Course coordinator
Dr Amy Rouse
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course is the first in a series of four in the Bachelor of Education (Primary) degree. This gateway course prepares preservice teachers for learning and teaching Language, Literature and Literacy - the three interrelated strands of the Australian Curriculum: English Learning Area. Preservice teachers will also focus on Literacy as a General Capability as they explore topics such as: What is Literacy and Literacy is every teacher's responsibility. Preservice teachers will be introduced to multiliteracies and bi-literacies as they explore the variety of literacy experiences available to students of diverse backgrounds including Aboriginal and Torres Strait Islander students. They will study contemporary models of Literacy education such as multiliteracies pedagogy and the Four Resources Model. Preservice teachers will critically reflect on their own English and Literacy capabilities and their role as English and Literacy teachers to develop the knowledge, understanding, skills and dispositions to position themselves and their students to become active and informed citizens at and beyond school. They will engage with comprehending and composing traditional and multimodal texts that require skills in reading, writing, speaking, listening and viewing. Preservice teachers will also conduct research into the nature and value of inquiry in the English Learning Area, critique existing teaching programs in English, and engage in professional learning and teaching networks.
This course is part of a suite of Literacy and English courses in the Bachelor of Education (Primary) degree.
ﾠ
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC1707
Restrictions
Entry into the Bachelor of Education (Primary) program.
Course contact
Lecturer
Dr Amy Rouse
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
EDUC1730 is offered asﾠa three-hour workshop to allow for self-directed learning and collaboration as part of a foundational experience for preservice teachers learning to teach English and literacy in the BEd program.
Aims and outcomes
The course broadly aims to introduce preservice teachers to the knowledge, skills and dispositions necessary to become teachers of English and literacy in the primary school.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate knowledge and understanding of the three interrelated strands of the Australian Curriculum: English namely, language, literature and literacy by critically reflecting on your own knowledge, skills and dispositions in English and literacy and your role as an English and literacy teacher.
LO2.
Demonstrate knowledge and understanding of English and literacy pedagogies for learning, teaching, and assessment with respect to the range of literacy learners in the primary school classroom particularly those from diverse backgrounds which includes Aboriginal and Torres Strait Islander students.
LO3.
Demonstrate knowledge and understanding of contemporary models of language learning and literacy education, key concepts, and strategies for learning, teaching and assessing reading, writing, speaking, listening and viewing using traditional and multimodal texts. Use this knowledge to critique existing English and literacy programs to enhance learning, teaching, and assessment.
LO4.
Demonstrate an understanding of the relevant and appropriate sources of professional learning for primary school English teachers and provide justification for continued professional learning in light of implications for improved student learning, teaching, and assessment in English and literacy.
LO5.
Demonstrate clear, fluent and coherent communication skills consistent with personal, professional and academic conventions in traditional and digital texts.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | Weekly Critical Response | 30% 1500 Words |
29/07/2024 - 14/10/2024 Final Summative Response Due 2pm 21/10/2024
Critical Response activities are submitted weekly, beginning week 2, with a final summative response submitted in Week 13. |
| Essay/ Critique, Reflection | Critical Reflection | 30% 1500 Words |
6/09/2024 2:00 pm |
| Essay/ Critique, Reflection | Case Study | 40% 2000 Words |
8/11/2024 2:00 pm |
Assessment details
Weekly Critical Response
- Mode
- Written
- Category
- Reflection
- Weight
- 30% 1500 Words
- Due date
29/07/2024 - 14/10/2024
Final Summative Response Due 2pm 21/10/2024
Critical Response activities are submitted weekly, beginning week 2, with a final summative response submitted in Week 13.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Rationale
Depth and breadth of knowledge and skills are essential for learning and teaching in primary schools. To develop this depth and breadth in English and literacy, EDUC1730 adopts a reflexive, collaborative, continuous improvement approach.
Task
Each week you will be given a question, statement, or provocation that draws from the readings and the week’s course content. Before each class/workshop, you will write a short (100 word), critically reflective response. You will post it on Blackboard to a group you have been allocated to. Each small group and your tutor/professor will comment on and give feedback on your posts. In the final week, you will write a longer 300-word response reflecting on your overall learning.
Where appropriate, your short, critically reflective response should include practical suggestions and/or applications for learning, teaching, and assessing English and Literacy. The group responses are a conversation and can extend a response, provide feedback, clarification, advice, share experiences and make other links to course readings and content. Your final week’s response will reflect on the knowledge, content and concepts you’ve gained during the course, your ability to make practical suggestions and/or applications to learning, teaching, and assessment in English and literacy and your development of communication skills as a professional.
Your development as a preservice teacher of English and Literacy will be assessed throughout the semester according to your knowledge and understanding of content and concepts contained in the weekly course materials, and ability to communicate and make practical suggestions and/or applications of this information and knowledge to learning, teaching, and assessment in English and literacy as a literacy professional.
Your development as a preservice teacher of English and Literacy will be assessed throughout the semester according to your:
· Knowledge and understanding of content and concepts contained in the weekly course materials
· Ability to communicate and make practical suggestions and/or applications of this information and knowledge to learning, teaching, and assessment in English and literacy as a literacy professional
Submission guidelines
You will submit your responses (Weeks 2 to 12) on Blackboard to the group you have been allocated BEFORE each class/workshop. You will be given formative feedback from your peers and tutor/professor. Your final response (week 13) will be submitted via Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Critical Reflection
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 30% 1500 Words
- Due date
6/09/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Rationale
Preservice teacher knowledge of personal and professional literacies is critically important to plan for professional learning and development in English and literacy learning and teaching throughout one's initial teacher education program, and ultimately, throughout their career. This critical reflection task assists preservice teachers to begin this process as early as possible.
Task
In this task you are required to write a critical reflection about your personal literacy and your professional responsibilities as a teacher of literacy in the English Curriculum Learning Area. Considering yourself as a primary school English curriculum teacher, you should address the following questions:
What do you understand about your professional role and responsibilities for developing student literacy?
How does this understanding draw on relevant curriculum documents, contemporary theories, and teaching and learning practices of literacy?
What does it mean to you to be literate and what are aspects of literacy where you consider you have strengths and aspects/areas where you need to develop your knowledge, skills and understanding?
What sources of professional learning would you identify as relevant and appropriate for your continued literacy learning?
How and why will you engage with these sources throughout your initial teacher education program and career?
How does this understanding of yourself as a literate person relate to contemporary theories and practices of literacy?
Criteria
You will be assessed on your ability to:
Demonstrate critical understanding of personal knowledge, skills, and dispositions related to literacy in the English Curriculum.
Provide supporting evidence from literature related to contemporary theories and practices of literacy.
Demonstrate knowledge and understanding of English Curriculum documents and professional role and responsibilities as teachers of literacy.
Reflect critically. (This includes academic referencing)
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that is has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Case Study
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 40% 2000 Words
- Due date
8/11/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Rationale
To gain an understanding of the diversity of backgrounds, experiences and abilities of primary school students in any teaching context, this case study assessment task requires you to investigate how young children engage with English and literacy activities and practices in their everyday lives as well as at school and in the classroom.
Task
In order to critically consider connections that teachers can make between children’s home and school English and literacy activities and practices, this task requires you to talk to a primary school student about their understanding of literacy.
You will need to:
- Invite a student who is currently in a primary school (prep - grade 6) to talk with you about their English and literacy activities and practices at home and school. You can talk to a student from the class you are working in this semester, or may invite students that you know through family, friends or other connections. Ideally it should be a face-to-face conversation, but if this is not possible, then an online meeting is acceptable. If it is the latter, please make note of this in your assignment.
- Have a conversation with this student. Try not to make it into a formal interview – it is much easier to encourage young children to talk with you if you ask questions in an informal manner such as when you might play a game or go for a walk around the school together.
- Ask the student if it is okay for you to take audio or written notes to record the responses and comments they make.
- Note the student’s age, gender and any other personal characteristics that may be relevant (Indigeneity, ethnicity, languages spoken, special needs, etc). For example, if a student speaks more than one language, then that will be relevant to their uses of literacy.
The conversation should focus on two areas.
- First, gather as much information as you can about the student’s areas of interest outside of school. For example, sport, music, computers, books etc. Are they passionate or very interested in a particular issue or topic in daily life? Think about the student’s virtual school bag. What expertise do they bring to the classroom?
- Second, talk about their experiences at school in relation to English and literacy. For some young children you may need to talk about reading or writing rather than English or literacy. You might like to ask students what they think makes a good teacher of English or literacy. You could ask students to assess their own abilities (e.g., Do you think you are a good reader? Why do you think this?)
From your notes of this conversation, develop a literacy learning story that contains a 1) profile for the child and 2) reflection on your learning (1000 words for each section).
In the profile include:
- Personal characteristics: age, gender, and any other personal characteristics that you consider relevant. Try to create a written image of the child so that the reader of your literacy learning story can imagine who you spoke to
- Interests and abilities: include information about activities both in and out of school
- Perceptions of English and literacy classes and teachers
In the reflection:
- Write about your learning from conducting the interview
- Specifically refer to both sections of the conversation
- Think about and discuss what implications these responses have for your future teaching.
You will be assessed on your ability to:
- Clearly describe the student, including their personal characteristics and engagement with English and literacy activities and practices.
- Synthesise critical and insightful understanding of the literacy experiences described by the student.
- Reflect on the implications raised by your literacy learning story for you as a teacher of English and literacy, based on your engagement with the course content and readings.
- Write a literacy learning story (profile and reflection sections) using appropriate styles and presentation. (This includes academic referencing.)
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to demonstrate the skills, abilities and knowledge required to teach English and literacy |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Clear deficiencies in understanding the key concepts required for the teaching of English |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Lack of understanding and clarity in communication about knowledge and skills required to teach English/literacy |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate and satisfactory demonstration of knowledge skills and understanding required to teach English and literacy |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Substantial understanding skills and abilities demonstrated in relation to the teaching of English/literacy |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Evidence of originality in responses to assessment tasks that require significant understanding skills and abilities related to the teaching of English and literacy |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Substantial originality and insight in responses to assessment tasks that require significant understanding skills and abilities related to the teaching of English and literacy |
Additional course grading information
Determining final grades: The final grades are determined by considering the weighting of individual assessment items, through the use of a weighting formula and the profile of individual grades across accumulated assessment tasks.
All assignments will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Task 1: 30%
Task 2: 30%
Task 3: 40%
The formula with an example in brackets: (Student A receives, 7, 6, 5)
Grade for task 1 (7) x 0.3=2.1
Grade for task 2 (6) x 0.3=1.8
Grade for task 3 (5) x 0.4=2.0
Total 5.9 = 6.
In the case where the final grade is 0.5ﾠor above, the grade will be rounded up to the nearest whole number (e.g. 5.5ﾠwould become 6). In the case where the final grade is 0.49ﾠor below, the grade will be rounded down to the nearest whole number (e.g. 6.49ﾠwould become 6).ﾠ
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
These tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
- To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Additional readings to support teaching and learning will also be posted on the course Blackboard site under Learning Resources.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Workshop |
Why, What, & How of Literacies in the 21st Century Introduction to literacies in the 21st Century; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 2.1, 6.2, 6.4 Reading: Literacies, Introduction & Chapter 1 Learning outcomes: L01, L02, L05 |
Week 2 (29 Jul - 04 Aug) |
Workshop |
The Purposes of Literacies Why literacies? Literacies for work, citizenship, contemporary community life; Home-school connections; Critical literacies; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 2.1, 6.2, 6.4 Reading: Literacies, Chapters 2 & 7 Learning outcomes: L01, L02, L05 |
Week 3 (05 Aug - 11 Aug) |
Workshop |
Literacies and Learner Differences Literacy learners in contemporary primary school classrooms; The effects and complexities of difference; Differentiated literacies instruction; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 4.1, 5.1, 6.2, 6.4 Reading: Literacies, Chapter 15 Learning outcomes: L01, L02, L05 |
Week 4 (12 Aug - 18 Aug) |
Workshop |
Approaches to Literacies 1 Contemporary theories, concepts and models of language learning and literacy education; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 4.1, 5.1, 6.2, 6.4 Reading: Literacies, Chapters 3 & 4 Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 (19 Aug - 25 Aug) |
Workshop |
Approaches to Literacies 2 Contemporary theories, concepts and models of language learning and literacy education (continued); The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 4.1, 5.1, 6.2, 6.4 Reading: Literacies, Chapters 5 & 6 Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 (26 Aug - 01 Sep) |
Workshop |
Literacies as Multimodal Designs for Meaning Multiliteracies pedagogy and the design elements; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 4.1, 5.1, 6.2, 6.4 Reading: Literacies, Chapters 8 & 14 Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (02 Sep - 08 Sep) |
Workshop |
Making Visual Meanings Design elements 1; Using knowledge of the course to critique existing English and literacy programs to enhance learning, teaching and assessment; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 3.6, 4.1, 5.1, 6.2, 6.4 Reading: Literacies, Chapter 11 Learning outcomes: L01, L02, L03, L04, L05 |
Week 8 (09 Sep - 15 Sep) |
Workshop |
Making Meaning by Reading Learning to read, phonics, vocabulary development, comprehension; critical reading; Four Resources Model; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 4.1, 5.1, 6.2, 6.4 Reading: Literacies, Chapter 9 Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 (16 Sep - 22 Sep) |
Workshop |
Making Meaning by Writing Traditional and functional grammar, the writing process; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 4.1, 5.1, 6.2, 6.4 Reading: Literacies, Chapter 10 Learning outcomes: L01, L02, L03, L04, L05 |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Research Break Research Break |
Week 10 (30 Sep - 06 Oct) |
Workshop |
Making Spatial/Tactile/Gestural/Audio/Oral Meaning Design elements 2; Using knowledge of the course to critique existing English and literacy programs to enhance learning, teaching and assessment; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 3.6, 4.1, 5.1, 6.2, 6.4 Reading: Literacies, Chapters 12 & 13 Learning outcomes: L01, L02, L03, L04, L05 |
Week 11 (07 Oct - 13 Oct) |
Workshop |
Literacies Standards and Assessment I Standards and assessments; new media, new learning, new assessments; Using knowledge of the course to critique existing English and literacy programs to enhance learning, teaching and assessment; The Australian Curriculum: English; Literacy as a general capability; Use of children's literature; Professional networks. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 3.6, 4.1, 5.1, 6.2, 6.4 Reading: Literacies, Chapter 16 Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (14 Oct - 20 Oct) |
Workshop |
Literacies Standards and Assessment II Teaching and assessment; Applying knowledge to assess literacy, The Australian curriculum, Professional Networks. APST 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 3.6, 4.1,5.1, 6.2, 6.4 Reading: Literacies, Chapter 16 Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (21 Oct - 27 Oct) |
Workshop |
Course Review and Wrap-Up Course review and reflection on learning and teaching. APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.5, 3.6, 4.1, 5.1, 6.2, 6.4 Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course:
- Placement
- Working with Children
- Fitness to Practise