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 Reflection	Week 4	20 %	LO1, LO2
Assessment Task 2:	Supporting Oral Language, Reading and Writing	Week 7	40 %	LO2, LO3, LO4
Assessment Task 3:	Supporting Language and Features of Text	Week 12	40 %	LO2, LO3, LO4

Assessment details

Assessment Task 1: Personal Literacy Reflection

Task Description:

This assignment centers on the analysis, interpretation, and understanding of personal literacy skills.

Part 1: In Week 1, you are required to reflect and respond to three stimulus questions about your personal literacy practices. Questions/prompts will be provided via MyLO (300 words).

Part 2: Drawing on the unit readings, you are required to evaluate the strengths and weaknesses of your response to Part 1, and your understanding of literacy concepts (500 words).

Task Length:

800 words

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Reflect on how personal literacy skills might influence literacy support work (40%)	LO2
2	Identify strengths and weaknesses in your personal literacy skills (40%)	LO1
3	Communicate ideas in appropriate academic writing (20%)	LO1, LO2

Assessment Task 2: Supporting Oral Language, Reading and Writing

Task Description:

This task requires you to apply your knowledge of how you would support a student in oral language, reading and writing. This task is in two parts.

Part 1: Based on a provided scenario, you are required to develop a literacy plan for a student that focuses on supporting their oral language, reading and writing (400 words).

Part 2: Drawing on scholarly literature, you are required to discuss each section of the above plan, justifying your choices for supporting literacy development (600 words).

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

Task Length:

1600 words

Due Date:

Week 7

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply knowledge of language and literacy development (40%)	LO2, LO3
2	Reflect on key concepts and essential knowledge relevant in Australian educational contexts (40%)	LO4
3	Communicate meaning in appropriate academic writing (20%)	LO3

Assessment Task 3: Supporting Language and Features of Text

Task Description:

This task includes three parts related to the Module Two content.

Part 1: Complete a short multiple-choice quiz related to literacy and grammar choices (10%).

Part 2: You are required to analyse the grammatical forms and functions of three short text types written by children (40%). In each text, you are required to analyse the children's use of:

* Processes, Participants, and Circumstances in clauses
* Verb groups, Noun groups, Adjective groups, Adverbs, Prepositional phrases, and Verb groups in clauses
* and identify the number of grammatical functions within text extracts

Part 3a: Discuss the social purpose, structure, and features of text types (40%).
Part 3b: Write a short response about how as a literacy support worker, you would support students to grasp the understanding of text types (10%).

Further detail will be made available via MYO.

Task Length:

1600 words

Due Date:

Week 12

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply personal literacy skills (10%)	LO2
2	Analyse children's grammar choices and text types (40%)	LO3
3	Articulate knowledge of text types and their social purpose (40%)	LO4
4	Describe key concepts and essential knowledge of grammatical forms and functions (10%)	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.

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

Required readings will be provided each week via MyLO.