Unit Outline

Children encounter a wide range of texts in their lives. They are expected to read and interpret these texts, and to create their own. An emphasis of study in this unit will be on notions of socio-cultural contexts and their impact on the ways different text types or genres construct meanings; the manner in which texts vary with respect to field, tenor and mode, the features of written texts, and the teaching of text types and grammar. The unit will also involve the investigation of children’s literature, with a deep study of picturebooks, the most prevalent literary form found in K-6 classrooms

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.	Apply your theoretical knowledge of the English discipline to interpret texts and their potential for teaching
2.	Apply the skills of textual analysis to (a) children’s writing samples; and (b) children’s literature
3.	Transform your knowledge of theory and pedagogies to design critical and creative classroom experiences

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EMT511

Alterations as a result of student feedback

•   AT1 has been clarified in more detail
•   The lecture sequence has been slightly modified
•   A list of picturebooks for your AT3 selection has been provided to save time on locating one that is suitable.
•   AT3 has been reduced
•   Both set texts are now available fully online through the library

Teaching arrangements


ATTENDANCE MODE	TEACHING TYPE	LEARNING ACTIVITY	CONTACT HOURS	FREQUENCY
On Campus	Lecture (Online)	Pre-recorded lecture/s	1	Weekly
On Campus	Tutorial	Workshops commencing in Week 2	2	Weekly
Online	Independent Learning	8 hours of study per week, including time spent reading, or viewing resources provided to you, searching for additional information/resources necessary for the competition of assessment tasks and other activities, and participating in weekly tasks.	8	Weekly
	Lecture (Online)	Pre-recorded lecture/s	1	Weekly
	Tutorial (Online)	Workshops commencing in Week 2	2	Weekly
	Independent Learning	8 hours of study per week, including time spent reading, or viewing resources provided to you, searching for additional information/resources necessary for the competition of assessment tasks and other activities, and participating in weekly tasks.	8	Weekly

Attendance / engagement expectations

If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online, it is expected you will engage in all those activities as indicated in the Unit Outline, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.

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:	Children's Writing Analysis	Week 4	20 %	LO1, LO2
Assessment Task 2:	Teaching Writing	Week 8	40 %	LO1, LO2, LO3
Assessment Task 3:	Literature Analysis and Lesson Sequence	Week 13	40 %	LO1, LO2, LO3

Assessment details

Assessment Task 1: Children's Writing Analysis

Task Description:

Select one of the writing samples from the AT1 information page on MyLO to analyse.

Part 1: Analysis (600 words)
Part 2: Summary (200 words)

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 5.1, 5.4

Task Length:

800 words

Due Date:

Week 4 (20/Mar/2024)

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyses grammatical features of: field, tenor, mode, processes, participants and circumstances	LO2
2	Summarises student's strengths and needs	LO1

Assessment Task 2: Teaching Writing

Task Description:

This task builds on AT1: you may use the same writing sample that you analysed in AT1.

Part 1: Analysis (600 words)
Part 2: Detailed Lesson and Resource (1000 words)

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.3, 2.5, 3.3

Task Length:

1600 words

Due Date:

Week 8 (24/Apr/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyses grammatical features	LO2
2	Creates a learning experience based on a feature of written grammar	LO1, LO3
3	Designs a resource for teaching grammar	LO3

Assessment Task 3: Literature Analysis and Lesson Sequence

Task Description:

This assignment is designed to prepare you for teaching a unit of work that involves the deep study of children’s literature. You may cater your unit for any year level from year 2 – 6.

You will select one of the picturebooks listed on the AT3 Information page on MyLo.

Part 1: Theoretical Analysis (600 words)
Part 2: Overview of Unit and Lesson (800 words)

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.2, 2.5, 3.2, 3.3, 3.4, 3.5

Task Length:

1600 words

Due Date:

Week 13 (29/May/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyses a picturebook (drawing on theory) for: a) liberay features; and b) visual features	LO1, LO2
2	Sequences a unit of work	LO3
3	Designs a lesson to teach a semiotic features of images in a picturebook	LO3

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

Derewianka, B. & Jones, P. (2016). Teaching language in context (2nd edn.). Oxford University Press.
Lewis, D. (2001). Reading contemporary picturebooks: Picturing Text. Routledge.

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve.