|Coffs Harbour||Session 2||Session 2|
|Gold Coast||Session 2||Session 2|
|Lismore||Session 2||Session 2|
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.
- Literacy and language – Speaking and Listening, Reading and Writing for learning and communicating.
- Literacy Capability- - Literacy across the curriculum areas.
- Identifying student literacy needs using the Australian Literacy Learning Progressions (ACARA).
- Developing teaching plans with a literacy focus and incorporate literacy strategies.
- Literacy issues and diversity of learners (political, socio-economic, cultural) and relevance of home and community literacy practices.
- Catering for specific students requiring Literacy support, including Aboriginal and Torres Strait Islander students, students with disability, Gifted and Talented students and students for whom EAL/D.
- Understanding 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
- Assessment requirements e.g. NAPLAN, PISA, HSC ,QCS
Information and Communication Technology (ICT)
- 21st century teaching and pedagogy with ICT
- ICT Capability and digital technology across the curriculum
- Applying social and ethical protocols - digital citizenship and safety (cyber-safety, digital footprint)
Managing and operating ICT
- Creating with ICT
- Communicating with ICT
- Investigating with ICT
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||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|
|2||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|
|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||Identify strategies to support the safe, responsible and ethical use of ICTs in learning and teaching||Intellectual rigour||Knowledge of a discipline|
|5||Design a creative digital presentation that investigates the effective use ICTs in learning and teaching||Intellectual rigour||Knowledge of a discipline|
- Prescribed text information is not currently available.
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.