Language, Literacy and Literature 2 PG (11919.1)
|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. Demonstrate understanding and application of key theoretical and pedagogical principles needed to be an effective teacher of language and literacy in the middle and upper years of primary school;
2. Articulate in detail the roles that adults play in children's literacy development;
3. Design and teach activities for language and literacy development, applying the curricular content descriptors of the three interrelated national curriculum strands of Language, Literature and Literacy;
4. Demonstrate skills in evaluating teaching methods, assessing and promoting literacy development for children from different socio-cultural contexts and with different abilities; and
5. Demonstrate an understanding of the multimodal and multidimensional properties of language, literacy and literature for children and young people in the 21st century; and effectively convey this understanding to families, parents and other stakeholders.
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 - work collaboratively as part of a team, negotiate, and resolve conflict
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
CorequisitesEnrolment in EDM001 Master of Primary Teaching.
Equivalent units11345 Scaffolding Literacy and Language in the Classroom PG
Assumed knowledgeFoundational knowledge of the Australian Curriculum: K-9
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||UC - Canberra, Bruce||Semester 1||06 February 2023||On-Campus||Dr Rachel Cunneen|
All required readings will be available under 'Reading List' on the 11919 Canvas site.
Adoniou, M. (2016). Spelling It Out: How Words Work and How to Teach Them. Cambridge: Cambridge University Press. doi:10.1017/CBO9781316389676
Callow, Jon. & Primary English Teaching Association (Australia). (2013). The shape of text to come : how image and text work. Marrickville, NSW : Primary English Teaching Association Australia (PETAA).
Exley, Beryl. & Kervin, L., & Mantei, J. & Australian Literacy Educators' Association, issuing body. (2015). Exploring with grammar in the primary years : learning about language in the Australian curriculum : English. Norwood, SA : Australian Literacy Educators' Association
Hayes, D., Hattam, R., Comber, B., Kerkham, L., Lupton, R., & Thomson, P. (2017). Literacy, Leading and Learning: Beyond Pedagogies of Poverty. Abingdon, Oxon : Routledge.
Humphrey, N., Bartolo, P., Ale, P., Calleja, C., Hofsaess, T., Janikova, V., Lous, A. M., Vilkiene, V., & Wetso, G. (2006). Understanding and responding to diversity in the primary classroom: an international study. European Journal of Teacher Education, 29(3), 305–318. https://doi-org.ezproxy.canberra.edu.au/10.1080/02619760600795122
Turbill, Jan. & Barton, Georgina. & Brock, Cynthia H. & Australian Literacy Educators' Association, issuing body. (2015). Teaching writing in today's classrooms : looking back to look forward. Norwood, South Australia : Australian Literacy Educators' Association
Winch, Gordon. & Johnston, Rosemary Ross. & March, Paul. & Ljungdahl, Lesley Durrell. & Holiday, Marcelle. (2014). Literacy : reading, writing and children's literature. South Melbourne, Victoria : Oxford University Press.
Unit videos and other resources:
NSW Department of Education. (n.d.). Literacy - explicit teaching strategies - Stages 2-5 . https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/teaching-and-learning-resources/literacy/teaching-strategies
Victoria State Government. (2019). Visual Metalanguage for comprehending and composing visual meaning. Video and resources. Year 5.
Victoria State Government. (2019). Multimodal literacy.
Victoria State Government. (2019). Multilingual multimodal texts and EAL/D learners.
National Centre for Australian Children's Literature. (2021). About. https://www.ncacl.org.au/homepage/about-ncacl/
Suggested lesson planning resources:
PETAA. (n.d). Teaching units of work. https://petaa.edu.au/w/Teaching_Resources/Units-of-work--collections/w/Teaching_Resources/Units-of-work-collections.aspx
PETAA. (n.d.). Literature singles. https://www.petaa.edu.au/w/Teaching_Resources/literature_singles.aspx
Multimodal texts with curriculum links
PETAA. (n.d.). The shape of text to come. https://www.petaa.edu.au/w/Publications/PETAA_book_extras/tsottc.aspx
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
Normally 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.
Indicative time needed to successfully complete this unit:
Reading, research and private study: 50 hours
Workshop and online participation: 50 hours
Assessment Tasks: 50 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 the online Learning Platform (Canvas ) is a course requirement. It is here that you will find all of the information you require regarding weekly readings, tutorial materials and assessment elaboration. It is vital that you access the unit Canvas page several times a week to ensure you can engage successfully with the weekly content and assessment tasks.
Students will be asked (circumstances permitting) to engage with, respond to and reflect on their interactions with ChatGPT, in relation to this unit's content.
Work placement, internships or practicums
This unit involves research-led education and/or work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.