Units

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Sample subject outline - Semester 2 2013

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

Rationale

This unit builds on the content of Language, Literacies and Communication I.
As children make the transition to formal schooling it is essential for teachers to continue to promote continuity between home and educational literacy practices. In this unit literacy is constructed as being a social practice. You will explore matters related to instructional experiences, literacy resources and materials, diversity and building positive partnerships with children's families and communities. Although print-based literacy will be the focus in reading and writing instruction, visual, graphic and multimedia text will also be a significant consideration, so that the literacy practices, skills and understandings that children learn reflect new and changing ways of operating with texts.
Effective early childhood teachers build balanced programs that incorporate a range of texts and contexts, and opportunities for children to learn to understand, take part in, and critique the world around them. The first years of school are critical in laying the foundation for children to become literate citizens. You will learn to implement evidence-based pedagogies and assessment that provide opportunities for success for all students. In this way we will discuss the elements of a high quality high equity literacy program.

Aims

The aim of this unit is to provide students with an understanding of early reading and writing processes. You will use the four resources model (Luke & Freebody, 1999) to support exploration of literacy learning and teaching in current times. You will build a repertoire of strategies that will allow you to meet the needs of a diverse cohort of learners and create instructional contexts and engaging activities that promote effective literacy practices for children in the early years of schooling.

Objectives

On completion of this unit, you should be able to:

1. understand and appreciate the diversity of individual children's literate behaviour, as well as broad common patterns of development; [QCT Standard 2]
2. plan learning experiences that are informed by current evidence-based theory and research in language and literacy learning and that provide all children with opportunities to develop the necessary knowledge, practices and dispositions needed to become effectively literate in today's times; [QCT Standard 2]
3. demonstrate a developing awareness of the elements of effective, clear and explicit pedagogy to provide all young children with access to a range of effective skills, processes and understandings to engage independently in listening, speaking, reading, viewing, writing and designing texts in a range of contexts; [QCT Standard 2]
4. reflect on personal language literacy skills and reveal well developed personal language and literacy competency using Standard Australian English (demonstrated through use of appropriate literacy and communications conventions and technologies in meeting unit participation and assessment requirements) and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard 2]

Content

This unit will cover the following topics:

Literacy as social practice
Links are made with the study of Language, Literacies and Communication 1. A view of literacy as the ability to call on a repertoire of contextualised social practices to make meaning is established. You will consider the range of literacies and related technologies used in contemporary and future life contexts, and the curriculum, pedagogy and assessment implications for young children's learning in early years settings. The diversity of experiences and literacy understandings that children bring from home and community are explored as they inform classroom planning and practices for socially just education.
Understanding reading/writing processes and strategies for observing and documenting young children's literacy learning
You will investigate the processes whereby, in the early childhood years, through participation in meaningful literacy activities, and with the active support of literate others, children acquire abilities in using the conventional symbol systems of their culture.
Enabling pedagogies
Effective pedagogical practices for teaching literacy, and learning experiences that take account of young children's individual and group learning characteristics are examined and critically analysed.
Planning balanced programs to cater for a range of learners
An effective classroom literacy program ensures that all children are provided with the opportunities and support for becoming literate citizens. Ways of establishing a literate learning environment are investigated, including the judicious and critical selection and use of resources and technologies appropriate for young children. A planning approach focusing on literacy as a repertoire of social practices is adopted. The planning of meaningful experiences based on consideration of children's interests, home and community contexts and ongoing literacy learning priorities is emphasised.

Approaches to Teaching and Learning

This unit will be studied through personal research, reading, writing, observation and collaborative learning activities. Keynote lectures (internal and external students) and online study materials supported by tutorials (internal students) or online discussion forums (internet students) will encourage you to discuss, question and problem-solve. Blackboard will be used as an important part of the unit resources and should be accessed by all students regularly.

Assessment

Assessment in this unit is both formative and summative. Formative feedback is provided
via participation in web-based discussion (external students) and/or tutorial sessions (internal students) to share and refine ideas for teaching plans, practical literacy teaching and learning episodes, understandings of unit content, and theoretical underpinnings of the field of literacy . There are two items of summative assessment:Students can expect formative feedback as part of engaging with tutors and peers in tutorials and on discussion forums.
Summative feedback will be provided in the form of assessment rubrics and comments on assignments. Students can expect feedback on assignments within 3 weeks of submission.

Assessment name: Project
Description: A practical task which involves the application of knowledge and understandings from university studies, independent reading and practical experiences.
Length: Equivalent to 2500 words
Relates to objectives: 1, 2, 3 & 4
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: Throughout-Semester

Assessment name: Examination (Theory)
Description: Examination.
Length: To be announced
Relates to objectives: 1, 3 & 4
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: End of 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

Texts

Texts and References are subject to change. Set texts will be confirmed at the start of Semester. References may be made available on-line.
Hill, S. (2006). Developing early literacy - Assessment and teaching. Prahan, Vic.: Eleanor Curtain Publishing.

References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, Australia: Thomson.
Bull, G., & Anstey, M. (2003). The literacy lexicon (2nd ed.). Frenchs Forest, NSW, Australia: Prentice Hall.
Healy, A. (2008). Multiliteracies and diversity in education. Victoria, Australia: Oxford University Press.
Makin, L., Jones Diaz, C., & McLachlan, C. (2007). Literacies in childhood (2nd ed.). Marrickville, NSW, Australia: Elsevier

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: 18-May-2012