|Semester 2, 2021 Online|
|Short Description:||Diversity Literacy Learning|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|ASCED code :||070199 - Teacher Education not elsewher|
|Grading basis :||Graded|
|Version produced :||14 April 2021|
Examiner: Nathan Lowien
Pre-requisite: BEDU (Primary) or BPED Only - EDP2111
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Literacy is one of three interrelated strands of the Australian Curriculum: English. Teachers in mainstream English classrooms need to cater for a diverse range of student learning needs. Learners bring different prior knowledge, including their cultural and social backgrounds and prior literacy experiences to their learning at school. Understanding the differences among literacy learners and how to assess, plan and cater for these diverse literacy learning needs is critical to effectively teach literacy learning in the primary years.
This course will address the diverse learning needs of literacy learners in the mainstream English classroom and how teachers can assess, plan and cater for these differences. Working with the literacy strand of the Australian Curriculum: English, a repertoire of pedagogical approaches will be explored including dialogic pedagogies and differentiated assessment strategies.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:
- explain factors that contribute to the diversity of learners in mainstream English classrooms (APST 1.3, 1.4);
- critically analyse and explain how a rich literacies classroom can support learners with diverse literacy learning needs (APST 1.2, 1.3, 2.5);
- discuss how student diversity is reflected in and catered for within the Australian Curriculum: English (APST 2.1, 2.5);
- analyse and plan for the diverse learning needs of readers, writers and speakers diverse learning needs including additional support and extension opportunities (APST 3.1, 3.2, 3.3);
- discuss how dialogic pedagogies can extend students’ productive talk and learning in literacy contexts across the curriculum (APST 3.3, 3.4, 3.5, 4.1);
- plan differentiated assessment tasks and adjustments within the Australian Curriculum: English for diverse literacy learners’ needs (APST 3.4, 3.6, 4.1, 5.1).
|1.||Student diversity in educational contexts in Australia – observing and analysing diverse literacy learning needs||20.00|
|2.||Planning for readers’ diverse learning needs, including additional support and extension||15.00|
|3.||Planning for writers’ diverse learning needs, including additional support and extension||15.00|
|4.||Planning for speakers’ diverse learning needs, including additional support, extension and dialogic approaches to literacy learning||20.00|
|5.||Differentiated assessment for diverse literacy learning needs||10.00|
|6.||Planning for diverse literacy learning needs within the Australian Curriculum: English||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=02&subject1=EPE2201)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||20 Aug 2021|
|ASSIGNMENT 2||60||60||15 Oct 2021|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.