Provides students with an introduction to literacy in education, the explicit nature of language and literacy, and pedagogical responses to meeting diverse literacy needs of students. Examines the role of assessment for and of student learning; assessment related feedback, record keeping and reporting. Introduces key issues and skills for understanding and employing ICTs in teaching and learning in the 21st century.
Module 1: Literacy
- Relationship between oral and written language and learning
- Use of language to enhance learning
- Analysis of literacy demands of teaching areas and government policies. Literacy demands
- Language – grammar and text-types, reading and writing processes for middle years
- Analysis of student work-samples to identify literacy need
- Interpreting data (school based and system) to make informed decisions, including NAPLAN
- Developing teaching plans that embody a literacy focus and incorporate literacy strategies and assessment tasks.
- Providing feedback in relation to literacy development
- Literacy issues and diversity of learners (political, socio-economic, cultural) and relevance of home and community literacy practices
- Range of strategies to cater for specific students requiring support, including Aboriginal and Torres Strait Islander students, students with special needs, students with EAL/D and students with challenging behaviours.
Module 2: Assessment
- Understanding assessment of and for learning
- Providing effective feedback on student assessment
- Moderating assessment
- Assessment related record keeping
- Reporting assessment to students, parents/carers
- Interpreting assessment data to inform improvements in teaching and learning
- Assessment regimes e.g. NAPLAN, PISA, HSC ,QCS
Module 3: Information and Communication Technologies (ICT)
- Digital citizenship and safety (cyber-safety, digital footprint)
- ICT in learning – 21st century pedagogy (using ICT tools and networks in learning)
- ICT in teaching – 21st century teaching (learning spaces, inquiry based learning, mobile learning and teaching)
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||Examine the role of language and literacy in education||Intellectual rigour||Knowledge of a discipline|
|2||Employ case studies to identify the literacy demands of various syllabus and the literacy needs of students; develop teaching plans that demonstrate effective use of literacy strategies and assessment, and develop specific strategies for students who require additional support||Intellectual rigour||Knowledge of a discipline|
|3||Examine the role of assessment for and of learning and evaluate a range of assessment strategies and approaches to maximise student learning outcomes||Intellectual rigour||Knowledge of a discipline|
|4||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|
|5||Identify strategies to support the safe, responsible and ethical use of ICTs in learning and teaching||Intellectual rigour||Knowledge of a discipline|
|6||Design a creative digital presentation that investigates the effective use ICTs in learning and teaching||Intellectual rigour||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 2015 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.