Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

The Middle Schooling movement in Australia is an educational response to adolescents in our fast-changing knowledge society. A multiliteracies pedagogy for the Middle Years of schooling negotiates the curriculum in ways that are meaningful for students. It interlinks the disciplines and associated curricula, exploring texts and knowledge through critical framing principles and a range of media. It is not that print has become unimportant or the book redundant; indeed print and subject English agendas remain essential within all texts, including those that are digital multimedia. However, the privileged status of print as the almost exclusive focus for literacy has diminished. This does not release teachers from their responsibility to refine communication and print reading knowledge. Contemporary language and literacy education recognises diverse contexts and social purposes for communicating.

Aims

The aims of this unit are:

• Through engagement with critical and socio-cultural principles of language and literacies education you will have opportunities to develop concepts of yourself as a learner within a community of learners approach and a Learning by Design pedagogy; and



• to prepare you as an effective curriculum planner

Objectives

On completion of this unit you should be able to:

1. Design lesson and program planning experiences that draw upon relevant pedagogical, curriculum and assessment knowledge and skills. [QCT Standard 1, 2 & 4]

2. Employ a range of evidence-informed theories on literacy learning in classrooms and everyday situations to plan integrated curriculum projects. [QCT Standard 2]

3. identify textual structures and features of a range of spoken, visual, written, gestural and multimodal texts. [QCT Standard 2]

4. Apply a multiliteracies pedagogy that provides learning opportunities using ICTs and promoting higher order thinking and critical inquiry methods to investigate problems. [QCT Standards 2, 3, & 10]

5. Demonstrate acceptable standards of literacy and communication. [QCT Standard 2]

Content

This unit will cover the following topics and will contribute to your developing Professional Learning Profile:

• Differences among learners and inclusive practices


• Socio-cultural and critical theories underpinning multiliteracies education


• The 'fit' between traditional and multiliteracies approaches


• Strategic planning for Productive Pedagogies


• The unit introduces a Learning by Design pedagogic model

Approaches to Teaching and Learning

The unit is taught using a critical approach and applies a Learning by Design pedagogy. You have opportunities to engage in the same pedagogic approach that you are learning about for application in classrooms. You also engage in reflective 'talk' pedagogies where your prior experiences are used as the basis for new learning. The unit is offered internally and as internet study (see course summary sheet for offerings in different semesters) and supported by a substantive Study Guide for both groups.

Assessment

Assessment in the unit is both formative and summative and will be viewed in terms of the principle of 'assessment as learning'. Formative assessment is provided through workshop or online participation. In this unit one assessment item will focus the upper primary years (Years 4-7) and the other will focus on the lower secondary years (Years 8-9).

There will be two summative assessment pieces.

You are encouraged to use the assessment tasks in this unit to add to the Resources Toolkit that you set up in the Education Studies Unit.

Assessment name: Professional Plans
Description: Planning a conceptual model and lead-up tasks for classroom practice.
Length: 2000 words or equivalent
Relates to objectives: 1-5
Weight: 50%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Professional Plans
Description: Short-term planning and lead-up tasks for classroom practice
Length: 2000 words or equivalent
Relates to objectives: 1-5
Weight: 50%
Internal or external: External
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

Healy, A. (Ed.). (2008). Multiliteracies and Diversity in Education: New Pedagogies for Expanding Landscapes. South Melbourne: Oxford University Press.

References

Healy, A., & Honan, E. (Eds.). (2004). Text next: New resources for literacy learning. Newtown, NSW: PETA.

Kalantzis, M., & Cope, B. (2005). The designs for learning. Altona, VIC.: Common Ground Publishing.

Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. London: Paul Chapman Publishing.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 17-Jan-2013