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EDCU12043 - English - Teaching Language Use in Context

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 2
Credit Points 6
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

Unit Availabilities from Term 2 - 2018

Term 2 - 2018 Profile
Bundaberg
Cairns
Distance
Mackay
Noosa
Rockhampton
Term 2 - 2019 Profile
Bundaberg
Cairns
Mackay
Noosa
Online
Rockhampton

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).

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.

Assessment Tasks

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

Past Exams

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Previous Feedback

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.

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.

Source: Course Evaluations
Feedback
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.
Recommendation
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.
Action Taken
Scaffolding was provided for both tasks.
Source: Course Evaluations
Feedback
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.
Recommendation
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.
Action Taken
Working as a group was discussed with students. The implication and rules of engagement were discussed in-depth with distance students.
Source: Moodle site Moodle site Moodle site
Feedback
The unit's content related to classroom practice and developing knowledge of the AC: English. The assessment tasks were practical. Provide a link to Zoom on the main page of Moodle.
Recommendation
Retain unit content. Retain assessment tasks. Provide a link to the Zoom sessions on the front page of Moodle.
Action Taken
Nil.
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 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
5 - Team Work
6 - Information Technology Competence
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 9
1 - Practical Assessment
2 - Group Work