Unit Outline

In this second English unit, you will further the work commenced in ESH110/EPR110 in language, closely integrating this with the Literacy Strand of the Australian Curriculum: English. The unit has a particular focus on contemporary approaches to the teaching of reading, including close attention to the teaching of phonemic awareness, phonics, word knowledge, and comprehension of a wide range of texts. An emphasis of study will also be on teaching children writing, with a close study of text types and grammar. Throughout the unit there is also a strong focus on the pedagogical imperatives underpinning the English curriculum including explicit teaching, assessing student work and catering for diverse learners. You will learn to apply this knowledge by developing a portfolio of lesson plans in reading and writing across both of the assessment pieces in this unit.

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 theoretical knowledge about the English discipline
2.	analyse and describe written texts
3.	design a portfolio of lessons / experiences for the teaching of: (a) reading; and (b) writing, in response to specific outcomes and diverse student needs

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EPR110 Foundations of English OR ESH110 Foundations of English OR EES160 Foundations of Literacy Support

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 (Reading)	Week 3	10 %	LO2
Assessment Task 2:	Reading Portfolio	Week 6	40 %	LO1, LO3
Assessment Task 3:	Quiz (Writing)	Week 9	10 %	LO2
Assessment Task 4:	Writing Portfolio	Week 12	40 %	LO1, LO3

Assessment details

Assessment Task 1: Quiz (Reading)

Task Description:

You will complete a quiz in MyLO that requires you to analyse and describe a selection of text excerpts to demonstrate your phonological and graphological knowledge. This quiz will be based on content presented in Weeks 1, 2 and 3.

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

Task Length:

Unlimited time between the opening and closing of the quiz.

Due Date:

Week 3 (15/Mar/2024)

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and describe texts for reading concepts (100%)	LO2

Assessment Task 2: Reading Portfolio

Task Description:

This assessment task will enable you to develop your knowledge of how to teach and assess reading, with a focus on early and emergent reading. The task should be completed with a partner. You and your partner should first select either Early Childhood or Primary AT2 options as listed on MyLO. You will see that each outcome has a specified ‘Teaching Focus’. Then, design two lessons/experiences, one for each teaching focus. Each lesson/experience must use a text, selected from a set of options. You and your partner will lead the design of one lesson/experience each. You will also describe the method(s) of assessing student achievement of lesson outcomes and justify your planning using relevant theoretical knowledge about learning to read, supported by the Australian Curriculum: English and/or Early Years Learning Framework.
Your work will include two reading lessons/experiences that each include:
• Teaching of a focus reading concept using the gradual release of responsibility model.
• An indication of how each lesson/experience will be assessed.
• A theoretical rationale to justify the choices made in your lesson/experience.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 1.5, 2.1, 2.3, 2.5

Task Length:

1600 words

Due Date:

Week 6 (12/Apr/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Develop explicit teaching experiences based on EYLF/English outcomes (40%)	LO3
2	Develop an assessment plan (10%)	LO3
3	Apply knowledge of the theoretical dimensions which underpin EYLF/English curriculum outcomes (50%)	LO1

Assessment Task 3: Quiz (Writing)

Task Description:

You will complete a quiz in MyLO that requires you to analyse and describe a selection of text excerpts to demonstrate your knowledge of language concepts.

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

Task Length:

Unlimited time between the opening and closing of the quiz.

Due Date:

Week 9 (03/May/2024)

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and describe texts for language concepts (100%)	LO2

Assessment Task 4: Writing Portfolio

Task Description:

This assessment task will enable you to develop your knowledge of how to teach and assess the writing of imaginative and persuasive text types. You will complete this assessment task independently. First, select either the ECE or Primary set of outcomes that are listed on MyLO. You will see that each outcome has a specified ‘Teaching Focus’. Design a portfolio of two lessons (one lesson per outcome) to teach the concepts indicated under the ‘Teaching Focus’ column. Each lesson must use a text, selected from a set of options on MyLO. For each lesson, describe the method of assessing student achievement of the lesson outcome.
Your portfolio will include two lessons which each include:
• Teaching of the focus language feature using the gradual release of responsibility model.
• An indication of how the lesson will be assessed.
• A theoretical rationale to justify the design of your lesson.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 1.5, 2.1, 2.3, 2.5

Task Length:

1600 words

Due Date:

Week 12 (24/May/2024)

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Develop explicit teaching experiences based on EYLF/English outcomes (40%)	LO3
2	Develop an assessment plan	LO3
3	Apply knowledge of the theoretical dimensions which underpin EYLF/English curriculum outcomes (50%)	LO1

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

Fellowes, J., & Oakley, G. (2020). Language, literacy and early childhood education (3rd ed.). Oxford University Press.
Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford University Press.
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Cengage Learning*.
*Please note there is no requirement to purchase the Perrin text if you already have the previously required Faigley text.

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.