EDCU20039 - Teaching English
Term 2 - 2017


All details in this unit profile for EDCU20039 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

The focus of this unit is on pre-service teachers’ knowledge of the rationale, organisation and content of the Australian Curriculum: English and the interrelatedness of the Language, Literature and Literacy strands. The unit has a particular focus on the productive modes of writing and constructing texts. Students investigate the relationship between the features of texts and the social and cultural contexts in which they are used and apply knowledge of pedagogical frameworks including the teaching-learning model and multiliteracies framework to the development of assessment, teaching resources and learning sequences that scaffold learners’ ability to construct texts using multiple semiotic modes.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Pre-requisite EDCU20036 Literacy Learning

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
More explanation of the second assessment task Student feedback Provide further elaboration for Assessment Task 2.
On successful completion of this unit, you will be able to:
  1. Appraise the social purpose of texts to identify effective language features and a focus for teaching and assessment
  2. Analyse curriculum documents to create resources that align curriculum intent, teaching and learning and assessment
  3. Write task-specific criteria and standards for the purpose of making judgments on the quality of the texts students construct for a particular purpose
  4. Identify opportunities for students to use ICTs purposefully for constructing effective multimodal texts
  5. Create resources that engage learners and promote understanding of the features of effective literary and/ or non-literary texts
  6. Design logically-structured learning sequences based on knowledge of research-based pedagogical strategies and frameworks for teaching literacy

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of

1.2 Understand how students learn

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

2.6 Information and Communication Technology (ICT)

3.4 Select and use resources

5.1 Assess student learning

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment
2 - Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research          
5. Self-management      
6. Ethical and Professional Responsibility          
7. Leadership            

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment  
2 - Written Assessment  

Prescribed Textbooks

Language, literacy and literature
Author/s: Simpson, A. & White, S. Year: 2013
Edition: Publisher: Oxford University Press
City: Melbourne State: Victoria
Country: Australia
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorDawn Haynes (d.haynes@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

The Australian Curriculum: English

Week 2 17-07-2017

The interrelated nature of the strands of language, literature and literacy

Week 3 24-07-2017

Multiliteracies pedagogy

Week 4 31-07-2017

Strategies for creating multimodal and digital texts

Week 5 07-08-2017

Critical literacy and multiple perspectives as an element of multiliteracies

Vacation Week 14-08-2017
Teaching strategies and resources appropriate for interpreting, analysing, evaluating and creating multimodal and digital texts Due Thursday (17 Aug 17) 11:45 PM AEST
Week 6 21-08-2017

Linguistic features and variation in imaginative, persuasive and informative texts

Week 7 28-08-2017

The teaching learning cycle

Week 8 04-09-2017

Planning using the Australian Curriculum: English

Week 9 11-09-2017

Assessment of learning and Standards in English

Week 10 18-09-2017

Strategies to support learning of textual and linguistic features

Week 11 25-09-2017

Differentiating learning in English

Planning for teaching, learning and assessment in English Due Friday (29 Sep 17) 11:45 PM AEST
Week 12 02-10-2017
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Teaching strategies and resources appropriate for interpreting, analysing, evaluating and creating multimodal and digital texts
Task Description

This task will be completed in two parts: Part A and Part B

Part A

The task requires you to prepare a PowerPoint presentation, with voice over or accompanying notes on the PowerPoint for each slide to provide a narrative that demonstrates teaching strategies, resources and assessment appropriate for interpreting, analysing, evaluating and creating multimodal and digital texts in a specific year level of the Australian Curriculum: English. The presentation must focus on a non-literary text type and relate to the content descriptions of the curriculum for a Year 1 or 2 class. The audience for this presentation can be either parents of students in your class or fellow teachers at the school or teachers at a professional development day. The presentation should include:

  • A summary of the content descriptions related to interpreting and producing the chosen text type at the specific year level
  • Teaching strategies used to scaffold the textual, linguistic and literacy knowledge required by users and producers of the specific multimodal or digital non-literary text at the chosen year level. (In this section you should illustrate practical ways of using resources to teach the content descriptions you have identified.)
  • A concluding statement that explains how the targeted knowledge contributes to the acquisition of literacy across a range of curriculum and real-world contexts.

Part B

You must submit written documentation to support the presentation. The documentation should include the following:

  • An explanation and justification of the approach to teaching the conventions and structures of the chosen texts included in the presentation. This justification must include references to researchers and educators who have contributed to the development of pedagogical knowledge in multimodal and digital literacy.(Maximum 1500 words)
  • A copy of the PowerPoint and/or practical activities included in the presentation.
Assessment Due Date Vacation Week Thursday (17-Aug-2017) 11:45 PM AEST
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students responses to the next assessment task.
Return Date to Students Week 7 Friday (01-Sep-2017)
Weighting 50%
Assessment Criteria
  • Knowledge
  • Skills
  • Application of knowledge and skills
  • Communication Skills
Referencing Style American Psychological Association (APA)
Submission Online

Include Word and PPT files only - NO PDF.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Appraise the social purpose of texts to identify effective language features and a focus for teaching and assessment

2. Analyse curriculum documents to create resources that align curriculum intent, teaching and learning and assessment

3. Write task-specific criteria and standards for the purpose of making judgments on the quality of the texts students construct for a particular purpose

4. Identify opportunities for students to use ICTs purposefully for constructing effective multimodal texts

5. Create resources that engage learners and promote understanding of the features of effective literary and/ or non-literary texts

6. Design logically-structured learning sequences based on knowledge of research-based pedagogical strategies and frameworks for teaching literacy

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership



2 Written Assessment

Assessment Title Planning for teaching, learning and assessment in English
Task Description

This is an individual task that requires you to plan for teaching, learning and assessment in English in a middle or upper primary school classroom (i.e. Year 3, 4, 5 or 6). To complete this task, you will need to:

  1. Use Year Level Descriptions, Year Level Overviews, Achievement Standards and/or other relevant support materials for implementing the Australian Curriculum: English to choose a text type that learners will produce / construct as a summative assessment task in a Year 3-6 classroom. The chosen text may be either literary or non-literary but must be an example of a “multimodal” text incorporating at least two semiotic modes to express information or ideas and where possible the effective use of ICTs to engage learners.
  2. Set a context for learners for the creation / production of the chosen text. For example, if learners are to create a scientific report, identify the topic. Similarly if the text is a magazine article or review (or any other form of text you decide to use that fits the guidelines provided in Step 1), you need to outline the subject matter or context for creating the text. This will help you with completing the steps outlined below.
  3. Analyse the content descriptions for the chosen year level to develop a rubric that could be used as a guide for making judgments on students’ knowledge and understanding of English in the “productive mode”. Steps 1, 2 and 3 should be recorded and included in the final submission for this task.
  4. Construct a sample text to illustrate the text organisation / structure; linguistic and visual features you expect to see demonstrated in the summative task and annotate your sample showing how the chosen features contribute to the text’s social purpose and effectiveness for an audience.
  5. Construct a unit plan that includes the key lessons you would implement to teach content from the Language strand of the curriculum so that learners can demonstrate the assessment criteria. The overview should be organised in a logical sequence and include (a) the specific activities learners will be required to do; (b) the teaching strategies used to scaffold the targeted knowledge, skills and processes; (c) the resources used to build understanding of the content; and (d) formative assessment strategies you would use to check for understanding. Note: This is an overview not individual lesson plans. A template for completing this section of the task will be provided on the moodle site for this unit. The overview should be no more than 4 A4 pages in length.
  6. Create a table to accompany the overview that shows how you would differentiate teaching and learning in each of the key lessons for students from the following groups: students experiencing difficulty and in need of support; and, students requiring extension. This requires you to demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Assessment Due Date Week 11 Friday (29-Sep-2017) 11:45 PM AEST
Return Date to Students Review/Exam Week Friday (13-Oct-2017)
Feedback on this final assessment response will be provided following moderation and prior to the date of certification of grades for the term.
Weighting 50%
Assessment Criteria
  • Knowledge
  • Skills
  • Application of knowledge and skills
  • Communication Skills
Referencing Style American Psychological Association (APA)
Submission Online

Include Word files only - NO PDF.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Appraise the social purpose of texts to identify effective language features and a focus for teaching and assessment

2. Analyse curriculum documents to create resources that align curriculum intent, teaching and learning and assessment

4. Identify opportunities for students to use ICTs purposefully for constructing effective multimodal texts

5. Create resources that engage learners and promote understanding of the features of effective literary and/ or non-literary texts

6. Design logically-structured learning sequences based on knowledge of research-based pedagogical strategies and frameworks for teaching literacy

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




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