|Coffs Harbour||Session 2||Session 2|
|Gold Coast||Session 2||Session 2|
|Lismore||Session 2||Session 2|
Students will explore literacy, assessment and ICTs through their interaction with Project-Based and Inquiry-Based Learning. An integrated approach will provide students with a sound foundation for developing 21st century pedagogy that incorporates literacy, assessment and ICT in their future teaching and learning environments. Some of the ways in which students will be exposed to how Project-Based and Inquiry Based Learning can meet the needs of the curriculum include: understanding the responsibility for being teachers of literacy for all learners; the role of assessment for and of learning inclusive of feedback, record keeping and reporting; developing a range of skills to integrate ICTs for student engagement and deeper learning.
Each topic introduces students to the concepts of Literacy, Assessment and ICT while engaging in project and inquiry based learning activities.
Aspects of Literacy that are covered include:
- Literacy as one of the general capabilities
- The Australian Literacy Learning Progressions (ACARA)
- Incorporate literacy strategies through developing engaging learning activities
- Literacy issues, diversity of learners and inclusive literacy
Aspects of Assessment that are covered include:
- Assessment across curriculum areas and stages of learning
- Assessment for and of learning - formative, summative and diagnostic
- Feedback, moderation and reporting
- Interpreting assessment data to inform teaching and learning
Aspects of Information and Communication Technology (ICT) that are covered include:
- ICT as one of the general capabilities
- Using ICTs to facilitate engagement and integration
- Design thinking and digital technology
- Digital citizenship and e-safety
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||Utilise pedagogical approaches that facilitate the effective use of literacy strategies and assessment, through the identification of the literacy demands of the relevant syllabus and the personalised literacy needs of all students.||Intellectual rigour||Creativity||Knowledge of a discipline|
|2||Evaluate the role that assessment plays in supporting learning through the investigation of a range of contemporary assessment strategies.||Intellectual rigour||Knowledge of a discipline|
|3||Identify best practice in the design, management and administration of student assessment, including feedback, moderation and reporting; including analysis of student assessment data to improve teaching and student learning outcomes.||Intellectual rigour||Knowledge of a discipline|
|4||Integrate the safe, responsible and ethical use of ICTs in learning and teaching to promote deep learning.||Intellectual rigour||Knowledge of a discipline|
|5||Work collaboratively to solve problems and design solutions to project and inquiry-based questions.||Intellectual rigour||Creativity||Knowledge of a discipline|
- No prescribed texts.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.