Planning for literacy learning
Effective planning is an important part of meeting the learning needs of students in middle years classrooms. Yet, this task is inherently complex. It requires teachers to juggle the demands of curriculum, pedagogy and assessment, while considering short and long term goals and objectives, the diverse needs of students, and relevant contextual factors. Additionally, teachers often come together to plan and teach a major project. This adds another layer of complexity, as decisions have to be made about how to work collaboratively. Because all teachers, regardless of their specialist teaching area, are teachers of literacy, expertise in planning for content learning as well as literacy learning is essential. This chapter discusses the complex considerations of planning for literacy learning, including backward mapping, resource selection, macro planning and micro planning. It develops a model focused on three learning areas-Science, Geography and English - to illustrate the decision making and directions that an integrated project might take.
Teaching Literacies in the Middle Years: Pedagogies and Diversity
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)