CQUniversity Unit Profile
EDCU12043 English - Teaching Language Use in Context
English - Teaching Language Use in Context
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.
General Information

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

Pre-requisites or Co-requisites

There are no requisites for this unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 2 - 2021

Bundaberg
Cairns
Mackay City
Online
Rockhampton
Townsville

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Practical Assessment
Weighting: 50%
2. Group Work
Weighting: 50%

Assessment Grading

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 Policy for more details of interim results and final grades.

Previous Student Feedback

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 from Student survey

Feedback

The resources to complete the assessment task were very helpful.

Recommendation

Keep these resources available to students.

Feedback from Student survey

Feedback

Assessment task

Recommendation

Keep the assessment tasks. Provide more support earlier in the term on how to create rubrics for writing tasks.

Unit Learning Outcomes
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 engage with the Australian Professional Standards for Teachers (Graduate Career Stage) 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

2.6 Information and Communication Technology (ICT)

3.4 Select and use resources

5.1 Assess student learning

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Practical Assessment - 50%
2 - Group Work - 50%

Alignment of Graduate Attributes to Learning Outcomes

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
9 - Social Innovation

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Practical Assessment - 50%
2 - Group Work - 50%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Michelle Vanderburg Unit Coordinator
m.vanderburg@cqu.edu.au
Schedule
Week 1 Begin Date: 12 Jul 2021

Module/Topic

Introduction to the Australian Curriculum English

Chapter

ACARA: Australian English Curriculum (online)

eReading List - Simpson, White, Freebody, & Comber, 2013 - chapter 1 

Events and Submissions/Topic

Week 2 Begin Date: 19 Jul 2021

Module/Topic

The Register of Texts and Language Features

Chapter

eReading List - Derewianka and Jones (2013) Chapter 1 

Events and Submissions/Topic

Week 3 Begin Date: 26 Jul 2021

Module/Topic

Four Resources Model and Text Production

Chapter

Events and Submissions/Topic

Week 4 Begin Date: 02 Aug 2021

Module/Topic

Aligning Curriculum, Learning and Assessment

Chapter

ACARA: Australian English Curriculum (online)


Events and Submissions/Topic

Week 5 Begin Date: 09 Aug 2021

Module/Topic

Assessment, Rubrics and the Features of Informative and Persuasive Text

Chapter

Events and Submissions/Topic

Vacation Week Begin Date: 16 Aug 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 23 Aug 2021

Module/Topic

Meaning Making Modes in Imaginative Texts

Chapter

Events and Submissions/Topic

Assessment 1

Due: Friday, 27 August, 11:45pm.


Practical Assessment Due: Week 6 Friday (27 Aug 2021) 11:45 pm AEST
Week 7 Begin Date: 30 Aug 2021

Module/Topic

Explicit Teaching and Scaffolding Knowledge for Narrative Writing

Chapter

eReading List - Exley, Kervin & Mantei (2015)

Events and Submissions/Topic

Week 8 Begin Date: 06 Sep 2021

Module/Topic

Stimulus for Writing, Figurative Language and Narrative Text

Chapter

Events and Submissions/Topic

Week 9 Begin Date: 13 Sep 2021

Module/Topic

The Teaching Learning Model for Instruction in English

Chapter

Events and Submissions/Topic

Week 10 Begin Date: 20 Sep 2021

Module/Topic

Multiliteracies Pedagogy

Chapter

Events and Submissions/Topic

Week 11 Begin Date: 27 Sep 2021

Module/Topic

Monitoring Learning and Progress in Writing

Chapter

Events and Submissions/Topic

Week 12 Begin Date: 04 Oct 2021

Module/Topic

Unit Review

Chapter

Events and Submissions/Topic

Assessment 2

Due: Friday, 8 Oct, 11:45 pm


Practical Assessment Due: Week 12 Friday (8 Oct 2021) 11:45 pm AEST
Review/Exam Week Begin Date: 11 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 18 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

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.

Australian Professional Standards for Teachers Addressed:  2.1; 2.3; 2.6; 3.4; 5.1

Further details can be found in Moodle. 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 Friday (27 Aug 2021) 11:45 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 and understanding of the purpose, features (linguistic, visual and spatial) and organisation of effective multimodal texts   (APST 2.1; 3.4)

Knowledge and application of processes for alignment between curriculum intent and assessment in English (APST 2.3)    

Ability to create meaningful contexts  to support the production of effective multimodal texts (APST 2.6; 3.4)

Ability to write task-specific criteria as a guide to making judgments on the quality of student work  (APST 5.1)


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Appraise the social purpose of texts to identify effective language features and a focus for teaching and assessment
  • Analyse curriculum documents to create resources that align curriculum intent, teaching and learning and assessment
  • Write task-specific criteria and standards for the purpose of making judgments on the quality of the texts students construct for a particular purpose
  • Identify opportunities for students to use ICTs purposefully for constructing effective multimodal texts
  • Create resources that engage learners and promote understanding of the features of effective literary and/ or non-literary texts


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Technology Competence

2 Group Work

Assessment Title
Practical Assessment

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 this task you must focus on imaginative writing in the form of either narrative [stories] or poetry) for the final summative assessment task. The text students create can be in a form and mode of your choice (e.g. multimodal, digital, film, performance, picture book, narrative, biographical recount, poetry, 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.

    List any resources that will be used to implement the lessons on the planning template and include a bibliography which shows the source of any activities from published units or websites or any model texts you have used to plan your lessons.     

Australian Professional Standards for Teachers:  1.2; 2.1; 2.2; 2.3; 2.6; 3.4; 5.1

Further details can be found in Moodle.


Assessment Due Date

Week 12 Friday (8 Oct 2021) 11:45 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 processes for alignment between curriculum intent, teaching and learning and assessment. (APST 2.3; 5.1)

Knowledge and understanding of  the purpose, organisation and language features of imaginative texts. (APST 2.1) 

Application of effective pedagogical frameworks to the design of English learning sequences. (APST 1.2; 2.2.; 2.3)

Knowledge and application of strategies for scaffolding student learning in English. (APST 1.2; 2.6) 

Use of stimulus and resources that support the writing process. (APST 3.4)  


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Appraise the social purpose of texts to identify effective language features and a focus for teaching and assessment
  • Analyse curriculum documents to create resources that align curriculum intent, teaching and learning and assessment
  • Identify opportunities for students to use ICTs purposefully for constructing effective multimodal texts
  • Create resources that engage learners and promote understanding of the features of effective literary and/ or non-literary texts
  • Design logically-structured learning sequences based on knowledge of research-based pedagogical strategies and frameworks for teaching literacy.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Team Work
  • Information Technology Competence

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?