Issues in Literacy Development and Teaching (9880.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 4 - Undergraduate Advanced 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 the role and value of language and literacy across the curriculum, ICT use, and of childrens literature and multi-literacies in prior-to school and school (K-6) contexts;
2. Grasp the ways to deal with specific language and literacy needs of all learners, including those from Indigenous backgrounds or who have EAL/D (English as an additional language or dialect);
3. Demonstrate the ability to examine, evaluate and develop different types of unit plans for student groups from prior-to-school and school-based settings; and
4. Communicate, interpersonal and organisation skills.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
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
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 - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
PrerequisitesStudents enrolled in the Bachelor of Primary Education (Graduate Entry) must have passed 24 credit points.
All other students must have passed 9886 The Practice (PCK) of Teaching English AND 9863 Core Literacy.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
Hochman, J. C., & Wexler, N. (2017). The Writing Revolution. San Francisco: Jossey-Bass.
Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. New Jersey: Wiley
Additional resources will be made available on the unit Canvas site.
Submission of assessment items
Extensions & Late submissions
All assignment tasks must be submitted through UCLearn (Canvas).
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.
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Special assessment requirements
Note: Attendance at workshops will be required to successfully complete the assessment tasks.
A pass mark of 50% in all assessment tasks is required to pass the unit.
All items of assessment must be completed.
The unit convener reserves the right to question students orally on any of their submitted work.
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.
A breakdown of the workload for this unit is as follows:
10 lectures/workshops x 3 hours = 30 hours
Weekly readings, online activities and revision ~ 3 hours x 10 = ~60 hours
Assignment preparation, extended reading & research, writing = ~60 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.
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.
Communication of absence
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Required IT skills
Students will be expected to be competent with Microsoft Word and with Canvas.
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.
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website. Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact email@example.com if they have any issues accessing their university email account.