CQUniversity Unit Profile
EDCU20036 Literacy Learning
Literacy Learning
All details in this unit profile for EDCU20036 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

Effective language and literacy instruction is central to primary school students' learning in English and in all other areas of the school curriculum. This unit aims to develop knowledge, skills and attitudes that contribute to successful teaching and learning of language and literacy in primary schools. The unit addresses the broad areas of early literacy learning and the middle years of schooling. The approach is grounded in theoretical perspectives that seek to provide balanced and explicit instruction about language and literacy practices, and knowledge of texts that are central to those. Specifically, students in the unit will be required to demonstrate effective assessment and instruction of language and literacy, planning of literacy lessons, and development of a unit of work that addresses the diversity of needs of primary school students in 21st Century classrooms.

Details

Career Level: Postgraduate
Unit Level: Level 8
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Co-requisite EDCU20037 Numeracy Learning

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 1 - 2021

Online

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 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

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

Assessment Overview

1. Written Assessment
Weighting: 30%
2. Portfolio
Weighting: 30%
3. Online Test
Weighting: 40%

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 feedback: Moodle site

Feedback

Assessments were practical and based on tasks implemented in classroom settings.

Recommendation

Retain the design and structure of the current assessment tasks.

Feedback from Student feedback: Moodle site

Feedback

Students found the content insightful, informative and engaging.

Recommendation

Continue to implement the unit as designed.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Illustrate a range of teaching strategies that provide explicit and balanced literacy instruction
  2. Delineate literacy practices for early language and literacy instruction and those appropriate for primary students at other levels of literacy learning
  3. Determine and teach purpose, structure and features of a range of texts including print-based and digital
  4. Conduct assessment activities to determine specific language and literacy learning needs of a diverse range of learners and to monitor their progress
  5. Plan and program language and literacy instruction across the primary school curriculum for diverse groups of learners including sequences that explicitly addresses identified needs and or enhance reading practice
  6. Identify, articulate and evaluate the ways their knowledge of literacy instruction addresses professional standards for teachers
  7. Apply personal competence in literacy

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

1.1 Physical, social and intellectual development and characteristics of students

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

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

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

5.1 Assess student learning

5.4 Interpret student data

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve 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 7
1 - Written Assessment - 30%
2 - Portfolio - 30%
3 - Online Test - 40%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
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

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment - 30%
2 - Portfolio - 30%
3 - Online Test - 40%
Textbooks and Resources

Textbooks

Prescribed

Literacy: Reading, Writing and Children's Literature sixth (2019)

Authors: Winch,G., Johnston, R. R., March, P, Ljungdahl, L. Holliday, M.
Oxford
Sydney Sydney , NSW , Australia
ISBN: 9780190310561
Binding: Paperback

Additional Textbook Information

This text book will also be used in EDCU20039 Teaching English. Both the paper version and eBook copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)

IT Resources

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

No referencing style set.

Teaching Contacts
Michelle Vanderburg Unit Coordinator
m.vanderburg@cqu.edu.au
Schedule
Week 1 Begin Date: 08 Mar 2021

Module/Topic

Defining Literacy

Chapter

Chapter 1: Literacy in the Modern World


Events and Submissions/Topic

Week 2 Begin Date: 15 Mar 2021

Module/Topic

Children's Literature

Chapter

Chapter 24: Literature and the Curriculum

Events and Submissions/Topic

Week 3 Begin Date: 22 Mar 2021

Module/Topic

Understanding Reading

Chapter

Chapter 3 A Balanced View of Reading

Chapter 4: Toward a Model of reading

Chapter 5: Word Recognition: The Meaning of Text

Chapter 6: Comprehension: The Meaning of Text


Events and Submissions/Topic

Week 4 Begin Date: 29 Mar 2021

Module/Topic

Strategies for Teaching Reading

Chapter

Chapter 7: The Reader and the Text

Chapter 9: The Effective Teaching of Reading



Events and Submissions/Topic

Week 5 Begin Date: 05 Apr 2021

Module/Topic

Assessing Literacy Development

Chapter

Chapter 8: The Assessment of Reading

Events and Submissions/Topic

Vacation Week Begin Date: 12 Apr 2021

Module/Topic

Chapter

Events and Submissions/Topic

Compiling a reading resource Due: Vacation Week Tuesday (13 Apr 2021) 11:45 pm AEST
Week 6 Begin Date: 19 Apr 2021

Module/Topic

Understanding Writing

Chapter

Chapter 14: The Role of Writing

Chapter 15: The Importance of Writing in Our Society

Events and Submissions/Topic

Online test 1

Week 7 Begin Date: 26 Apr 2021

Module/Topic

Strategies for Teaching Writing

Chapter

Chapter 23; Teaching Writing in the Classroom

Chapter 21: The Assessment of Writing

Events and Submissions/Topic

Online test 2

Week 8 Begin Date: 03 May 2021

Module/Topic

Oral Language and Literacy

Chapter

Chapter 2: Oral Language

Events and Submissions/Topic

Online test 3

Week 9 Begin Date: 10 May 2021

Module/Topic

Grammar for Teaching

Chapter

Chapter 17: Grammar

Chapter 18: Punctuation

Chapter 19: Spelling

Events and Submissions/Topic

Online test 4

Week 10 Begin Date: 17 May 2021

Module/Topic

Indigenous Students and Teaching Literacy

Chapter

Chapter 31: Stories: A Rich Resource for EAL/D and Indigenous Students

Chapter 32: Cross Curriculum Priorities: Aboriginal and Torres Strait Islander Cultures and Asia

Events and Submissions/Topic

Personal Literacy Competency Online Test Due: Week 10 Friday (21 May 2021) 11:45 pm AEST
Week 11 Begin Date: 24 May 2021

Module/Topic

ESL Students and Teaching Literacy

Chapter

 Chapter 31: Stories: A Rich Resource for EAL/D and Indigenous Students

Events and Submissions/Topic

Assessment for Literacy Learning Due: Week 11 Friday (28 May 2021) 11:45 pm AEST
Week 12 Begin Date: 31 May 2021

Module/Topic

Chapter

Events and Submissions/Topic

Review/Exam Week Begin Date: 07 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 14 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Compiling a reading resource

Task Description

This task is to be completed individually.

Being able to understand the multiple ways in which quality texts can be used to teach reading, writing, and oral language is important. This task will encourage you to carefully select texts and design ways in which you can use them in class settings.

Annotated bibliography

Select 4 quality* texts published in the period 2010-2021. Your selection should include a variety of picture books, novels, websites, and other electronic or paper-based texts. These texts must be suitable for a variety of grade levels (P-6) and include different genres (fiction, non-fiction, poetry).

Provide an overview of each text’s purpose, content, and genre. Using correct grammatical terminology, describe the key language features, illustrations/graphics, and the age group for which the text is most suited.

Ways to use the texts

Using the template provided, design ways in which each text could be used to support the explicit teaching of reading (i.e. strategies for before, during, and after reading the text). Maximum 3 pages per template.

Justify your activities. Why have you chosen this activity? How will it help readers? Indicate which role of the reader is supported (code breaker, participant, user, analyst).

Tasks must be described in detail. Where cloze is adopted, for example, you must indicate which words or sections of text are deleted and why. Indicate page numbers and text excerpts where appropriate.

Where these ideas are derived from existing sources, you must reference this AND state how and why you have adapted the activity.

For each section of before, during, and after reading, write a range of questions that could be posed when using this text. The range must span the hierarchy of questions in Bloom’s Taxonomy. Try to make the questions specific to the text rather than generic.

* Quality denotes the use of authentic and rich language and textual features. Do not include texts from commercially available reading schemes.

The page limit only applies to each template. It excludes the cover page, abstract, contents page, reference page, and appendices.

SUPPORT FOR COMPLETING THIS TASK WILL BE PROVIDED ON THE MOODLE SITE.


Assessment Due Date

Vacation Week Tuesday (13 Apr 2021) 11:45 pm AEST


Return Date to Students

Week 8 Friday (7 May 2021)

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
30%

Assessment Criteria

  • Knowledge
  • Skills
  • Application of knowledge and skills
  • Communication Skills


Submission
Online

Submission Instructions
Include Word files only - NO PDF.

Learning Outcomes Assessed
  • Illustrate a range of teaching strategies that provide explicit and balanced literacy instruction
  • Delineate literacy practices for early language and literacy instruction and those appropriate for primary students at other levels of literacy learning
  • Determine and teach purpose, structure and features of a range of texts including print-based and digital
  • Plan and program language and literacy instruction across the primary school curriculum for diverse groups of learners including sequences that explicitly addresses identified needs and or enhance reading practice
  • Identify, articulate and evaluate the ways their knowledge of literacy instruction addresses professional standards for teachers


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Self-management
  • Ethical and Professional Responsibility

2 Portfolio

Assessment Title
Assessment for Literacy Learning

Task Description

This is an individual task that requires assessment of a young learner’s literacy.

This task is designed to develop practical knowledge of how to interpret and use assessment information and evidence to design experiences that build on and support students’ literacy learning.

On the Moodle site for this unit you will find two student data sets. These contain the following:

* two audio recordings of the student's reading

* comprehension responses

* writing samples, including planning sheets and

* a single word spelling test

Part A - The analysis

You are required to analyse and interpret the assessment data of one child. This will include completing running records, as well as analysing comprehension responses, first draft writing samples, planning sheets, and spelling.

Following analysis, record a summary of the assessment data in relation to the Achievement Standards of the Australian Curriculum: English.

The analysis must refer to all literacy samples and conclusions reached justified in the data. Consider what (and how) the child has demonstrated achievement and identify the areas for future development and instruction.

Each aspect of the child’s literacy must be considered. This section of the task must be no longer than 3 A4 pages in length.

Part B – Planning

Based on your findings, write a detailed overview of how you would extend this student’s literacy development in the context of a whole class over a three-week period.

This overview needs to identify the focus for instruction, texts you would use, and details of the range of activities that you would include.

Meaningful links to the Australian Curriculum: English need to be made.

This overview can be presented as a table, but not exceed 3 A4 pages.

From this overview, select one aspect and write one detailed lesson plan for a 2-hour literacy block.

This lesson plan needs to detail the groupings, teacher questions, texts used, modelled, guided and independent reading, and writing opportunities.

This lesson plan can be presented as a table, but not exceed 2 A4 pages.

The page limit is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page, and appendices.

SUPPORT FOR COMPLETING THIS TASK WILL BE PROVIDED ON THE MOODLE SITE.


Assessment Due Date

Week 11 Friday (28 May 2021) 11:45 pm AEST


Return Date to Students

Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the term. Date of Certification of Grades for the Term.


Weighting
30%

Assessment Criteria

  • Knowledge
  • Skills
  • Application of knowledge and skills
  • Communication Skills


Submission
Online

Submission Instructions
Include Word files only - NO PDF

Learning Outcomes Assessed
  • Illustrate a range of teaching strategies that provide explicit and balanced literacy instruction
  • Delineate literacy practices for early language and literacy instruction and those appropriate for primary students at other levels of literacy learning
  • Determine and teach purpose, structure and features of a range of texts including print-based and digital
  • Conduct assessment activities to determine specific language and literacy learning needs of a diverse range of learners and to monitor their progress
  • Plan and program language and literacy instruction across the primary school curriculum for diverse groups of learners including sequences that explicitly addresses identified needs and or enhance reading practice
  • Identify, articulate and evaluate the ways their knowledge of literacy instruction addresses professional standards for teachers


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Self-management
  • Ethical and Professional Responsibility

3 Online Test

Assessment Title
Personal Literacy Competency Online Test

Task Description

This task comprises two parts:

1. Four personal literacy competency on-line tests that are completed each week from Week 6 to Week 9.

2. A reflective statement.

Further information about the tests:

  • You have 1 attempt only at each test.
  • There are 10 questions per test, each question worth 1 mark.
  • Each test is timed - you have 30 minutes to complete each test.
  • Each weekly test will be open for all of that week only (i.e Week 8 test will be open from Monday of Week 8 through to Friday of Week 8)
  • Once you complete each of the tests you will know your score, but you will not know what answers were correct or incorrect. This information will be released to you at the end of the week once the test has been closed for that week. You will not be able to go back in and attempt the test again.
  • Your responses for each test will be recorded for assessment purposes.
  • The tests are located within the Assessment Link on the top of the front page of Moodle for this unit.

Further information about the Reflective Statement:

After the last on-line test has been completed, you are to write a 1000 word (maximum) reflective statement outlining your strengths and professional challenges relating to personal literacy competency.

This reflective statement must outline what you believe are the consequences of your personal skill level.

You must outline where and how you will seek professional learning in personal literacy (Professional Standard 6.2 Engage in professional learning and improve practice - Understanding the relevant and appropriate sources of professional learning for teachers)* and provide a justification as to why this professional learning is to occur and the implications this will have for your own personal journey and that of the students you will teach (Professional Standard 6.4 Apply professional learning and improve student learning - Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning)*.

*A full copy of the AITSL Professional Standards for Australian Teachers is available at: http://www.aitsl.edu.au/australian-professional-standards-for-teachers

You must achieve a pass standard in this task to be eligible to pass this course.

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices.


Assessment Due Date

Week 10 Friday (21 May 2021) 11:45 pm AEST

Four weekly on-line tests to be completed from Week 6 to Week 9. Reflective Statement due at the completion of Week 10 via the Assessment Task 3 upload.


Return Date to Students

Feedback on this assessment response will be provided following moderation and prior to the Date of Certification of Grades for the Term.


Weighting
40%

Minimum mark or grade
50%

Assessment Criteria

No Assessment Criteria


Submission
Online

Submission Instructions
Four weekly on-line tests to be completed from Week 6 to Week 19. Reflective Statement due at the completion of Week 10 via the Assessment Task 3 upload.

Learning Outcomes Assessed
  • Identify, articulate and evaluate the ways their knowledge of literacy instruction addresses professional standards for teachers
  • Apply personal competence in literacy


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Ethical and Professional Responsibility

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?