Unit Outline

The aim of this unit is to equip you with the knowledge and skills to develop student literacy for learning in Health and Physical education (HPE). Literacy is crucial to students’ success at school and centres on effectively communicating in ways that are appropriate to the discipline, audience and purpose through a range of textual forms. You will learn about theory and the evidence base for how students learn to read and write and practise evidence-based instructional approaches tailored to HPE content. You will build a classroom-ready toolkit for quality Tier 1 literacy instruction, including how to develop oral language, vocabulary, comprehension and writing strategies. You will also learn how to analyse data to identify students requiring additional support and how to plan and deliver targeted Tier 2 responses for EAL/D students within a multi-tiered system of supports (MTSS). The course also addresses differentiation for diverse learners, including students who speak English as an Additional Language or Dialect (EAL/D).

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	Demonstrate knowledge & understanding of current theoretical approaches to literacy and the evidence base for effective literacy instruction in primary and secondary school settings including a multi-tiered system of support for literacy.
2	Develop and apply evidence-based literacy strategies for discipline learning.
3	Select and design resources that demonstrate understanding of the literacy conventions and demands associated with a curriculum area.
4	Demonstrate personal literacy skills for professional and academic 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:	PowerPoint Presentation: Supporting Reading Success in HPE	Week 7	45 %	LO1, LO2, LO4
Assessment Task 2:	Planning a Lesson to Explicitly Instruct in Writing in HPE	Week 14	45 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Learning Quizzes	Refer to Assessment Description	10 %	LO1

Assessment details

Assessment Task 1: PowerPoint Presentation: Supporting Reading Success in HPE

Task Description:

In this task you will demonstrate your understanding of reading theory and evidence based instructional strategies to support reading in Health and Physical Education.

Drawing on learning from Module one (weeks 1 – 5) and the Australian Curriculum you will prepare and record a 10-11 minute multimodal presentation on quality tier 1 reading instruction in Health and Physical Education. Your presentation is for an audience of pre-service HPE teachers at a Tasmanian Education Society (TEDS) event.   

In your presentation you will:  
• describe the literacy demands of Health and Physical Education with reference to the Australian curriculum.  
- briefly explain reading theory (Big 6, Scarborough's reading rope), i.e. what aspects of reading need to be taught.
- use a HPE text to show the audience examples of what can make reading challenging in HPE.
- propose Tier 1, evidence-based literacy strategies teachers can use before, during and after reading of the text used in step 2 (at least two for each phase) to support and develop student reading skills.  You must show the audience how each strategy would be applied to the chosen text.     
• explain why these strategies are effective, citing the research that supports their effectiveness as well as the research that shows quality Tier 1 literacy instruction can alleviate the need for further intervention.  

More detailed task information will be provided in MyLO.

Task Length:

10 - 11 minute presentation with transcript (equivalent to 1500 words)

Due Date:

Week 7

Weight:

45 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Describe the literacy demands of HPE.	LO1
2	Explain key components of reading instruction illustrating using HPE texts and content.	LO1
3	Select and apply evidence-based teaching strategies to support reading comprehension in HPE.	LO2
4	Justify choice of reading strategies with reference to reading research and the evidence that shows that high quality instruction can reduce the need for further intervention.	LO1
5	Communicate ideas appropriately for a professional audience including effective use of multimodal format and academic conventions.	LO4

Assessment Task 2: Planning a Lesson to Explicitly Instruct in Writing in HPE

Task Description:

This task requires you to demonstrate your ability to plan a lesson which applies explicit literacy instruction to scaffold student writing in HPE.

To complete this task, you will need to:
• develop a quality model text showing what good writing looks like in HPE linked to a specific year group and HPE curriculum topic (e.g. analysis of a bullying scenario, explanation of a physiological process, recommendation on a health topic).
• analyse and annotate the text to show its staging (structure) and at least one key language feature.
• develop a lesson which applies the Gradual Release of Responsibility Model to scaffold student writing in ONE aspect identified in your model text (e.g. using TEAL paragraph structure to argue and justify a health decision). The lesson should demonstrate explicit instruction to model and guide students towards quality writing for an HPE task.

Task Length:

1750 words

Due Date:

Week 14

Weight:

45 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply knowledge of effective literacy pedagogy to design a lesson that explicitly teaches writing.	LO2
2	Create and annotate a model/mentor text suitable for use in HPE.	LO3
3	Justify the lesson plan drawing on research evidence for explicit disciplinary literacy instruction	LO1
4	Communicates ideas using academic conventions appropriately.	LO4

Assessment Task 3: Learning Quizzes

Task Description:

Students engage with a series of three quizzes, consisting of 10 questions each, that assess knowledge & understanding of the evidence base for effective literacy instruction including applying understanding of an MTSS framework.

The quiz will be conducted at three points during the unit and will assess the W2 (evidence base what & how to teach literacy), W8 (MTSS model) and W10 (scaffolding writing at the sentence level) content.

Task Length:

15 questions which may include sub-parts

Due Date:

Refer to Assessment Description

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	1. Demonstrate understanding of the evidence base for disciplinary reading and writing instruction and application of a tiered system of literacy support.	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.

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.

Required Resources

Required reading materials

There is no set textbook for this course. A list of weekly required readings will be available through the library. A link to course readings is provided on the MyLO home page for this subject and stated each week in the MyLo course content.