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
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
EDST8200
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is the first of a three-unit sequence that introduces students to English teaching in the primary years. It includes the first Professional Experience placement for the course. Learning will include a focus on language, literacy and children's literature in Australian curriculum and other policy documents, and a focus on quality research-informed teaching strategies. The unit offers a systematic, research-based introduction to foundational knowledge of language and literacies, and provides opportunities to develop knowledge of the language system and its uses, purposes, and practices in reading and writing for a range of audiences and purposes and in a range of mediums including visual and multi-modal forms. Learning and teaching will develop understanding of the integration of technology, the role of quality texts in supporting literacy learning, and how to nurture creativity and engagement in English during the primary years. Students complete a professional experience placement where they work with a Supervising Teacher and gain experience in curriculum, pedagogy, and classroom management in a school environment. During this professional experience placement, students will engage in reflexive practices to evaluate and critique their experiences and knowledge, and gain experience in evidence-based teaching practice. |
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:
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
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:
Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion.
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.
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 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 |
---|---|---|---|
Professional Experience Placement and Evaluation Report | 0% | Yes | Monday 30/5/22 (extended if P.Ex. days are not yet complete) |
Planning for Professional Experience: text analysis and lesson planning with justification | 60% | No | Part A: Tue 26/4 11:55pm. Part B: Tue 14/6 11:55pm |
Literacy across the language modes quiz | 40% | No | Q 1–3 online 6-7pm window 16/3, 30/3, 4/5. Q4 Wed 8/6/22 9am |
Assessment Type 1: Field work task
Indicative Time on Task 2: 60 hours
Due: Monday 30/5/22 (extended if P.Ex. days are not yet complete)
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Supervising Teacher submits PE Evaluation Report on Teacher Education Student.
While on placement, Teacher Education Students must implement two connected literacy lesson plans and are required to read to the children using quality children’s literature texts. TESs will demonstrate facility in using NSW Foundation Style handwriting when teaching.
Assessment Type 1: Portfolio
Indicative Time on Task 2: 20 hours
Due: Part A: Tue 26/4 11:55pm. Part B: Tue 14/6 11:55pm
Weighting: 60%
A/ 1000 words. Textual analysis and annotation. Students analyse and interpret the language of one fictional and one non fictional instructional text to demonstrate fundamental understandings of language relevant to English/literacy instruction.
B/ 1500 words. Learning and teaching sequence including justification. Students use applied literacy examples to design and plan literacy learning experiences aligned to English curriculum documents and appropriate for target learners. Students justify learning experiences using understanding of fundamental concepts in language and literacy education and research.
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 15 hours
Due: Q 1–3 online 6-7pm window 16/3, 30/3, 4/5. Q4 Wed 8/6/22 9am
Weighting: 40%
2 hours in total (may be administered as 4 x 30 mins quizzes, for example). Apply knowledge of literacy instruction and knowledge about language and images across the six language modes, and design productive literacy learning activities for given text/s.
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.
Cavanagh, M. & Prescott, A. (2021). Your professional experience handbook: A guide for preservice teachers (2nd ed.). Pearson. This is highly recommended as it is relevant to all your professional experience units of study.
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 16 hours of lecture content, some of which is delivered in shorter mini-lectures although most are roughly 1-hour lectures. There is an average of 3 hours of lectures across each fortnight of the teaching weeks. All lectures will be recorded and made available in Echo360.
Weekly 1.5-hour tutorials will be held across nine teaching weeks for students enrolled in the 'In-person - Weekday' attendance mode (total: 13.5 hours).
For students enrolled in the 'In-person - Infrequent' attendance mode, there is a combination of online 1.5-hour tutorials (in Weeks 1, 2, 3, 6, 7, 8, 9) and one half-day on-campus session (total: 13.5 hours, made up of 10.5 hours in online tutorials and 3 hours in the on-campus session).
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 0 |
Introduction to Module 6: Professional experience. Short lecture about mandatory requirements. Module 6 is mainly constituted by the professional experience placement, held towards the end of the session. Preparatory lecture and tutorial content is woven through the unit. |
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 with 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. Quiz #1 16/3/22 in 6–7pm window. Week 5 – Language for connecting ideas and organising texts. On-campus session for Infrequent mode students: 26/3/22. Week 6 – Language for interacting with others. Quiz #2 30/3/22 in 6–7pm window. Module 6: Professional experience Key expectations |
Week 7 |
Module 4: Text user Language for different purposes: types of texts and discourse organisation. Module 6: Professional experience Learning to make thoughtful classroom observations |
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. Module 6: Professional experience Professional standards, the P.Ex. report, lesson planning Major assignment Part A due 26/4/22 11:55pm |
Week 9 |
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. Quiz #3 4/5/22 in 6–7pm window. |
Weeks 10 to 12 |
No classes in EDST8206. Students will be on professional experience placements. |
Week 13 |
Professional experience report due. No tutorials will be held this week. A P.Ex. de-briefing opportunity may be provided, participation in which would be optional. |
University exam period |
Quiz 4 – 24-hour take-home question – released 9am 7/6/22; due 9am 8/6/22. Major assignment Part B due 14/6/22 |
The on-campus session for this year is on:
Saturday 26/3/22
Further specific details and any updates about times and locations will be posted on iLearn as an Announcement.
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 at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional qualification. All students must meet the 80% attendance requirement.
Activities completed during weekly tutorials or on-campus days 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. 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 eStudent. Please do not contact the unit convenor requesting a change.
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.
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
FOR POSTGRAD EDST8xxx PE UNITS
Students in the MTeach(Prim/Sec) must have met the standard for both the Literacy and Numeracy test prior to commencing the professional experience placement unit EDST8240 - Professional Practice 3 and Educational Research. Enrolling in EDST8240 while waiting for your results will not be accepted.
In order to pass a Professional Experience unit, students must achieve a satisfactory result for their professional experience placement AND achieve a satisfactory result overall for their academic assessment tasks (where applicable) in the unit.
For more details re school placement requirements see: https://education.nsw.gov.au/teaching-and-learning/professional-learning/pre-service-teacher-resources/induction-for-pre-service-teachers/mandatory-pre-requisites-for-pre-service-teachers-participating-.
This includes completing the pre-service teacher acknowledgement: https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/professional-learning/pre-service-teacher-resources/Document2_Pre-service_teacher_Acknowledgement_October_2020.pdf
Students are responsible for ensuring that their evidence is current. Please be aware that you may need to update your training or credential during your program of study.
General Coursework Rule 10(7) stipulates that if a student fails a required unit twice in an undergraduate professional program listed on Schedule 2, they may be permanently excluded from further enrolment in that program.
Students completing a double degree will be able to continue with their other degree program provided they meet the academic progression requirements of the Academic Progression Policy.
Students completing a single Education degree (such as the BEd) are advised to seek academic advice.
To be eligible to commence the block placement component of this unit, students
In order to meet the Professional Experience placement expectations of this unit, students must:
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 professional experience requirements for this unit have some additional specifications, to address NESA accreditation requirements. While students in previous offerings have likely undertaken these activities, the following are now explicitly required to be demonstrated in the unit's P.Ex.placement:
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. During teaching weeks and during the professional experience placement, students will draw on social and structural supports including meaningful interaction with a range of peers as well as teaching staff in the unit, tertiary supervisors, and staff in schools. They will build foundational skills of managing new and complex contexts during the professional experience placement, and practise resilience as they engage with feedback on their teaching practice.
Students learn about the 'ladder of inference' as a tool for reflecting on practice from different standpoints and to prepare for making thoughtful classroom observations. Opportunities to develop professional reflexivity will be specifically afforded by the professional experience placement, in which students will reflect upon their own practice and make effective decisions in light of their own and supervising teacher evaluations.
Reflexivity is also developed across the assessment tasks, as students reflect upon feedback and then feed forward relevant advice, where possible, to subsequent assessment tasks and/or into their teaching practice in professional experience placements in this unit and in the future.
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.
During the professional experience placement, students will demonstrate positive professional relationships with children, parents/families (as opportunity affords) and colleagues. Students will draw on their knowledge of curriculum content and how to teach it to promote children’s language and literacy development and to provide meaningful feedback as responsive teachers.
Students will develop a foundational understanding of the role and value of language, literacy and children’s literature across the curriculum in 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 assessment tasks, 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.
During the professional experience placement, students will develop a tracking system for assessment purposes, collecting observations of at least 5 students per week. They will undertake observations to compile information which could be used for a mid-year report for 1 student by the completion of Professional Experience. These activities will develop understandings of how ‘small data’ from classroom assessment help to give us details about children’s learning and progress.
Unit information based on version 2022.03 of the Handbook