EUN301 English/Literacy Primary Specialisation 1
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: | EUN301 |
|---|---|
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN301 |
|---|
Overview
This unit contains Modules 1-4 in the English/Literacy primary specialisation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Knowledge and understanding of essential concepts and key ideas for the teaching of English in primary school. (CLO 1)
- Knowledge of effective English and literacy pedagogies that have proven efficacy for progressing students' reading, viewing and writing achievement, and a deep understanding of their evidence base. (CLO 1, CLO 2)
- An appreciation of the subject area and understanding the evidence behind practice by reviewing literature to identify issues, challenges and solutions to literacy education. (CLO 1, CLO 2)
- Initiative and confidence in the specialisation to implement diagnostic assessment, lesson sequencing, and assessment for learning. (MTeach CLO 4, CLO 8; BEd CLO 5, CLO 9)
Content
- Module 1: Content Knowledge. An in-depth study of the curriculum which identifies content in which colleagues may require specialised input.
- Module 2: Review. Reflect on literature which informs appropriate literacy pedagogical approaches in the context of the selected content.
- Develop a continued professional learning experience and have a wide range of resources by investigating key resources including professional bodies and professional learning opportunities.
- Module 3: Identify. Develop an appreciation of the subject area and understand the evidence behind practice by reviewing literature to identify issues, challenges and solutions to literacy education.
- Module 4: Plan. Show initiative and confidence in the specialisation through the development of a template to support the negotiation and discussion required to implement diagnostic assessment, lesson sequencing, assessment for learning.
Relates to learning outcomes
Course Learning Outcomes (MTeach)
1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Innovative: Lead and create innovative future-focused learning.
8. Communicative: Engage and communicate effectively and professionally.
Course Learning Outcomes (BEd)
1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
5. Innovative: Lead and create innovative future-focused learning.
9. Communicative: Engage and communicate effectively and professionally.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
EU30 Master of Teaching (Early Childhood) and EU40 Master of Teaching (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUN201 English, Language and Literacies 2
ED39 Bachelor of Education (Early Childhood)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB202 English, Literacies and Language 2
ED49 Bachelor of Education (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB209 Primary English Curriculum Studies 2
Feedback on Learning and Assessment
There will be no formative feedback.
Assessment
Overview
Assessments not successfully completed in the allocated time will be awarded an AT (unfinalised) grade.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Short statement
Short statement on curriculum content - current debates.
Content knowledge as prescribed by AITSL as part of the English specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Infographic
Infographic demonstrating the link between content, pedagogy and assessment.
Content knowledge and pedagogical content knowledge as prescribed by AITSL as part of the English specialisation.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Annotated Bibliography
Review current educational literature to explore a particular problem/challenge or opportunity facing primary English or literacy education.
Content knowledge as prescribed by AITSL as part of the English specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Template
Design a template that demonstrate your depth of learning in your specialisation which includes content knowledge and pedagogical content knowledge as prescribed by AITSL as part of the English specialisation.
Content knowledge and pedagogical content knowledge as prescribed by AITSL as part of the English specialisation.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes
CLOs - 4 (MTeach) / 5 (BEd), 8 (MTeach) /9 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
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
No set resource materials.
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.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, ULO3, Short statement, Infographic, Annotated Bibliography - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Infographic, Annotated Bibliography - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Template - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Template
ED49 Bachelor of Education (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, ULO3, Short statement, Infographic, Annotated Bibliography - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Infographic, Annotated Bibliography - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Template - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Template
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, ULO3 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4 - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN301 |
|---|
Overview
This unit contains Modules 1-4 in the English/Literacy primary specialisation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Knowledge and understanding of essential concepts and key ideas for the teaching of English in primary school. (CLO 1)
- Knowledge of effective English and literacy pedagogies that have proven efficacy for progressing students' reading, viewing and writing achievement, and a deep understanding of their evidence base. (CLO 1, CLO 2)
- An appreciation of the subject area and understanding the evidence behind practice by reviewing literature to identify issues, challenges and solutions to literacy education. (CLO 1, CLO 2)
- Initiative and confidence in the specialisation to implement diagnostic assessment, lesson sequencing, and assessment for learning. (MTeach CLO 4, CLO 8; BEd CLO 5, CLO 9)
Content
- Module 1: Content Knowledge. An in-depth study of the curriculum which identifies content in which colleagues may require specialised input.
- Module 2: Review. Reflect on literature which informs appropriate literacy pedagogical approaches in the context of the selected content.
- Develop a continued professional learning experience and have a wide range of resources by investigating key resources including professional bodies and professional learning opportunities.
- Module 3: Identify. Develop an appreciation of the subject area and understand the evidence behind practice by reviewing literature to identify issues, challenges and solutions to literacy education.
- Module 4: Plan. Show initiative and confidence in the specialisation through the development of a template to support the negotiation and discussion required to implement diagnostic assessment, lesson sequencing, assessment for learning.
Relates to learning outcomes
Course Learning Outcomes (MTeach)
1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Innovative: Lead and create innovative future-focused learning.
8. Communicative: Engage and communicate effectively and professionally.
Course Learning Outcomes (BEd)
1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
5. Innovative: Lead and create innovative future-focused learning.
9. Communicative: Engage and communicate effectively and professionally.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
EU30 Master of Teaching (Early Childhood) and EU40 Master of Teaching (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUN201 English, Language and Literacies 2
ED39 Bachelor of Education (Early Childhood)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB202 English, Literacies and Language 2
ED49 Bachelor of Education (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB209 Primary English Curriculum Studies 2
Feedback on Learning and Assessment
There will be no formative feedback.
Assessment
Overview
Assessments not successfully completed in the allocated time will be awarded an AT (unfinalised) grade.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Short statement
Short statement on curriculum content - current debates.
Content knowledge as prescribed by AITSL as part of the English specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Infographic
Infographic demonstrating the link between content, pedagogy and assessment.
Content knowledge and pedagogical content knowledge as prescribed by AITSL as part of the English specialisation.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Annotated Bibliography
Review current educational literature to explore a particular problem/challenge or opportunity facing primary English or literacy education.
Content knowledge as prescribed by AITSL as part of the English specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Template
Design a template that demonstrate your depth of learning in your specialisation which includes content knowledge and pedagogical content knowledge as prescribed by AITSL as part of the English specialisation.
Content knowledge and pedagogical content knowledge as prescribed by AITSL as part of the English specialisation.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes
CLOs - 4 (MTeach) / 5 (BEd), 8 (MTeach) /9 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
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
No set resource materials.
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.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, ULO3, Short statement, Infographic, Annotated Bibliography - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Infographic, Annotated Bibliography - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Template - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Template
ED49 Bachelor of Education (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, ULO3, Short statement, Infographic, Annotated Bibliography - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3, Infographic, Annotated Bibliography - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Template - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Template
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, ULO3 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, ULO3 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4 - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4