EDCU20036 - Literacy: Learning to Read

General Information

Unit Synopsis

The development of skilled reading is fundamental to children’s learning across the curriculum at school and to their participation in a wide range of social situations in everyday life. In this unit, you will acquire knowledge and understanding of content in the Australian Curriculum English as the basis for effective planning, teaching and assessment in reading. Unit content includes an emphasis on the skills of phonemic awareness, phonics, fluency, vocabulary, oral language and comprehension as the foundation for early reading instruction. You will apply this knowledge to interpret assessment data, select resources and plan activities and learning experiences for learners in early childhood education and care settings and the early years of primary school using evidence-based, balanced approaches to reading pedagogy. In addition, your engagement with the learning materials in this unit will enhance your knowledge of the technical aspects of print-based texts and the grammatical content that comprises the Language strand of the English Curriculum as the basis for demonstrating and reflecting on your personal and professional literacy competence.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Co-Requisite EDFE20034 Professional Praxis 1: Understanding Learning Contexts

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2022

Term 1 - 2022 Profile
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).

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 50%
2. Portfolio 50%
3. Online Test 0%

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

Past Exams

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Previous Feedback

Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 4.7 (on a 5 point Likert scale), based on a 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: 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.
Action Taken
The design and structure of the assessment tasks remained the same.
Source: Student feedback: Moodle site
Feedback
Students found the content insightful, informative and engaging.
Recommendation
Continue to implement the unit as designed.
Action Taken
The content in moodle remained the same.
Source: evaluations
Feedback
Although the unit was heavy in content it was necessary content. The way the topics were set out was practical and easy to navigate.
Recommendation
Keep the content structured so it is meaningful and practical.
Action Taken
Nil.
Source: evaluations
Feedback
The assessment task weighting did not reflect the time and effort put into the different tasks.
Recommendation
With the new accreditation modifications commencing in 2022, weighting of the assessment tasks will more accurately reflect the time students should put into each task.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Illustrate teaching strategies that support explicit and balanced instruction in the knowledge and skills for early reading
  2. Align teaching, learning and assessment with curriculum content descriptions and achievement standards and evidence-based approaches to reading pedagogy
  3. Select and justify print-based, multimodal and digital texts that provide a focus for early reading instruction
  4. Use assessment strategies to collect information on students’ reading knowledge and skills and determine a focus for feedback and explicit instruction in phonemic awareness, phonics, fluency, vocabulary, oral language and/or comprehension
  5. Interpret assessment data to set learning goals that provide achievable challenges for students with varying characteristics and abilities in reading
  6. Plan learning experiences in reading that are responsive to the strengths and needs of learners from diverse linguistic, cultural, religious and socioeconomic backgrounds
  7. Develop reading programs that bridge home and school literacy practices for students from diverse backgrounds including EAL/D and Aboriginal and Torres Strait Islander learners
  8. Apply personal competence in literacy appropriate for performing the professional work of teachers
  9. Identify, describe and evaluate the ways in which personal and professional literacy competence address the Australian Professional Standards for Teachers and support the ability to have a positive impact on student learning.

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

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

5.2 Provide feedback to students on their 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 Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Portfolio
3 - Online Test
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8 9
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
5 - Self-management
6 - Ethical and Professional Responsibility
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8