Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor, lecturer
Ruth French
Contact via Email
29 Wally's Walk, Room 275
Please email to organise a time if you would like a meeting with me.
Lecturer
Hua-Chen Wang
Lecturer
Emilia Djonov
Tutor
Rosemary Dunn
Tutor
Sun Jung Joo
Tutor
Nataliia Laba
Tutor
Lorenzo Logi
Tutor
Caroline Moir
Tutor
Liz Shoostovian
Tutor
Margo Lecompte Van Poucke
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
80cp including (EDST100 or EDST1000) and admission to (BABEd(Prim) or BA-PsychBEd(Prim) or BTeach(ECE) or BEd(Prim))
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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 introduces students to language development, and to language and literacy in Australian curriculum documents, policies on literacy instruction, and quality instructional practices. The unit offers a systematic, research-based introduction to foundational knowledge of language and literacies. The unit focuses on developing knowledge of the language system and its uses, purposes, and practices in reading and writing. It stresses the importance of phonological and orthographic knowledge at the beginning of literacy instruction, as well as semantic, syntactic and pragmatic knowledge in developing reading and writing skills of all learners. |
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:
Assignment extensions and late penalties
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:
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://policies.mq.edu.au/document/view.php?id=277
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. |
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.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Task 1 - Concepts in language and literacy | 20% | No | Saturday 26/3/22 11:59pm |
Task 2 - Major assignment (text analysis and planned learning experiences) | 40% | No | Saturday 14/5/22 11:59pm |
Task 3 - Handwriting | 0% | Yes | DAY mode Wk 6 tutorial; INFREQUENT mode Wk 5 class 23/3/22 |
Task 4 - Final examination | 40% | No | Exam period (from 6/6/22). Date TBA |
Assessment Type 1: Essay
Indicative Time on Task 2: 15 hours
Due: Saturday 26/3/22 11:59pm
Weighting: 20%
Students use applied literacy examples to demonstrate understanding of fundamental concepts in language and literacy education and research. Detailed instructions will be available on the iLearn site for the unit. Approx. 500 words.
Assessment Type 1: Qualitative analysis task
Indicative Time on Task 2: 30 hours
Due: Saturday 14/5/22 11:59pm
Weighting: 40%
Students annotate one fictional and one non-fictional instructional text to design and plan literacy learning experiences appropriate for target learners. Detailed instructions will be available on the iLearn site for the unit. Approx. 1000 words.
Assessment Type 1: Portfolio
Indicative Time on Task 2: 5 hours
Due: DAY mode Wk 6 tutorial; INFREQUENT mode Wk 5 class 23/3/22
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students demonstrate personal control of NSW Foundation Style handwriting: manuscript, cursive and numerals. Graded as Satisfactory/Unsatisfactory.
Assessment Type 1: Examination
Indicative Time on Task 2: 26 hours
Due: Exam period (from 6/6/22). Date TBA
Weighting: 40%
Students will be examined on their knowledge and understanding of the material covered in the lectures, classes and readings. All modules will be assessed. Students will be expected to understand and apply knowledge of language and images to examples of texts for / by children. They will also be asked to apply knowledge of literacy instruction across the six language modes to suggest productive literacy learning activities for given text/s. Duration: 2 hours.
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Fellowes, J. & Oakley, G. (2020). Language, literacy and early childhood education (3rd ed.). Oxford University Press.
Derewianka, B. (2011). A new grammar companion for teachers. (2nd ed.). Primary English Teaching Association.
Callow, J. (2018). Classroom assessment and picture books: Strategies for assessing how students interpret multimodal texts. Australian Journal of Language and Literacy, 41(1), 5–20.
Christie, F. (2005). Language education in the primary years. UNSW Press.
Derewianka, B. (2020). Exploring how texts work (2nd ed.) Primary English Teaching Association Australia (PETAA).
Derewianka, B & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford University Press.
Emmitt, M., Zbaracki, M., Komesaroff, L. & Pollard, J. (2015) (6th edition). Language and learning: An introduction for teaching. Oxford University Press.
Ewing, R. (2001). What is a functional model of language? Primary English Teaching Association. (Original work published 1994)
French, R. (2017). 'The picture is pleading to us to help': Primary school children interpret a persuasive online video. Practical literacy: The early and primary years, 22(3), 29–31.
Hill, S. (2021). Developing early literacy. Assessment and teaching (3rd ed.). Eleanor Curtain Publishing.
Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning (2nd ed.). Primary English Teaching Association Australia (PETAA). ** Highly recommended. This book includes activities with answers, for developing and applying your grammar knowledge.
Humphrey, S. & Vale, E. (2020) Investigating model texts for learning. Primary English Teaching Association Australia (PETAA).
Kalantzis, M, Cope, B., Chan, E. & Dalley-Trim, L. (2016). Literacies (2nd ed.). Cambridge University Press.
McLeod, S., & McCormack, J. (Eds) (2015). Introduction to speech, language and literacy. Oxford University Press.
Moats, L. (2020). Speech to print: Language essentials for teachers. Paul H. Brookes Pub. Co.
Murphy, S. (2021) Teaching poetry for pleasure and purpose. Primary English Teaching Association.
Tompkins, G.; Campbell, R.; Green, D. (2018). Literacy for the 21st Century: A balanced approach (3rd ed.). Pearson Education Australia.
Walsh, M. (2011). Multimodal literacy. Researching classroom practice. Primary English Teaching Association.
Winch, G. (2013). The grammar handbook. Oxford University Press.
Winch, G., Johnston, R., March, P., Ljungdahl, L. & Holliday, M. (2020). Literacy: Reading, writing & children’s literature (6th ed.). Oxford University Press.
Wing Jan, L. & Taylor, S. (2020). Write ways. (5th ed.). Oxford University Press.
Yopp, H.K. & Yopp, R. H. (2009) Phonological awareness is child’s play. Young Children (YC), 64(1), 12–18, 21.
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 there, as will other relevant unit notices and materials.
Various activities and materials for discussion and tutorial preparation will be provided. Electronic links and suggested references will be included in the Leganto section, which is linked to the library. Please check the iLearn site for the unit regularly.
Lectures are available on the web through the Echo360 component. You must listen to and view all lectures. PowerPoint slides will also be available in the Echo360 component. You are encouraged to create your own notes rather than only downloading slides.
Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. 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 uploading 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:
The unit will be delivered using a combination of lectures and tutorials. There are 15 hours of lecture content. There will be a weekly 1-hour lecture, and in roughly every second week there will be an additional 1-hour lecture, that is, three lectures in a fortnight, on average. All lectures will be recorded and made available in Echo360. In the final week of session, an optional revision lecture with live Q&A will be held online.
Weekly 1.5-hour tutorials will be held in Weeks 1 to 10 for students enrolled in the 'In-person - Weekday' attendance mode (total: 15 hours).
For students enrolled in the 'In-person - Infrequent' attendance mode, there is a combination of online 1.5-hour tutorials (in Weeks 1, 3, 6, 7, 9, 10) and two half-day on-campus sessions (total: 15 hours, made up of 9 hours in online tutorials and 6 hours in on-campus sessions).
In tutorials and at on-campus sessions (as relevant to their enrolment mode), 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. Students are required to participate in small group activities and whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. Sometimes short 'homework' tasks will be set, which also need to be completed as tutorial preparation. The weekly program for the course with the accompanying readings/ preparation will be available on the unit iLearn site.
Week of Session |
Content & key information |
Week 1 |
Module 1: Introduction to language literacies and children’s literature; the ‘four resources’ model; overview of importance of oral language and vocabulary in literacy development. |
Weeks 2 and 3 |
Module 2: Code-breaking including a focus on phonological and phonemic awareness; introduction to spelling; handwriting and keyboarding. A non-assessable online quiz will be available on iLearn before the census date, so students can receive formative feedback on their progress. |
Weeks 4, 5 and 6 |
Module 3: Meaning making Literacy as meaning-focused; grammar as a resource for making meaning; how texts use language and images to make meaning. Week 4 – Language for expressing ideas. Week 5 – Language for connecting ideas and organising texts. During Week 5: On-campus half-day #1 for ‘infrequent attendance’ students. Week 6 – Language for interacting with others. |
Week 7 |
Module 4: Text user Language for different purposes: types of texts and discourse organisation. |
April 9 to 25 |
MQ recess |
Week 8 |
Module 4: Text user continued. Teaching writing: introduction to pedagogies for teaching composition of different types of texts including use of model texts and joint construction. During Week 8: On-campus half-day #2 for ‘infrequent attendance’ students. |
Weeks 9 and 10 |
Module 5: Text analyst/text critic Applying learning about language and images from previous weeks to interpret multimodal texts and provide feedback to students on work samples. Critical visual literacy in children’s literature. |
Weeks 11 and 12 |
No classes in EDST2100. Most students will be on professional experience placements. |
Week 13 |
Revision. No tutorials will be held this week. There will be an optional revision lecture with Q&A, conducted live via Zoom and recorded for students unable to attend. |
University exam period |
Task 4: Exam (date to be scheduled by the university) |
On-campus sessions for 'Infrequent' mode students
The on-campus sessions for this year are on:
Day 1: 23/3/22
Day 2: 27/4/22
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 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.
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 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
At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Attendance for undergraduate units
All tutorials begin in Week 1 of Session. Activities completed during tutorials (and including on-campus sessions for 'infrequent' mode students) 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 sessions 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 eStudent. Please do not contact the unit convenor requesting a change.
Unit Expectations
● Students are expected to read weekly readings before completing tasks and attending tutorials
● Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials
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:
● Official MQ Student Email Address
● The Dialogue function on iLearn
● Other iLearn communication functions
'Infrequent' mode students
● The on-campus sessions on 23/3/22 and 27/4/22 are essential to student engagement and learning and attendance on both 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.
● 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.
● 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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.
The Library provides online and face to face support to help you find and use relevant information resources.
Macquarie University offers a range of Student Support Services including:
Got a question? Ask us via AskMQ, or contact Service Connect.
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.
The assessment tasks have been amended to include a handwriting hurdle task. This is to demonstrate professional competencies under NESA accreditation requirements.
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:
Students will build resilience by engaging strongly with intellectually challenging content relevant to teaching. Students will draw on social and structural supports including meaningful interaction with a range of peers as well as teaching staff in the unit.
Opportunities to develop a reflexive approach to practice will be specifically afforded by assessment Tasks 1, 2 and 3, where students should reflect upon feedback and then feed forward relevant advice, where possible, to subsequent assessment tasks and/or into their teaching practice in future professional experience placements.
Students will understand and respect the roles adults play in children's literacy development, the importance of oral language as foundational for literacy success, and the development of reading, writing, and multimodal and critical literacy in homes/communities as well as in formal educational contexts. Students will begin to develop an understanding of the role of literacy education in promoting social justice for children experiencing difficulties in literacy learning, Indigenous learners and EAL/D (English as an additional language or dialect) learners - and their responsibilities as educators in being responsive to student diversity. Students will develop their own knowledge about language so that they are equipped better to understand children’s language and literacy development and to provide meaningful feedback as responsive teachers in the future.
Students will develop a foundational understanding of the role and value of language, literacy and children’s literature across the curriculum in prior-to-school and school (K–6) contexts. They will demonstrate a basic working knowledge of aspects of language and literacies including phonology, grammar and text types including multimodal texts. This will form the basis for future learning in other units, that is, students are encouraged to see this unit as foundational and not an end point. Students will practise positive dispositions to professional learning, for example, they will come to tutorials prepared for learning, including having completed prior reading and preparatory tasks, and bringing their own questions and key understandings to share. They will engage in small group activities and discussions. They will cultivate positive attitudes towards lifelong professional learning about language, literacy education and literature.
Students will engage, individually and collaboratively, with research-informed lecture content, tutorials and scholarly readings. In Tasks 1 and 2, students will apply analytical skills to texts, which will provide practice for similarly informed analysis in future professional work e.g. understanding students' phonemic awareness skills; applying knowledge of language to texts for and by children. Weekly readings will engage students with research-informed principles and practices in English/literacies education.
Date | Description |
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10/02/2022 | Correction of one date in the unit schedule. |
Unit information based on version 2022.03 of the Handbook