Students

EDST3100 – Teaching English Language and Literacies in the Early Primary School Years

2021 – Session 2, Special circumstances, North Ryde

Session 2 Learning and Teaching Update

The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.

This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.

Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.

Visit the MQ COVID-19 information page for more detail.

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Alice Chik
alice.chik@mq.edu.au
Tutor
Toni Hopper
toni.hopper@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
160cp at 1000 level or above including EDST2100 or EDST210
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit engages students in a study of English language and literacy pedagogy in the early primary school years, with a focus on "learning to read" and "learning to write". This unit covers evidence-based teaching instruction for promoting language and literacy skills across the transition to school and early primary school years. It emphasises the need for a continuous cycle of explicit, systematic, and evidence-based instruction for all students. It also introduces strategies for supporting children in learning to read and write through a range of quality everyday and literary texts, and in ways that consider children's oral language development and diverse linguistic and cultural experiences.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Explain the role and value of language, literacy and literature across the curriculum in prior-to?school and school (K–6) contexts.
  • ULO2: Design explicit and systematic literacy and language learning experiences that are engaging and motivating to a broad range of students.
  • ULO3: Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for quality literacy learning experiences.
  • ULO4: Analyse significant issues in literacy education drawing upon current research, policies, curriculum and practices.
  • ULO5: Collaboratively demonstrate competence in personal use of language and literacy in a variety of forms, including ICT.

General Assessment Information

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc or .pdf format
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Please note:

  • Students should regularly save a copy of all assignments before submission,
  • 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

  • In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see:  https://students.mq.edu.au/study/my-study-program/special-consideration
  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
  • Late submissions: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply - 10/100 marks of credit (10% of the total assessment weighting) will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted seven days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessment - e.g. quizzes, online tests. A zero result for the assignment will be recorded after the late submission period has ended if no task has been received.
  • If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
  • 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:

  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.
  • 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.

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

 

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 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.

Assessment Tasks

Name Weighting Hurdle Due
Task 1 Key Competencies Task 0% Yes 08:00 03/08/2021
Task 2 Unit of work design 50% No 08:00 20/09/2021
Task 3 Learning experience plans 50% No 08:00 18/10/2021

Task 1 Key Competencies Task

Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 5 hours
Due: 08:00 03/08/2021
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

 

 

Students have to demonstrate the ability to scribe in NSW Foundation style. This is a hurdle completed in a tutorial and assessed by the tutor. Students repeat the task until they have mastered the skill.

Students demonstrate a component of reading skills (phonics and phonological awareness). This is assessed by students completing an online quiz. This is a hurdle task and students repeat the task until they receive a 90% or higher grade for the quiz

 
On successful completion you will be able to:
  • Collaboratively demonstrate competence in personal use of language and literacy in a variety of forms, including ICT.

Task 2 Unit of work design

Assessment Type 1: Lesson plan
Indicative Time on Task 2: 35 hours
Due: 08:00 20/09/2021
Weighting: 50%

 

 

In a group, students design a thematic sequence of four lesson plans that span across the six language and literacy modes for a group of target learners in K-2. The unit must include a one-page unit overview and a 400 word rationale for the choice of texts and overall sequence, which is research-based. Each lesson plan must additionally include: a 250 word research-referenced rationale for the specific literacy pedagogies applied in that lesson

Students also submit a summary (including images, where relevant) of resource/s used e.g. picture books (up to 75 words) and a bibliography of resources planning for assessment. This is an individual submission and mark

Groups will present their units of work to peers in tutorials. Each person in the group will be assessed individually based on their contribution

 
On successful completion you will be able to:
  • Explain the role and value of language, literacy and literature across the curriculum in prior-to?school and school (K–6) contexts.
  • Design explicit and systematic literacy and language learning experiences that are engaging and motivating to a broad range of students.
  • Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for quality literacy learning experiences.
  • Analyse significant issues in literacy education drawing upon current research, policies, curriculum and practices.

Task 3 Learning experience plans

Assessment Type 1: Portfolio
Indicative Time on Task 2: 40 hours
Due: 08:00 18/10/2021
Weighting: 50%

 

 

Extending on the design of the four lessons in assessment 2 and based on a professional experience: submit two additional lesson plans designed with a focus on: (1) learning to read and (2) learning to write. The two lesson plans must include how they would cater for adjustment and extension of the individual students in the class based on the professional experience classroom.

Students need to recommend and justify two additional learning resources to support the lesson plans.

 
On successful completion you will be able to:
  • Explain the role and value of language, literacy and literature across the curriculum in prior-to?school and school (K–6) contexts.
  • Design explicit and systematic literacy and language learning experiences that are engaging and motivating to a broad range of students.
  • Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for quality literacy learning experiences.
  • Analyse significant issues in literacy education drawing upon current research, policies, curriculum and practices.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

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.  

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: 

  • Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks.   

  • Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.  

  • Uploading of assessment tasks to iLearn. 

Unit Schedule

A schedule of lectures, tutes/workshops, and readings by week will be on the ILearn site.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

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

External Students

1. The on-campus sessions on (4 September and 9 October) are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration, may result in a Fail grade for the unit. Please see attendance requirements in this unit guide.

2. Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points, and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.

3. Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.

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.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to help you improve your marks and take control of your study.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

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

IT Help

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.

5Rs Framework

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling. In this unit, you will learn using the 5Rs framework in the following important ways:

Reflexive in their teaching practice. Students reflect upon Task 2 feedback to inform Task 3. Both Task 2 and 3 include a reflective evaluation component.

Responsive to students, colleagues, parents and professional communities. In Tasks 2 and 3, students will design explicit and systematic literacy and language learning experiences that are engaging and motivating to a broad range of students. Task 3 specifically requires students to cater for adjustment and extension of target learners.

Ready to learn. Students engage collaboratively in small group discussions in tutorials, based on professional reading and engagement with lectures. Students demonstrate preparedness to learn as they develop mastery of key competencies relevant to teaching handwriting, phonological awareness and phonics in Task 1. In developing group-based assessment tasks, students collaboratively demonstrate competence in personal use of language and literacy in a variety of forms, including ICT.

Research-engaged throughout their career. Students critically reflect upon pedagogy and appropriate evidence-based teaching strategies for quality literacy learning experiences. They analyse significant issues in literacy education drawing upon current research, policies, curriculum and practices. In both Tasks 2 and 3, students use research-informed

Unit information based on version 2021.05 of the Handbook