Unit Outline

This unit introduces you to pedagogies appropriate for supporting the learning of literacy in classrooms. Opportunities are provided for you to develop your personal literacy skills and identify where these skills can be applied in the context of education support. Through this unit you will develop an understanding of appropriate pedagogies for individualising literacy development, along with the theoretical underpinnings of how children learn in and through literacy. You will deepen your own content knowledge, along with assessing children’s literacy thinking using work samples and practical classroom examples.

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.	identify strengths and weaknesses in your literacy skills, and evaluate evidence of your own learning.
2.	reflect on your current skills and knowledge in relation to literacy support work.
3.	articulate learners language and literacy development and discuss the consequences of this development in literacy support work.
4.	describe key concepts and essential knowledge with regard to literacy support in Australian educational contexts.

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:	Personal Literacy Skills	Week 4	20 %	LO1
Assessment Task 2:	Personal Literacy Reflection	Week 7	40 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Literacy Support Plan	Week 13	40 %	LO2, LO3, LO4

Assessment details

Assessment Task 1: Personal Literacy Skills

Task Description:

At the end of Week 4, you will be required to analyse the grammatical forms and functions that make up three short texts written by children. This analysis will be completed in a quiz format on MyLO (in the 'Assessments' tab under 'Quizzes'). All items are multiple choice. You will be asked to analyse the children's uses of:
- Processes, participants, and circumstances in clauses
- Verb groups, noun groups, adjective groups, adverbs, prepositional phrases, and verb tenses in clauses
- The number of grammatical functions within text extracts

Further information about the first assignment will be provided via MyLO.

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

Task Length:

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Capacity to apply personal literacy skills (100%)	LO1

Assessment Task 2: Personal Literacy Reflection

Task Description:

This assignment centres on the analysis, interpretation, and understanding of two written texts. The assignment has two parts:
Part 1: In Week 1, you will be asked to write a short response to a prompt. Then, drawing on your new understandings of punctuation, paragraphing, and grammar taught through Module 1, you are asked to write a reflection on the strengths and weaknesses of your text.
Part 2: You will be given a text written by a student in early primary school. You are asked to mark up the text for issues with punctuation, paragraphing, and grammar, and explain what advice you would offer the child as they seek to improve their writing.

Further information about both parts of the second assignment will be provided via MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 2.5

Task Length:

1600 words

Due Date:

Week 7

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Capacity to identify the strengths and weaknesses in your personal literacy skills (25%)	LO1
2	Capacity to reflect on how personal literacy skills may influence literacy support work (25%)	LO2
3	Ability to apply knowledge of literacy concepts and theories to the practice of support provision (25%)	LO3
4	Use of language to communicate meaning and convey understanding (25%)	LO4

Assessment Task 3: Literacy Support Plan

Task Description:

Assessment Task 3 will ask you to design a literacy support plan in response to three scenarios. The scenarios require you to support student oral language development (Scenario 1), reading development (Scenario 2), and writing development (Scenario 3).
For each scenario, you are asked to plan:
- How you would introduce the task to a student
- What you would keep in mind while supporting the student
- The language you would use to support their efforts
- What evidence you would gather to determine their success
- How you would communicate student progress with the classroom teacher

Further information about each scenario and the literacy support plan will be provided via MyLO.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 2.1, 2.2, 2.5, 3.1, 3.4, 4.2

Task Length:

1600 words

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Capacity to make decisions about objectives, resources, strategies, and assessment (25%)	LO2
2	Capacity to use literacy concepts and theories to inform professional decision making (25%)	LO2
3	Ability to reflect on key concepts and essential knowledge relevant in Australian educational contexts (25%)	LO3
4	Use of language to communicate meaning and convey understanding (25%)	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.

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.

Required Resources

Required reading materials

Required readings will be provided each week via MyLO.