessment for learning, in action: co-construct success criteria and use bite-sized in-lesson probes with actionable feedback that informs the very next lesson. 
  9. Diversity & inclusion: Aboriginal and Torres Strait Islander perspectives, EAL/D, disability, differentiation (content/process/product/environment). Differentiation you can point to: make adjustments to content, process, product and environment explicit (two concrete learner profiles) while maintaining high expectations. 
  10. Family and community partnerships: culturally responsive pedagogy, funds of knowledge, communicating literacy progress with families. Simple two-way family loops: plan brief, two-way communication with parents/carers (plain-language updates or invitations) that supports literacy at home. 
  11. Planning coherent sequences: integrating literacy across HASS/Science/Arts/PE; aligning objectives, tasks, and evidence. Deliberate sequencing: plan backwards and sequence tasks from high support to independent application using an ‘I do – We do – You do’ flow. 
  12. Synthesis & presentation: peer review of lesson sequences; reflective practice; next steps for professional learning. Evidence → next sequence: turn assessment evidence into next-sequence plans and capture a short reflection on what to reteach, consolidate, or extend. 

This course may be offered in the following formats

  • E-learning (online/asynchronous) 
  • ​​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

  1. Critical Reflections (Forum Posts) (20%)
  2. Case Study Presentation (with reflection) (40%)
  3. Lesson Plan Sequence & Justification (40%)

Prescribed Text

Derewianka, B. (2020). Exploring how texts work (2nd ed.). Sydney, NSW: PETAA.