Scaffolding Literacy and Language in the Classroom PG (11345.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Analyse the theory and practice of scaffolding literacy pedagogy and its role in promoting inclusive education for students;
2. Scaffold students' learning of academic literacies across the curriculum;
3. Assess students' reading and writing; and
4. Prepare teaching units that based upon Scaffolding strategies to enhance literacy learning across the school curriculum.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
PrerequisitesThis unit is only available to students in the Master of Primary Teaching course. Students must have passed 11342 How the English Language Works G.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||On-Campus||Dr Rachel Cunneen|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr Rachel Cunneen|
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, writing and children's literature (6th ed.). South Melbourne, Victoria: Oxford. Please make sure you have access to the latest edition, as it contains signficant updates.
Additional readings and resources, including current peer-reviewed journal articles, book chapters and curriculum materials, will be provided within the Reading List accessible via the unit's CANVAS site.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Workshops: 30 hours (10 weeks x 3 hours per week)
Preparation before workshops: 20 hours (10 weeks x 2 hours per week)
Assessment preparation: 100 hours
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
- Regular access to and knowledge of Canvas and academic search engines.
- Ability to use software including Microsoft Word, PowerPoint and other digital software such as Vimeo, iMovie, etc.
- Familiarity with YouTube and ability to upload content (as 'unlisted') onto YouTube.
Work placement, internships or practicums
Theoretical foundations: This unit draws on the most recent curricular and pedagogical research in Australian literacy development and learning, with a focus on a strength based, practical approach to classroom teaching.