EUN201 English, Language and Literacies 2: Speaking, Writing and Creating
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN201 |
|---|---|
| Prerequisite(s): | EUN106 or CRN650 or EAN651 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUN201 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN106 or CRN650 or EAN651 |
| Coordinator: | Naomi Barnes | n3.barnes@qut.edu.au |
Overview
The Early Years Learning Framework and Primary English curriculum provide key contexts for the development of early literacy skills and knowledges. Knowledge of how language and semiotics are used to achieve different purposes for different audiences across a variety of modes and media is a high priority in English curriculum. This unit will help you develop your English literacy Primary Specialisation and set learning goals that provide achievable challenges for students of varying abilities and characteristics. You will develop your knowledge about purposes, textual features and structures of text types; how children develop skills in using written language; and how to design teaching strategies, use resources to scaffold and assess the successful application of English literacies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design summative assessment and plan learning informed by educational and literacy theories of early childhood and primary English curriculum (CLO1).
- Analyse recent developments in the field of early childhood and primary English curriculum, teaching, and learning (CLO1).
- Reflect critically on the ways in which educational and literacy theories inform early childhood and primary English curriculum particularly in regard to productive modes (CLO2).
- Identify innovative ways to encourage students to appreciate English language, literature and literacies in the environment that English is currently taught in (CLO4).
- Connect with English language teacher professional networks and learning sources (CLO5).
- Communicate effectively by demonstrating high level personal and professional literacies (CLO8).
Content
This unit includes the following topics, the organisation of topics is subject to variation:
- summative assessment design and unit planning for teaching English language, literature and literacy, selecting children's literature, multimedia, and resources
- strategies for planning, teaching and the full range of strategies for assessing grammar and writing across a range of genres and modes
- developing knowledge of English literacy Primary Specialisation
- pedagogies and assessments that consider the diverse needs of students
- developing explicit knowledge of text structure and grammatical features using different modes and media
- teaching handwriting and keyboarding
- spelling - instructional strategies for teaching and assessing spelling.
- setting learning goals that provide achievable challenges for children/students of varying abilities and characteristics
- pedagogies in early childhood and primary settings including play based approaches
- the intersection of the English language and literacies with Aboriginal and Torres Strait Islander histories, cultures and languages
- current discourse around literacy and English in the political environment
- modern influences on children/student's relationships with English language, literature and literacies
- networks and paths for professional learning in English curriculum and literacies.
Learning Approaches
This unit engages you in your learning through a theory-to-practice approach, with opportunities for demonstration of English instructional strategies; practical experience in composing texts; and discussion. You will be encouraged to question, problem-solve and justify opinions on the grounds of theory and empirical research. Your learning will be enhanced by weekly reading and activities. The learning activities in weekly lectures and tutorials are designed to help build your personal and professional knowledge, skills and understandings of literacy, text types and quality English programs.
Feedback on Learning and Assessment
You will receive formative feedback throughout the unit through discussions and in-class activities. You will receive summative assessment feedback about your assignments for each task.
Assessment
Overview
Assessments are authentic, linked to the content, underlying principles and unit outcomes. Formative assessment is provided during workshops. You will complete two pieces of summative assessment during the semester:
- an English summative assessment piece with accompanying unit plan: this assessment is designed to help you demonstrate learning outcomes related to subject English content, differentiated planning, teaching strategies and use of resources and
- a portfolio designed to help you demonstrate learning outcomes related to the substance, content and strategies of Engish language, literacies and literature
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Unit Plan
Design a summative assessment piece on writing/speaking/creating in the English curriculum. This will be accompanied by a unit plan that applies research-based pedagogical frameworks for teaching and assessing the writing/speaking/creating process. The process includes a range of assessment types - informal, formal, formative - through reviewing, editing and teacher/peer/self feedback.
Your summative assessment piece will need to include a marking rubric based on a recognised taxonomy relevant to the year level.
The unit plan will need to make linkages between English curriculum and Aboriginal and Torres Strait Islander histories, cultures and languages as informed by the Cross Curriculum Priorities.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 8
APST: 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.2, 5.3
Assessment: Portfolio
What does it mean to be a teacher of the English language today?
Identify ways your engagement with English in this course has equipped you to be a teacher of the English language. Reflect on the English curriculum, general capabilities, the politics of literacy and your professional experience.
Consider ways you will continue to strengthen your identity as a teacher of English, and specifically, ways to determine your professional learning needs with links made to the APSTs.
Plan how you will set up your learning environment/classroom to strengthen an appreciation of English, language, literacy and literature in your children/students.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 2, 4, 5, 8
APST: 2.5, 3.6, 6.1, 6.2, 6.3, 7.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Wing Jan, L. (2016). Write Ways: Modelling writing forms. (3rd or 4th ed.). Melbourne: Oxford University Press.
Recommended text(s)
Tompkins, G., Campbell, R., & Green, D. (2012 or 2015 editions). Literacy for the 21st Century: A balanced approach. Frenchs Forest, NSW: Pearson.
Fellowes, J., & Oakley, G. (2014) Language, literacy and early childhood education. South Melbourne, Australia: Oxford University Press
ACARA website
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.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Unit Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Unit Plan
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Unit Plan - Content selection and organisation
Relates to: Unit Plan - Curriculum, assessment and reporting
Relates to: Unit Plan - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Unit Plan - Literacy and numeracy strategies
Relates to: Unit Plan, Portfolio - Information and Communication Technology (ICT)
Relates to: Unit Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Unit Plan - Plan, structure and sequence learning programs
Relates to: Unit Plan - Use teaching strategies
Relates to: Unit Plan - Select and use resources
Relates to: Unit Plan - Use effective classroom communication
Relates to: Unit Plan - Evaluate and improve teaching programs
Relates to: Portfolio
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Unit Plan - Provide feedback to students on their learning
Relates to: Unit Plan - Make consistent and comparable judgements
Relates to: Unit Plan
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Portfolio - Engage in professional learning and improve practice
Relates to: Portfolio - Engage with colleagues and improve practice
Relates to: Portfolio
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with professional teaching networks and broader communities
Relates to: Portfolio
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Unit Plan - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Unit Plan, Portfolio - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Portfolio - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Unit Plan, Portfolio
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Unit Plan - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Unit Plan, Portfolio - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Portfolio - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Unit Plan, Portfolio
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN201 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN106 or CRN650 or EAN651 |
Overview
The Early Years Learning Framework and Primary English curriculum provide key contexts for the development of early literacy skills and knowledges. Knowledge of how language and semiotics are used to achieve different purposes for different audiences across a variety of modes and media is a high priority in English curriculum. This unit will help you develop your English literacy Primary Specialisation and set learning goals that provide achievable challenges for students of varying abilities and characteristics. You will develop your knowledge about purposes, textual features and structures of text types; how children develop skills in using written language; and how to design teaching strategies, use resources to scaffold and assess the successful application of English literacies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design summative assessment and plan learning informed by educational and literacy theories of early childhood and primary English curriculum (CLO1).
- Analyse recent developments in the field of early childhood and primary English curriculum, teaching, and learning (CLO1).
- Reflect critically on the ways in which educational and literacy theories inform early childhood and primary English curriculum particularly in regard to productive modes (CLO2).
- Identify innovative ways to encourage students to appreciate English language, literature and literacies in the environment that English is currently taught in (CLO4).
- Connect with English language teacher professional networks and learning sources (CLO5).
- Communicate effectively by demonstrating high level personal and professional literacies (CLO8).
Content
This unit includes the following topics, the organisation of topics is subject to variation:
- summative assessment design and unit planning for teaching English language, literature and literacy, selecting children's literature, multimedia, and resources
- strategies for planning, teaching and the full range of strategies for assessing grammar and writing across a range of genres and modes
- developing knowledge of English literacy Primary Specialisation
- pedagogies and assessments that consider the diverse needs of students
- developing explicit knowledge of text structure and grammatical features using different modes and media
- teaching handwriting and keyboarding
- spelling - instructional strategies for teaching and assessing spelling.
- setting learning goals that provide achievable challenges for children/students of varying abilities and characteristics
- pedagogies in early childhood and primary settings including play based approaches
- the intersection of the English language and literacies with Aboriginal and Torres Strait Islander histories, cultures and languages
- current discourse around literacy and English in the political environment
- modern influences on children/student's relationships with English language, literature and literacies
- networks and paths for professional learning in English curriculum and literacies.
Learning Approaches
This unit engages you in your learning through a theory-to-practice approach, with opportunities for demonstration of English instructional strategies; practical experience in composing texts; and discussion. You will be encouraged to question, problem-solve and justify opinions on the grounds of theory and empirical research. Your learning will be enhanced by weekly reading and activities. The learning activities in weekly lectures and tutorials are designed to help build your personal and professional knowledge, skills and understandings of literacy, text types and quality English programs.
Feedback on Learning and Assessment
You will receive formative feedback throughout the unit through discussions and in-class activities. You will receive summative assessment feedback about your assignments for each task.
Assessment
Overview
Assessments are authentic, linked to the content, underlying principles and unit outcomes. Formative assessment is provided during workshops. You will complete two pieces of summative assessment during the semester:
- an English summative assessment piece with accompanying unit plan: this assessment is designed to help you demonstrate learning outcomes related to subject English content, differentiated planning, teaching strategies and use of resources and
- a portfolio designed to help you demonstrate learning outcomes related to the substance, content and strategies of Engish language, literacies and literature
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Unit Plan
Design a summative assessment piece on writing/speaking/creating in the English curriculum. This will be accompanied by a unit plan that applies research-based pedagogical frameworks for teaching and assessing the writing/speaking/creating process. The process includes a range of assessment types - informal, formal, formative - through reviewing, editing and teacher/peer/self feedback.
Your summative assessment piece will need to include a marking rubric based on a recognised taxonomy relevant to the year level.
The unit plan will need to make linkages between English curriculum and Aboriginal and Torres Strait Islander histories, cultures and languages as informed by the Cross Curriculum Priorities.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 8
APST: 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.2, 5.3
Assessment: Portfolio
What does it mean to be a teacher of the English language today?
Identify ways your engagement with English in this course has equipped you to be a teacher of the English language. Reflect on the English curriculum, general capabilities, the politics of literacy and your professional experience.
Consider ways you will continue to strengthen your identity as a teacher of English, and specifically, ways to determine your professional learning needs with links made to the APSTs.
Plan how you will set up your learning environment/classroom to strengthen an appreciation of English, language, literacy and literature in your children/students.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 2, 4, 5, 8
APST: 2.5, 3.6, 6.1, 6.2, 6.3, 7.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Wing Jan, L. (2016). Write Ways: Modelling writing forms. (3rd or 4th ed.). Melbourne: Oxford University Press.
Recommended text(s)
Tompkins, G., Campbell, R., & Green, D. (2012 or 2015 editions). Literacy for the 21st Century: A balanced approach. Frenchs Forest, NSW: Pearson.
Fellowes, J., & Oakley, G. (2014) Language, literacy and early childhood education. South Melbourne, Australia: Oxford University Press
ACARA website
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.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Unit Plan - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Unit Plan
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Unit Plan - Content selection and organisation
Relates to: Unit Plan - Curriculum, assessment and reporting
Relates to: Unit Plan - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Unit Plan - Literacy and numeracy strategies
Relates to: Unit Plan, Portfolio - Information and Communication Technology (ICT)
Relates to: Unit Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Unit Plan - Plan, structure and sequence learning programs
Relates to: Unit Plan - Use teaching strategies
Relates to: Unit Plan - Select and use resources
Relates to: Unit Plan - Use effective classroom communication
Relates to: Unit Plan - Evaluate and improve teaching programs
Relates to: Portfolio
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Unit Plan - Provide feedback to students on their learning
Relates to: Unit Plan - Make consistent and comparable judgements
Relates to: Unit Plan
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Portfolio - Engage in professional learning and improve practice
Relates to: Portfolio - Engage with colleagues and improve practice
Relates to: Portfolio
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with professional teaching networks and broader communities
Relates to: Portfolio
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Unit Plan - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Unit Plan, Portfolio - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Portfolio - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Unit Plan, Portfolio
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Unit Plan - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Unit Plan, Portfolio - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Portfolio - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO6, Unit Plan, Portfolio