EDCU12043 - English - Teaching Language Use in Context
Term 2 - 2017


All details in this unit profile for EDCU12043 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

Teaching Language use in Context builds 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 Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

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
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

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 Undergraduate 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. Practical Assessment 50%
2. Group Work 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
Overall students found the course and assessment tasks to be both practical and engaging and most were pleased with the scaffolding provided to complete tasks. Course Evaluations Scaffolding should be provided for both tasks and students are encouraged to work methodically through the task components as a means of meeting all requirements of each assessment task.
The option to complete Assessment task 2 in a group/individually is appreciated. Students studying via Distance mode commented on the the complexity of the process of collaboration via distance modes. Course Evaluations The option should be carefully considered by each student and all students entering into partnership/collaboration with others need to clearly define the rules of engagement. As collaboration is paramount to the teaching the profession, strategies for collaboration should be identified in the moodle site to support learners.
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 the unit English: Teaching Language use in Context provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.2, 2.1, 2.2, 2.3, 2.6, 3.4, and 5.1.

Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage with evidence specifically related to teaching and learning in English. Unit assessment also provides evidence of competence in meeting the ICT elaborations of these standards.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Practical Assessment  
2 - Group Work  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Communication  
2. Problem Solving  
3. Critical Thinking
4. Information Literacy            
5. Team Work        
6. Information Technology Competence      
7. Cross Cultural Competence            
8. Ethical practice            

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical Assessment        
2 - Group Work      

Prescribed Textbooks

Language, literacy and literature
Author/s: Simpson, A., & White, S. Year: 2013
Edition: Publisher: Oxford
City: South Melbourne State: VIC
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

Introduction to the Australian Curriculum English

ACARA: Australian English Curriculum

Week 2 17-07-2017

The Register of Texts and Language Features

CRO - Derewianka and Jones (2013) Chapter 1

Week 3 24-07-2017

Four Resources Model and Text Production

Set text - Introduction and Chapter 1

Week 4 31-07-2017

Aligning Curriculum, Learning and Assessment

Set text - Chapter 6

Week 5 07-08-2017

Assessment, Rubrics and the Features of Informative and Persuasive Text

Set text - Chapter 4

CRO - Derewianka & Jones 2013 Chapter 8

Vacation Week 14-08-2017
Week 6 21-08-2017

Meaning Making Modes in Imaginative Texts

Set text - Chapter 3

Practical Assessment Due Thursday (24 Aug 17) 11:00 PM AEST
Week 7 28-08-2017

Explicit Teaching and Scaffolding Knowledge for Narrative Writing

CRO - Exley, Kervin & Mantei (2015)

Week 8 04-09-2017

Stimulus for Writing,Figurative Language and Narrative Text

Set text - Chapter 3

Week 9 11-09-2017

The Teaching Learning Model for Instruction in English

Set text - Chapter 4 pp.90-142

Week 10 18-09-2017

Multiliteracies Pedagogy

Set text - Chapter 4

Lankshear & Knobel (online)

Week 11 25-09-2017

Monitoring Learning and Progress in Writing

Set text - Chapter 4: Case study pp. 110-117

Week 12 02-10-2017

Unit Review

Group/Individual Practical Task Due Friday (06 Oct 17) 11:00 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Practical Assessment

Assessment Title Practical Assessment
Task Description

Task sheet, rubric and model text for a non-literary (informative or persuasive) multimodal text

Choose a topic suitable for the purpose of creating/ producing an informative or persuasive text in a Year 3-6 classroom. (This might be a topic of interest or one from a curriculum learning area that students are currently studying.)

Using the Australian Curriculum English for one of these year levels (Years 3-6), analyse the content descriptions and achievement standards and select an informative or persuasive multimodal text that learners in that year level will produce as part of a summative task where they present their understanding or point of view on the topic to an audience.

Write a brief description of the summative task in the form of a task sheet for the learners’ use. The task sheet should provide instructions for completing the assessment and clearly describe the knowledge of text organisation and language features (linguistic, visual, spatial) that learners must demonstrate in the multimodal text they produce for assessment. (Note that for the purposes of this task, the chosen text must include written rather than spoken language.)

Develop an assessment rubric that teachers could use as a guide to making judgments on the quality of student work at the chosen year level. The rubric should include descriptors for students working above, at or below the achievement standard for the year level.

Construct a sample text to illustrate the text organisation / structure; linguistic and visual features you expect to see demonstrated in the summative task at an A level standard and annotate your sample showing how the chosen features contribute to the text’s social purpose and effectiveness for an audience and reflect the assessment criteria described in your rubric.

Note that this assessment task can be used as evidence for of the Australian Professional Standards for Teachers in your ePortfolio.

Assessment Due Date Week 6 Thursday (24-Aug-2017) 11:00 PM AEST
Return Date to Students 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.
Weighting 50%
Assessment Criteria

Knowledge of the social purpose, text organisation and language features of multimodal informative or persuasive texts

Explicit alignment between curriculum intent and assessment

Ability to create tasks that provide meaningful contexts for producing effective multimodal texts

Ability to write task-specific criteria as a guide to making judgments on the quality of student work

Referencing Style American Psychological Association (APA)
Submission Online

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.

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

1. Communication

2. Problem Solving

3. Critical Thinking

6. Information Technology Competence



2 Group Work

Assessment Title Group/Individual Practical Task
Task Description

Teaching/ Learning sequence for constructing a literary text

This task may be completed as either a group or an individual task. Students who choose to work in a group will receive the same mark for this task.

Create a digital resource that could be used at a chosen year level of the Australian Curriculum as a stimulus for introducing a unit of work where students must produce a literary text for the final summative assessment task. This text can be in a form and mode of your choice e.g. multimodal, digital, narrative, biographical recount, poetry, film, etc.

Clearly identify the content descriptions from the Australian Curriculum English that will be the focus of teaching and learning for the unit/ lesson sequence leading up to students' production of this text.

Design an overview of the content, teaching strategies and learning activities for a sequence of ten (10) lessons that:

  1. makes use of the created resource; and
  2. supports students’ knowledge and understanding of, and ability to use the language features of literary texts in aesthetic and engaging ways to convey meaning and heighten engagement, enjoyment or emotional impact for the reader/ viewer.
Assessment Due Date Week 12 Friday (06-Oct-2017) 11:00 PM AEST
Return Date to Students Feedback on this assessment response will be returned in accordance with university policy on certification of grades.
Weighting 50%
Assessment Criteria

Application of effective pedagogical frameworks to the design of logically structured teaching and learning sequences in English

Knowledge of the range of purposes and linguistic features of literary texts

Identification and explicit teaching of the semiotic modes and linguistic features that embed particular meanings in literary texts

Demonstrated competence in the construction of a digital resource as a stimulus for engaged learning

Alignment between curriculum, learning and assessment

Referencing Style American Psychological Association (APA)
Submission Online

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. Communication

2. Problem Solving

3. Critical Thinking

5. Team Work

6. Information Technology Competence




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