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LocationDomesticInternational
Coffs Harbour
Gold Coast
Lismore
OnlineN/A

Unit description

This unit develops higher-level understandings of literacy pedagogy, skills and knowledge.  This is then applied with a practical focus on planning and programming, application of curriculum and learning routines, and assessment for effective literacy learning with respect to both early childhood and primary settings. The diversity of literacy learners and differentiation of the curriculum are addressed.

Unit content

English Curriculum:

Knowledge and application of the English Curriculum: Australian Curriculum: English and NSW English Syllabus for planning, teaching and assessment.

Knowledge and application of Australian Curriculum General Capabilities and Cross Curriculum priorities to plan for teaching to meeting literacy needs of all students.

Differentiation and Diversity

Ways of differentiating English curriculum to meet the diverse needs of learners in the classroom/early childhood settings including:  individual learning programs: EAL/D students; low SES students; culturally diverse students; students from Aboriginal and Torres Strait Islander backgrounds; and gifted and talented students.

Knowledge of English Curriculum to incorporate multi- literacies and other literacies across and within English (e.g. Visual, multi-literacies and techno-literacies).

Role and value of English in the broader school/early childhood curriculum, including National and State Curricula/Syllabus, EAL/D, and links between English other KLAs.

Pedagogy, Skills and Knowledge:

Application of knowledge of the English curriculum: teaching and learning strategies, resources, and pedagogy to the teaching of language, literacy and literature in early childhood and primary contexts.

Deepening understanding about literacy programs and interventions in use in schools/centres, including the teaching of phonics and phonemic awareness.

Knowledge and evaluation of a range of contemporary literacy programs and interventions.

Planning:

Planning for, with scholarly justification, the establishment of quality English and literacy teaching pedagogies for early childhood and primary settings; accommodating for and understanding student diversity and assessment for/of learning.

Literacy Assessment:

Understanding of assessment of English and literacy needs and use of assessment use with children early years to Primary age. Knowledge of the assessment cycle, assessment strategies and recording and reporting.

Using assessment data to design differentiated English and literacy learning activities.

The role of NAPLAN in planning and assessment. 

Learning outcomes

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.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1Design a literacy unit of work that includes specifics about: English skills and knowledge to be taught; the assessment of literacy learning; and differentiated teaching and learning to meet the needs of diverse students.Knowledge of a disciplineCultural competence
2Develop an English teaching plan to facilitate the teaching and learning of literacy.Knowledge of a disciplineCultural competence
3Deconstruct the English syllabus/curriculum learning outcomes to identify specific skills and knowledge for teaching of literacy. Knowledge of a disciplineCultural competence
4Develop English assessment tasks and criteria for determining student learning.Knowledge of a disciplineCultural competence
5Review and critique the potential efficacy of the unit of work.Knowledge of a disciplineCultural competence

On completion of this unit, students should be able to:

  1. Design a literacy unit of work that includes specifics about: English skills and knowledge to be taught; the assessment of literacy learning; and differentiated teaching and learning to meet the needs of diverse students.
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence
  2. Develop an English teaching plan to facilitate the teaching and learning of literacy.
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence
  3. Deconstruct the English syllabus/curriculum learning outcomes to identify specific skills and knowledge for teaching of literacy.
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence
  4. Develop English assessment tasks and criteria for determining student learning.
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence
  5. Review and critique the potential efficacy of the unit of work.
    • GA4: Knowledge of a discipline
    • GA7: Cultural competence

Prescribed texts

  • Tompkins, G, Campbell, R, Green, D, & Smith, C, 2019, Literacy for the 21st century: A balanced approach , 3rd edn, Pearson Australia, Melbourne Vic.
Prescribed texts may change in future study periods.

Teaching and assessment

Teaching method
Structured online learning 1 hour (10 weeks)
Lecture online 1 hour (10 weeks)
Tutorial on-site 2 hours (10 weeks)
Assessment
Assignment 1: English Unit of Work Part a: Unit Overview and Rationale 10%
Assignment 2: Unit of Work: Part b: Scope and Sequence of learning outlining English Curriculum/Syllabus unit plan building on Part a submission. 40%
Assignment 3: Unit of Work: Part c: Planning for the inclusion of Differentiation and Assessment tasks. Evaluation of Unit of Work. Note: This submission builds on Part a and b and is submitted as a complete English Unit of Work. 50%

Teaching method
Structured online learning 1 hour (10 weeks)
Lecture online 1 hour (10 weeks)
Tutorial on-site 2 hours (10 weeks)
Assessment
Assignment 1: English Unit of Work Part a: Unit Overview and Rationale 10%
Assignment 2: Unit of Work: Part b: Scope and Sequence of learning outlining English Curriculum/Syllabus unit plan building on Part a submission. 40%
Assignment 3: Unit of Work: Part c: Planning for the inclusion of Differentiation and Assessment tasks. Evaluation of Unit of Work. Note: This submission builds on Part a and b and is submitted as a complete English Unit of Work. 50%

Teaching method
Structured online learning 1 hour (10 weeks)
Lecture online 1 hour (10 weeks)
Tutorial on-site 2 hours (10 weeks)
Assessment
Assignment 1: English Unit of Work Part a: Unit Overview and Rationale 10%
Assignment 2: Unit of Work: Part b: Scope and Sequence of learning outlining English Curriculum/Syllabus unit plan building on Part a submission. 40%
Assignment 3: Unit of Work: Part c: Planning for the inclusion of Differentiation and Assessment tasks. Evaluation of Unit of Work. Note: This submission builds on Part a and b and is submitted as a complete English Unit of Work. 50%

Teaching method
Lecture online 1 hour (10 weeks )
Structured online learning 1 hours (10 weeks)
Tutorial online 2 hour (10 weeks)
Assessment
Assignment 1: English Unit of Work Part a: Unit Overview and Rationale 10%
Assignment 2: Unit of Work: Part b: Scope and Sequence of learning outlining English Curriculum/Syllabus unit plan building on Part a submission. 40%
Assignment 3: Unit of Work: Part c: Planning for the inclusion of Differentiation and Assessment tasks. Evaluation of Unit of Work. Note: This submission builds on Part a and b and is submitted as a complete English Unit of Work. 50%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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