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.
|Student Contribution Band||1|
|Fraction of Full-Time Student Load||0.125|
|Pre-requisites or Co-requisites||There are no pre-requisites for the unit.|
|Class Timetable||View Unit Timetable|
|Residential School||No Residential School|
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).
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.
|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%).
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 2 - 2017 : The overall satisfaction for students in the last offering of this course was 4.2 (on a 5 point Likert scale), based on a 33.52% response rate.
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.
On successful completion of this unit, you will be able to:
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.
|Assessment Tasks||Learning Outcomes|
|1 - Practical Assessment||•||•||•||•||•|
|2 - Group Work||•||•||•||•||•|
|Graduate Attributes||Learning Outcomes|
|1 - Communication||•||•||•||•||•|
|2 - Problem Solving||•||•||•||•||•|
|3 - Critical Thinking||•||•||•||•||•||•|
|5 - Team Work||•||•|
|6 - Information Technology Competence||•||•||•|
|Assessment Tasks||Graduate Attributes|
|1 - Practical Assessment||•||•||•||•|
|2 - Group Work||•||•||•||•||•|