• Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3) 

• Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11:55pm. A 1-hour grace period is provided to students who experience a technical issue. 

• This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special Consideration application. Special Consideration outcomes may result in a new question or topic.  

• Please format assessments using 12-point font and 1.5 spacing. 

• All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. 

• Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. 

• Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error. 

• Word limits are strictly applied. Work above the word limit will not be marked.  

• All assessments are marked using a clear marking scheme or a rubric.

• Marking of all assessments is moderated by the Unit Convenor. 

• Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).  

• It is not the responsibility of unit staff to contact students who have failed to submit assessments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor. 

 

Units with Quiz Assessments 

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.  

 

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. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. 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.   

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 course progression. 

 

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. 

 

Compulsory Texts

Fellowes, J. & Oakley, G. (2020). Language, literacy and early childhood education (3^rd ed.). Oxford University Press.

Derewianka, B. (2022). A new grammar companion for teachers. (3^rd ed.). Primary English Teaching Association.

 

Highly Recommended

Cavanagh, M. & Prescott, A. (2022). Your professional experience handbook: A guide for preservice teachers (2^nd ed.). Pearson. This is highly recommended as it is relevant to all your professional experience units of study.

Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning (2^nd ed.). Primary English Teaching Association Australia (PETAA). This book includes activities with answers, for developing and applying your grammar knowledge.

 

Recommended Readings

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 (2^nd ed.) Primary English Teaching Association Australia (PETAA).

Derewianka, B & Jones, P. (2022). Teaching language in context (3^nd ed.). Oxford University Press.

Emmitt, M., Zbaracki, M., Komesaroff, L. & Pollard, J. (2015) (6^th ed.). 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 (3^rd ed.). Eleanor Curtain Publishing.

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 (2^nd 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 (3^rd ed.). Pearson Education Australia.

Walsh, M. (2011). Multimodal literacy. Researching classroom practice. Primary English Teaching Association.

Winch, G., Johnston, R., March, P., Ljungdahl, L. & Holliday, M. (2020). Literacy: Reading, writing & children’s literature (6^th ed.). Oxford University Press.

Wing Jan, L. & Taylor, S. (2020). Write ways. (5^th 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.

 

iLearn site    

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

Lectures and lecture slides 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.  

 

Access and technical assistance  

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.  

Assistance is available from IT Helpdesk  

Ph: 9850 4357 or 1800 67 4357  

Email: help.mq.edu.au. 

On Campus: Ground floor at 18 Wally’s Walk

 

Structure 

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, 4, 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 15/03/2023 in 6–7pm window. Week 5 – Language for connecting ideas and organising texts. Week 6 – Language for interacting with others. On-campus session for Infrequent mode students: 01/04/2023 Module 6: Professional experience Key expectations
Week 7	Module 4: Text user Language for different purposes: types of texts and discourse organisation. Quiz #2 05/04/2023 in 6–7pm window. Module 6: Professional experience Learning to make thoughtful classroom observations
April 10 to 23	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 23:55 27/04/2023
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 03/05/2023 in 6–7pm window.
Weeks 10 to 12	No classes in EDST8206. Students will be on professional experience placements 08/05/2023–26/05/2023.
Week 13	Professional experience report due. No tutorials will be held this week.
University exam period	Quiz 4 – 24-hour take-home question – released 09:00 06/06/2023; due 09:00 07/06/2023. Major assignment Part B due 23:55 14/06/2023

 

 

On-campus session for 'Infrequent' mode students

The on-campus session for this year is on:

Saturday 01/04/2023

The time and venue can be found in students' personalised timetables in eStudent.

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:

• Resilience practised inside and outside of the classroom. 

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.

• Reflexive in 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.

• Responsive to students, colleagues, parents and professional communities.

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.

• Ready to learn.

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.

• Research-engaged throughout their career.

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.