Unit Outline

In this unit you will review the literacy crises reported in the media and then examine 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 investigation. A work integrated learning module that involves time under direct supervision, time spent observing others, and other teaching activities 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 understanding and approaches to literacy 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	Examine literacy perspectives and issues in a range of educational contexts
2	Evaluate student literacy needs within different educational contexts
3	Evaluate, adapt, and deliver instructional strategies and resources that respond directly to the literacy needs of learners
4	Apply professional standards, academic literature, communication, and research skills across a range of contexts

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:	Literacy Appraisal Report	Week 7	20 %	LO1, LO2, LO3, LO4
Assessment Task 2:	Annotated Lesson Sequence and Reflection	Week 12	40 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Supervised Teaching 3	Week 13	0 %	LO1, LO2, LO3, LO4
Assessment Task 4:	Applied Learning Blog	Week 13	40 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Literacy Appraisal Report

Task Description:

Over the first module 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 reflect on the literacy needs of a specific cohort. Active participation in and contribution to the discussion board and learning tasks will encourage you to consider these perspectives and issues in relation to your current or intended teaching setting. You will develop through research and reflection, a literacy appraisal report which investigates the strengths and areas for potential change in the way literacy needs are currently provisioned. The report will apply the learning in module 1 to your adult applied learning context by investigating student needs, reflecting on current practices and providing recommendations for change.

Task Length:

1000 words

Due Date:

Week 7

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Develop a literacy appraisal report	LO1
2	Evaluate educational perspectives	LO2
3	Reflect on learner needs and implications for professional learning	LO3
4	Apply professional and academic standards of presentation	LO4

Assessment Task 2: Annotated Lesson Sequence and Reflection

Task Description:

In this task, you will design a sequence of lessons which support the literacy needs of your learners through an embedded approach suitable for VET education. The sequence should apply the learning in module 2 to provide explicit, planned support for the literacy needs of your learners. You will write a justification to accompany your lesson plans in which you justify your instructional choices with reference to relevant unit readings and literature on evidence-based approaches to literacy instruction.

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

Task Length:

1500 words

Due Date:

Week 12

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	1. Align literacy teaching focus with context of learning and teaching	LO1, LO3
2	Select and apply evidence-based literacy strategies and approaches	LO2, LO3
3	Justify teaching choices	LO1, LO2
4	Apply academic writing and referencing conventions	LO4

Assessment Task 3: Supervised Teaching 3

Task Description:

Supervised Teaching 3, is a work integrated learning activity that includes 20 hours of supervised teaching across a range of tasks and responsibilities supporting your growth and confidence as a teacher. Working under supervision gives you structured, real-world opportunities to develop your teaching skills in authentic learning environments. In this activity you will apply and critically evaluate applied learning strategies in a range of learning and teaching contexts with the benefit of regular formative feedback from experienced educators. The 20 hours of Supervised Teaching contribute to the 50 hours required across the course, which play an important role in the refinement of your teaching as well as progression in the workplace.

Task Length:

20 hours

Due Date:

Week 13

Weight:

0 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Create learning environments that meet learner need	LO2, LO3
2	Develop and deliver learning in face-to-face, blended, and fully online learning contexts	LO2, LO3, LO4
3	Design programs of adult and applied learning in a range of learning and teaching contexts	LO2, LO3
4	Deliver learning activities that respond directly to learner need	LO2, LO3, LO4
5	Use traditional and digital media for professional communication	LO2, LO4
6	Apply reflection for the improvement of learning and teaching	LO3, LO4
7	Plan, adapt, and change learning using student data and reflection	LO2, LO3, LO4
8	Demonstrate professional, inclusive, and ethical communication skills	LO4
9	Participate in collaborative peer review	LO1, LO3, LO4
10	Evaluate adult and applied learning programs	LO1, LO3, LO4

Assessment Task 4: Applied Learning Blog

Task Description:

In this task, you will draw on applied learning principles, unit readings, MyLO discussions, professional standards, and your work integrated learning (WIL) experience to examine literacy practice within your teaching context. You will identify strategies to modify or enhance your individual and/or collective practices to improve student engagement and learning. During your 20 hours of WIL, you will maintain a personal reflective journal in the form of a blog. Your blog may be presented in written, audio, video formats, or a combination of these. Because your involvement during the WIL activity may vary, your reflective journal should be treated as a ‘live’ document, with ongoing entries made across the full duration of the WIL experience including an overall reflective statement that demonstrates your learning from the experience.

Task Length:

1500 words equivalent

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)

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.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.