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Pre-Service Secondary Postgraduate Diploma in Education: EDUSE2 - Curriculum Design Development and Progression in English

COURCE DESCRIPTION

This course focuses on curriculum design and development principles and practices in English language and literacy and their application in the English language classroom in secondary grades. Students will develop in-depth understanding of relevant principles and practices, and critically reflect on curriculum development for language and literacy skills in the UAE context. This evaluative process will allow them to apply relevant principles and effective practices from current research to develop medium to long-term English language learning pathways that foster English language and literacy skills progression. Students will also learn to critically self-evaluate their professional practice, knowledge and skills in terms of promoting and optimising curriculum progression and development with and for their students in the classroom.

ebooks

Education in the United Arab Emirates by Kay Gallagher (Editor)
ISBN: 9789811377358
Publication Date: 2019-05-30
This book provides an overview of the evolution of education in the United Arab Emirates from its humble beginnings in palm frond huts, to today's proliferation of prestigious international schools and global university branch campuses. The chapter authors are academic experts who have extensive first-hand experience of contemporary developments in the country's various educational sectors. The book addresses innovations and transformations in Early Childhood Education, Higher Education, K-12 Schooling, Language Education in Arabic and English, Quality Assurance, Special Needs, STEM Education, and Teacher Education and Professional Development.
Visible Learning for Literacy, Grades K-12 by Douglas Fisher; Nancy Frey; John Hattie
ISBN: 9781506332352
Publication Date: 2016-04-12
What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year's worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you'd keep it. And that's precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie's head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student's learning, and their effect is tangible. Yes, the "aha" moments made visible by design.

SOFTWARE AND ONLINE RESOURCES

Ministry of Education English Language Curriculum [here]
National English Language Curriculum Framework
National curriculum in England: English programmes of study
Teacher Standards for the UAE: [here]
UAE inspection framework: [here]
https://blog.cambridgeinternational.org/developing-curriculum-progression-forwards- backwards-up-down-and-across/
https://www.tes.com/teaching-resources

Reading resources

Week 1

Introduction to the Course: Course Outline Curriculum reforms in the UAE

History of English in the UAE K-12 Curriculum

Required readings:

Kippels, S., & Ridge, N. (2019). The growth and transformation of K–12 education in the UAE. In Education in the United Arab Emirates (pp. 37-55). Springer, Singapore.
Gobert, M. T. (2019). Transformation in English language education in the UAE. In Education in the United Arab Emirates (pp. 113- 126). Springer, Singapore.

Recommended readings:

Matsumoto, A. (2019). Literature review on education reform in the UAE. International Journal of Educational Reform, 28(1), 4-23. https://doi.org/10.1177/1056787918824188

Week 2

Curriculum Progression and development

Overview of models and trends in curriculum development Classroom-level curriculum development

Required readings:

Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313. https://doi.org/10.1016/j.tate.2016.12.017
Bailey, A. L., & Heritage, M. (2014). The role of language learning progressions in improved instruction and assessment of English language learners. Tesol Quarterly, 48(3), 480-506. https://doi.org/10.1002/tesq.176

Recommended readings:

Alsubaie, M. A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106-107. https://iiste.org/Journals/index.php/JEP/article/view/29628/304 21

Week 3

The English language curriculum: Progression pathways

Required readings:

Burroughs, R., & Smagorinsky, P. (2009). The secondary English curriculum and adolescent literacy. Handbook of adolescent literacy research, 170-182.http://www.petersmagorinsky.net/About/PDF/Book%20C hapters/Burroughs.pd
Grant, J. O., & Pauly, H. M. (2016). Five, oops, I mean six big ideas of literacy. Colleagues, 13(1), 10. https://scholarworks.gvsu.edu/colleagues/vol13/iss1/10

Recommended reading:

Ziegenfuss, R. G., Odhiambo, E., & Keyes, C. (2014). How can we help students who are English language learners succeed?. Current Issues in Middle Level Education, 19(1), 58-62. https://files.eric.ed.gov/fulltext/EJ1087693.pdf

Week 4

The English language curriculum: Progression pathways

Required readings:

Various curriculum documents for local and international curricula.

Ministry of Education English Language Curriculum: [here] link to be added
National English Language Curriculum Framework (MoE, UAE - 2018)
National curriculum in England: English programmes of study

Recommended readings:

Weekes, T., & Jones, P. (2021). The challenges of mapping literacy development across the years of schooling. Australian Journal of Language and Literacy, 44(2), 11-25.
Jackson, F. (2020, December 1). Developing Curriculum Progression – forwards, backwards, up, down and across. Cambridge Assessment International. https://blog.cambridgeinternational.org/developing-curriculum- progression-forwards-backwards-up-down-and-across/

Week 5

Classroom strategies for curriculum progression – Part 1

Laying the Groundwork for Visible Learning for Literacy

Required reading:

Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning (pp. 1-34). Corwin Press.

Chapter 1

Week 6

Classroom strategies for curriculum progression – Part 2

Surface Literacy Learning

Required reading:

Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning (pp. 35-70). Corwin Press.

Week 7

Classroom strategies for curriculum progression – Part 3

Deep Literacy Learning

Required reading:

Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning (pp. 71-104). Corwin Press.

Chapter 3

Week 8

Classroom strategies for curriculum progression – Part 4

Teaching Literacy for Transfer

Required reading:

Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning (pp. 105-131). Corwin Press.

Chapter 4

Week 9

Evaluating Curriculum Developments – Part 1

Meeting the UAE standards

Required reading:

Teacher Standards for the UAE: [here] link to be added

UAE inspection framework: [here] link to be added

Recommended reading:

Hakuta, K., Santos, M., & Fang, Z. (2013). Challenges and opportunities for language learning in the context of the CCSS and the NGSS. Journal of Adolescent & Adult Literacy, 56(6), 451-454. https://doi.org/10.1002/JAAL.164

Week 10

Evaluating Curriculum Developments – Part 2

Teacher Reflection and Pupil Voice

Required readings:

Marcos, J. M., Sanchez, E., & Tillema, H. H. (2011). Promoting teacher reflection: What is said to be done. Journal of Education for Teaching, 37(1), 21-36. https://doi.org/10.1080/02607476.2011.538269
McIntyre, D., Pedder, D., & Rudduck, J. (2005). Pupil voice: comfortable and uncomfortable learnings for teachers. Research Papers in Education, 20(2), 149-168. https://doi.org/10.1080/02671520500077970

Week 11

Evaluating Curriculum Developments – Part 3

Determining Impact, Responding When Impact Is Insufficient, and Knowing What Does Not Work

Required reading:

Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning (pp. 133-169). Corwin Press.

Assignment 2 due

Chapter 5