Unit Outline

In this unit you will review the literacy crises reported in the media, and then examine two different perspectives on addressing the literacy needs of students in both vocational education and workplace settings. Your active engagement with these considerations and discussions becomes the launch pad for developing your own initial literacy teaching philosophy statement. A professional experience module that involves placement in both vocational education and school placement settings provides the opportunity to critically examine teacher planning and classroom strategy responses to the collective professional responsibility for literacy education. Professional experience is also an opportunity to see how your literacy philosophy measures up to the demands of different educational settings. Informed by this professional experience, you then critically consider and select learning strategies to embed in a lesson plan for your discipline. Experienced practitioners may wish to undertake a negotiated project to improve student literacy learning within their educational environment.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	critically examine current literacy issues in a range of educational contexts
2	critically evaluate student literacy needs within school and vocational education contexts.
3	Design teaching strategies and resources to meet student learning needs.
4	Apply professional and academic standards of presentation

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EAL211

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Quiz	See the MyLO site for the due date	20 %	LO1
Assessment Task 2:	Developing a Literacy Philosophy	Week 8	30 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Annotated Lesson Sequence and Reflection	Week 13	50 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Quiz

Task Description:

This task consists of two quizzes that will help you to consolidate learning in relation to the unit content, in preparation for AT2 and AT3. You will be required to complete the quiz in two parts, one during Module One and one during Module Two.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.5

Task Length:

Due Date:

See the MyLO site for the due date

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate active engagement in unit content and readings	LO1

Assessment Task 2: Developing a Literacy Philosophy

Task Description:

Over the first five weeks of the unit, you will examine different perspectives within educational and workplace literacy, as well as the wider Australian perspective of literacy support in vocational education and training.
Active participation and contribution to the associated discussion boards will encourage you to connect these perspectives and issues with your current or intended teaching setting, and to develop progressively a literacy teaching philosophy that can be further refined during your professional experience placement. At the conclusion of the module, you will submit a word doc that
contains:
• a 500-word literacy philosophy that outlines your literacy teaching and learning goals for your students and is aligned to your professional situation and career stage.
• a 500-word reflection that critically examines your key learnings from the readings and MyLO discussions, and how these relate to the philosophy statement.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 1.5, 2.1, 2.2, 2.5

Task Length:

1000 words

Due Date:

Week 8

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Construct literacy teaching philosophy	LO1
2	Evaluate educational perspectives	LO2
3	Reflect on professional learning needs	LO3
4	Apply professional and academic standards of presentation	LO4

Assessment Task 3: Annotated Lesson Sequence and Reflection

Task Description:

Students evidence a range of literacy learning needs. As a teacher, it is therefore important to respond directly to student’s characteristic literacy learning needs, as well as to plan for literacy learning in a way that prepares students to meet the literacy requirements of your field. That is, as part of an embedded strategy for literacy learning.

This task will be completed in three parts.
Part A: In this part of the task, you will develop a three-hour lesson plan/sequence that demonstrates embedded approaches to literacy learning. This can be in your own, or in another teaching context. You should also present a justification for the teaching choices (as annotations to the plan).
Part B: In this part of the task, you will present a reflection on your learning from your experiences in this unit, and in your own teaching with reflection on action. This reflection should focus on your literacy teaching strengths aligned to your own teaching stage and identify areas for improvement in the short and long term. In addition, reflect on what you have gained from participating in the short discussion activities.

Further information around this task will be provided in the unit.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 1.5, 2.1, 2.2, 2.5, 3.2, 3.3, 3.6

Task Length:

1800 words (600 for lesson plan - not including annotations)

Due Date:

Week 13

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Application of Knowledge and understanding of theoretical underpinnings of literacy education	LO1
2	Justification and scholarly evidence for your choice of strategies for embedded literacy approaches	LO2
3	Reflection on action aligned to own teaching stage and strengths	LO3
4	Apply professional academic standards of presentation	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.