Core Literacy (9863.4)
|Available teaching periods
|View teaching periods
| Bruce, Canberra
|Faculty Of Education
|Academic Program Area - Education
|Level 1 - Undergraduate Introductory Unit
| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Understand and work with key written and spoken academic genres e.g. persuasive texts, discussions;
2. Use text, sentence and word knowledge to read and write academic texts;
3. Identify the underlying grammatical structures of Standard Australian English: Phonetics,
phonology, morphology, semantics and syntax;
4. Engage with language in society and educational environments; and
5. Understand and use the Information Literacy process for locating, selecting and using resources.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
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 - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - evaluate and adopt new technology
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 enrolled in an Education course.
Incompatible units4796 Literacy for Teachers.
Equivalent units4796 Literacy for Teachers.
Assumed knowledgeYear 12 Tertiary English.
|Teaching start date
|05 February 2024
|Dr Rachel Cunneen
|27 May 2024
|Dr Rachel Cunneen
All readings will be made available via the Reading List on the unit's Canvas page each week
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.
Completion of the AIM module is a mandatory requirement of this unit.
- Students are required to complete AIM and upload the completion certificate (badge) to the assessment item drop box on the Canvas site.
- Students who do not submit the completion certificate will be given a withheld (WH) grade until such time as they upload it to the Canvas site.
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.
The standard engagement expectation for a 3 credit point unit is 150 hours per unit.
You can expect to engage in the following:
Weekly workshops (face-to-face or self-paced) - 20 hours
Weekly Readings (in preparation for tutorials) - 60 hours
Wide reading and preparation for assessment - 70 hours
If you have chosen to attend on campus 'face to face' tutorials:
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.
If you have selected the 'self-paced study option' for this unit:
As a unit of study offered in Flexible mode, attendance at scheduled sessions is not a mandatory requirement of this unit. Students who enrol in the ‘self-paced study' option (in lieu of tutorials) effectively have no tutorials to attend, and students who are enrolled in on-campus or remote tutorials may wish to re-allocate to ‘self-paced study' as the semester progresses. There is, however, a strong correlation between participation and success in higher education. With this in mind, we encourage and expect students to actively participate in all module activities to enhance their learning opportunities.
Required IT skills
Regular access to the online Learning Platform, Canvas, is a course requirement for self-paced students AND face-to-face students. It is here that you will find all of the information you require regarding weekly readings, tutorial materials and assessment elaboration. NOTE: if you are a self-paced student, you are also required to complete all ten modules of online content.
Artificial Intelligence (AI), such as ChatGPT may only be used if:
- its use is authorised by the unit convener as part of a specified assessment task, and
- it is used in the way allowed in the assessment instructions and/or unit outline, and
- its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.
Work placement, internships or practicums
Theoretical Foundations: This unit involves research-led education. There are active researchers and experienced classroom teachers 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, as well as their experience as literacy educators.