Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor/Lecturer
Jo Fitzgibbon
Tutor
Rosemary Dunn
Tutor
Susan Markose
Tutor
Lisa White
Owain Matthews
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
Admission to BEd(Primary) or (39cp at 100 level or above including EDUC260)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit offers a systematic, research-based guide to teaching literacy in the first three years of school. Its aim is to ensure that teachers can work with at-risk or reluctant readers in the classroom as effectively as with children for whom reading seems to come naturally. Taking an analytic approach to reading, the unit helps teachers to move children through the key stages of early reading acquisition. It takes a balanced view of reading instruction, stressing the importance of phonological processes at the beginning of literacy instruction as well as semantic and syntactic ones.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.
Assignment extensions and late penalties
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
University policy on grading Criteria for awarding grades for assessment tasks Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Descriptive Criteria for awarding grades in the unit
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement.
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
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Name | Weighting | Hurdle | Due |
---|---|---|---|
In class Quiz | 20% | No | Week 6 / 1st On Campus day |
Major Task | 40% | No | April 23 (8am) |
Examination | 40% | No | Examination week |
Due: Week 6 / 1st On Campus day
Weighting: 20%
The in-class quiz will be held during the Week 6 tutorial. The quiz will focus on your understanding of the content from Week 1 to Week 5 This paper-based quiz will include multiple-choice questions and short-answer questions.
Due: April 23 (8am)
Weighting: 40%
There are two parts and you must respond to both parts.
Part A: Build a reading programme profile (20%)
The essay should be about 800 words (+/- 10%, i.e. between 720 and 880 words) long. You will construct the reading programme profile of a school based on publicly available information.
Part B: Design a Reading-focused Programme (20%)
In this section, you will present a Reading-focused Programme with reference to the NSW English K – 10 Syllabus and your responses in Part A. If your programme does not align with your responses in Part A, you will receive 0% for this part.
Due: Examination week
Weighting: 40%
The 2-hour exam will be held during the formal examination period.
You will be examined on your knowledge and understanding of the material covered in the lectures and workshops. You will need to be familiar with the lecture material and slides and the key concepts of this unit and the material explored in your workshops. Revise your studies by focusing on, and thinking about, the core topics that have framed this unit.
This unit has a full web presence through iLearn.
Students will need regular access to a computer and the Internet to complete this unit.
Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies.
Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.
If you need to discuss matters relating to the unit please contact either the convenor (Jo Fitzgibbon) via iLearn email.
If you become ill, experience some misfortune, or encounter any other problem, which you think may disrupt your work during the semester you are advised to inform the convenor as soon as possible.
Also, if you withdraw from the unit please inform the convenor.
Lectures
Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’.
PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.
Access and technical assistance
Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.
Please do NOT contact the Unit Convenor regarding iLearn technical help.
No extensions will be given for any technical issues. Allow enough time for your submissions.
Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.
This unit requires students to use several ICT and software skills:
Structure
Tutorials and lectures will begin Week 1 of Semester 1.
Internal students: Tutorial classes commence in Week 1 (2 hours/week)
External Students: On-Campus Session
Two on-campus sessions will be held. Attendance is expected.
EDUC371 has ONE lecture per week of one hour’s duration and one two-hour tutorial. In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. Attendance at all tutorials is expected. Attendance at on campus days for external students is also expected. There will be a supporting website for the unit providing additional readings, links and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au
Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit ILearn site.
Required Texts
Fellowes, J., & Oakley, G. (2014). Language, Literacy and Early Childhood Education (2nd Ed.). South Melbourne, Australia: Oxford University Press.
BOSTES (2015). Phonics: A guide for teachers. Sydney: BOSTES.
BOSTES (2016). Grammar: A guide for teachers. Sydney: BOSTES.
Syllabus documents
Board of Studies, NSW (2012). English K – 10 Syllabus.
Board of Studies. NSW (2012). Suggested Texts: English K – 10 Syllabus.
http://syllabus.bos.nsw.edu.au/english/english-k10/
Useful Websites
Programme for International Student Assessment (PISA) Australia
https://www.acer.edu.au/ozpisa/pisa-2015
The National Assessment Program – Literacy and Numeracy (NAPLAN)
SMART Teaching Strategies - Literacy
https://education.nsw.gov.au/smart-teaching-strategies/literacy
Five from Five
http://www.fivefromfive.org.au/
Recommended texts
Apel, K., & J.J. Masterson (2012). Beyond Baby Talk: From Speaking to Spelling: A Guide to Language and Literacy Development for Parents and Caregivers. NY: Three Rivers.
Arthur, L., McArdle, F., & Papic, M. (2010). Stars are Made of Glass: Children as Capable and Creative Communicators: Supporting the Early Years Learning Framework. Deakin West, ACT: Early Childhood Australia.
Barratt-Pugh, C., & Rivalland, J. (2006). Literacy Learning in Australia: Practical Ideas for Early Childhood Educators. Melbourne: Cengage Learning Australia.
Board of Studies Teaching & Educational Standards NSW (BOSTES). (2015). Phonics: A Guide for Teachers. Sydney: BOSTES.
Carnine, D., Silbert, J., Kame’enui, E., & Tarver, S. (2010). Direct Instruction Reading. Upper Saddle River, NJ: Pearson Prentice Hall.
Doecke, B., Auld, G., & Wells, M. (2014). (Eds.) Becoming a Teacher of Language and Literacy. Port Melbourne, Australia: Cambridge University Press.
Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2015). Language & Learning: An Introduction for Teaching (6th Ed.). South Melbourne, Australia: Oxford University Press.
Israel, S.E., & Duffy, G.G. (2009). Handbook of Research on Reading Comprehension. NY: Routledge.
Larson, J., & Marsh, J. (2013). (Eds.). The SAGE Handbook of Early Childhood Literacy (2nd Ed.). London: Sage.
Mallan, K. (2014). Picture books and beyond. Newtown, NSW: PETAA.
Marsh, J. & Hallet, E. (2008). (Eds.). Desirable Literacies: Approaches to Language and Literacy in the Early Years. London: Sage.
McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L., & Ohi, S. (2013). Literacy in Early Childhood and Primary Education. Port Melbourne, Australia: Cambridge University Press.
McLean, K. (2013). Towards a Model for 21st Century Literacy Learning in the Early Years Classroom. Marrickville, NSW: Primary English Teaching Association Australia.
Murphy, V.A. (2014). Second Language Learning in the Early School Years: Trends and Contexts. Oxford: Oxford University Press.
Shamir, A., & Korat, O. (2013). Technology as a Support for Literacy Achievements for Children at Risk. Dordrecht: Springer.
Winch, G., Johnston, R.R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: Reading, Writing and Children’s Literature (5th Ed.). South Melbourne, Australia: Oxford University Press.
Zeegers, M. (2013). Grammar Matters. South Melbourne, Victoria: Oxford University Press.
This unit offers a systematic, research-based guide to teaching literacy in the first three years of school. Its aim is to ensure that teachers can work with at-risk or reluctant readers in the classroom as effectively as with children for whom reading seems to come naturally. Taking an analytic approach to reading, the unit demonstrates the key stages of early reading acquisition. It takes a balanced view of reading instruction, stressing the importance of phonological processes at the beginning of literacy instruction as well as semantic and syntactic ones.
EDUC371 satisfies the AITSL/BOSTES requirement for a unit on Literacy that includes information on the pedagogy of reading and models of instruction. It includes the teaching of phonemic awareness, phonics, reading fluency, vocabulary knowledge, grammar and text comprehension, writing, spelling, and inclusiveness.
WK |
Lecture (1 hour) |
Tutorial (2 hour) |
Readings |
1 |
Introduction to EDUC371
Revisiting the NSW Primary Syllabus for the Australian Curriculum with a focus on the NSW English K – 2 Syllabus (2012).
From orality to literacy
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Introduction to Literacy
Linkage to syllabus
Connect Orality to Literacy
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Ensure you have access to a copy of the English Syllabus K – 10. http://syllabus.bos.nsw.edu.au/english/ Required reading Fellowes & Oakley (2014). Ch. 1 |
2 |
Understanding Reading
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Understanding Reading
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Required reading Fellowes & Oakley (2014). Ch. 9 |
3 |
Phonemic and Phonological Awareness
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Teaching phonemic and phonological awareness
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Required reading Fellowes & Oakley (2014). Ch. 10 BOSTES (2015) Phonics: A Guide for Teachers. |
4 |
Phonics and Reading
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Teaching with Phonics
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Required reading Fellowes & Oakley (2014). Ch. 10 NSW Dept of Education and Training (2009). Literacy teaching guide: Phonics. |
5 |
Reading for Comprehension and Fluency
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Teaching Comprehension
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Required reading Fellowes & Oakley (2014). Ch. 13, 14 |
6 |
Vocabulary for Reading & Writing
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Teaching writing
In-class quiz
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Required reading Fellowes & Oakley (2014).Ch. 11, 18 |
7 |
Pedagogies for Teaching Reading
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Strategies for Teaching Reading
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Required reading Fellowes & Oakley (2014). Ch. 12 |
April 23 (8am) Submission of Task 2 (40%) to Turnitin |
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8-10 |
Professional Experience (No Lecture / tutorial) |
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11 |
Reading for Comprehension and fluency
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The Reader and the Text
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Required reading Fellowes & Oakley (2014). Ch. 14, 16 |
12 |
Assessing Reading
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Assessing Reading
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Required reading Fellowes & Oakley (2014). Ch. 13, 14, 21 |
13 |
Language Diversity
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Partnering with families
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Required reading Fellowes & Oakley (2014). Ch. 25 |
ON CAMPUS TIMETABLE DAY 1
Saturday April 6, 9.00AM – 5.00PM
Time |
Week |
9.00-10.15am |
1 |
10.15-11.30am |
2 & 3 |
11.30-11.45am |
Break |
11.45-1.00pm |
4 |
1.00-1.30pm |
5 |
1.30-2.00pm |
Lunch |
2.00-2.30pm |
6 |
2.30-3.30pm |
7 |
3.30-5.00pm |
In–class quiz |
ON CAMPUS TIMETABLE DAY 2
Saturday Jun 1, 9.00AM – 5.00PM
Time |
Week |
9.00-11.00am |
8 |
11.00-11.30am |
Break |
11.30-1.00pm |
9 |
1.00-1.30pm |
Lunch |
1.30-3.00pm |
10 & 11 |
3.00-5.00pm |
12 & 13 |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
Attendance for undergraduate units
All Internal tutorials begin in Week 1 of Session.
Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
Unit Expectations
Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
External Students
On campus sessions
The on campus sessions for this year are on: 6th April and 1st June, 2019
Day1 (9:00-5:00)
Day2 (9:00-5:00)
Further specific details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
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This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by: