EDUC1024 EDC121 Introducing Language, Literacy and

Unit study package code: EDUC1024

Mode of study: Area External

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: MrsName: Chrissy MarcelliPhone: online contactEmail: [email protected]: Building: online - Room: off campus

Teaching Staff:

Administrative contact: Name: Curtin ConnectPhone: 1300 222 888Email: https://students.connect.curtin.edu.au/app/ask Location: Building: 102 - Room: Curtin Connect

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDUC1024 EDC121 Introducing Language, Literacy and Literature for Educators OpenUnis SP 4, 2021

Office of the Deputy Vice-Chancellor, AcademicOUA Programs

EDUC1024 EDC121 Introducing Language, Literacy and Literature for EducatorsCurtin OUA 20 Nov 2021 OUA Programs, Office of the Deputy Vice-Chancellor, Academic

Page: 1 of 16CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.

Syllabus This unit provides an introduction to language, literacy and literature in the primary school, including the centrality of these strands of English to living and learning. Effective teaching of language, literacy and literature rests upon theoretical understanding and practical appreciation of the functions of language and literacy in sociocultural contexts. The modes, textual varieties, purposes and functions of English are emphasised as students develop confidence in their own professional literacy, especially in relation to writing and multimodal forms.

Introduction We might argue that without language, we would cease to be truly human. Without literacy we would not function in a world so dependent upon the written word and without literature we would never have the opportunity to step into other worlds; other times, or the shoes of others. In order to be effective classroom practitioners, we need an excellent command of each of these three strands of the Australian Curriculum.

In this unit we will begin to critically explore the many facets of our linguistic, visual and symbolic world and the implications for social justice in education. We will embark on a journey in which we shall consider the nature of English in its diverse forms and the impact of socio-cultural context on language use. We will encounter socially inclusive literature; some of which may challenge our perceptions of the world.

To be effective teachers we need to firstly nurture our own literacy. To this end, the unit adopts an empirical approach to investigating and reflecting on writer identity and the writing process by means of a series of non-threatening, authentic writing activities.

Unit Learning Outcomes All graduates of Curtin University achieve a set of six Graduate Capabilities during their course of study. These inform an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and capabilities which employers would value in a professional setting. Each unit in your course addresses the Graduate Capabilities through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes notify you of what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your knowledge of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating you will have achieved all of Curtin's Graduate Capabilities through the assurance of learning processes in each unit.

On successful completion of this unit students can: Graduate Capabilities addressed

1 Develop personal literacy skills for professional contexts and demonstrate knowledge of the theories underpinning the pedagogies of literacy

2 Evaluate personal development and confidence about language and literacy in light of personal reflections

3 Create a multimodal text and demonstrate understanding of how meaning is constructed by means of the interplay of two or more semiotic systems

4 Evaluate the functions of language in diverse contexts, as central to living and learning

Office of the Deputy Vice-Chancellor, Academic OUA Programs




http://karda.curtin.edu.au/

Curtin's Graduate Capabilities

Learning Activities Learning activities in this unit will include:

l Independent completion of the weekly readings - set and extended research l Engagement with multimedia resources l Responses to reflective questions/tasks (critical and creative thinking) l Interaction with peers on the Discussion Board in Blackboard (collaboration) l Structured and informal feedback from tutors and between peers

Learning Resources Library Reading List

The Reading List for this unit can be accessed through Blackboard.

Essential texts

The required textbook(s) for this unit are:

l Tan, S. (2010). The Red Tree. Lothian Children's Books.

(ISBN/ISSN: 9780734411372)

l Loane, G., & Muir, S. (2016). Developing Young Writers in the Classroom : I've Got Something to Say. Routledge.

(ISBN/ISSN: 9781317226277)

Online resources

l Loane, G., & Muir, S. (2016). Developing Young Writers in the Classroom : I've Got Something to Say. Routledge. (http://ebookcentral.proquest.com/lib/curtin/detail.action?docID=4709863 )

(ISBN/ISSN: 9781317226277)

Other resources

Apply discipline knowledge, principles and concepts

Innovative, creative and entrepreneurial

Effective communicators with digital competency

Globally engaged and responsive

Culturally competent to engage respectfully with local First Peoples and other diverse cultures

Industry connected and career capable

Find out more about Curtin's Graduate Capabilities at the Curtin Learning and Teaching website: clt.curtin.edu.au

The Reading List for this unit can be accessed through Blackboard. Working with Children: The safety and wellbeing of children and young people is a community responsibility. Engaging in any learning and teaching activities with children and young people as part of a unit may require you to obtain and provide a valid Working with Children Check, particularly if you are intending to go into a school or other educational facility. Please be aware that it is your responsibility to obtain this check, to ensure that it remains current, and you must immediately notify the School of Education if your clearance has been revoked. For more information on clearance requirements please see the information particular to the requirements of your state/territory at the following link: https://aifs.gov.au/cfca/publications/pre-employment-screening-working-children-checks-and-police-checks/part-b-state-and





http://ebookcentral.proquest.com/lib/curtin/detail.action?docID=4709863

http://clt.curtin.edu.au/

https://aifs.gov.au/cfca/publications/pre-employment-screening-working-children-checks-and-police-checks/part-b-state-and

https://aifs.gov.au/cfca/publications/pre-employment-screening-working-children-checks-and-police-checks/part-b-state-and

Assessment Assessment policy exemptions

l There are no exemptions to the assessment policy

Assessment schedule

*Please refer to the Late Assessment and the Assessment Extension sections below for specific details and conditions.

Detailed information on assessment tasks

1. Assessment 1: Essay

AITSL Standards:

This assessment provides the opportunity to develop evidence that demonstrates these Standards:

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.5 Differentiate teaching to meet with the specific learning needs of students across the full range of abilities

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organization

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

3.3 Use teaching strategies

3.5 Use effective classroom communication

Task Value % Date Due

Unit Learning

Outcome(s) Assessed

Late Assessments Accepted?*

Assessment Extensions

Considered?*

1

Essay 30% Week: 4 Day: Monday, 20 December, 2021 Time: 23:59 WST

1,4 Yes Yes

2

Presentation 30% Week: 8 Day: Monday, 17 January, 2022 Time: 23:59 WST

1,3 Yes Yes

3

Exercise 40% Week: 12 Day: Monday 14 February, 2022 Time: 23:59 WST

1,2 Yes Yes

Please note that the following may form part of this requirement:

l signed parental consent forms (even if the children are your own) l an “Ethical use of ICT” statement if taking photographs/video of children.





Assessment 1: Short Essay (30%) (Word count 1200 words + or – 10%)

You are to write two short essays of 600 words each. Unlike traditional essays, these short essays will have a very small introduction and a very short conclusion (one or two sentences).

Short essay 1: The term ‘multiliteracies’ is preferred by some educationalists over the term ‘literacy.’ Explain what ‘multiliteracies’ means and how this differs from traditional ideas of literacy.

Short essay 2: Identify why a student may benefit from being taught in such a way in classrooms. In your response, consider how this may support students from different language and social class backgrounds.

2. Assessment 2: Presentation

AITSL Standards:









2.6 Information and Communication Technology (ICT)


Assignment 2: Presentation (30%) (1500 words + or – 10%)

There are two parts to this assignment.

Part 1: Multimodal text: Create a multimodal text, in the form of a poster, which is based on a children’s picture book. You are to choose from a number of books as identified by the Unit Coordinator.

This poster needs to:

l have the title of the picture book, the author and illustrator, l show any images and text that convey some of the key aspects of the story and characters; and l The poster needs to identify and label the key semiotic systems that you have found in the book.

Provide a very short explanation (e.g., a picture of a large shadow behind a character may be labelled – Visual and spatial semiotic system – juxtaposition, size.

Part 2: Written explanation:

The introduction: Here you will briefly explain what is meant by multimodality and introduce the book you have chosen (title and author). You will also identify the semiotic systems you have included in your poster.

The body paragraphs: In these paragraphs you need to explain in detail:

l What multimodality means and why it is important to consider in the teaching of literacy in schools? l What are the semiotic systems? Explain the term semiotic.

Introduce and explain the five semiotic systems (visual, linguistic, spatial, gestural and audio) Identify the ones that you have noticed and will be writing about in more detail.

l Weave into this a very short synopsis of the plot of your story. l Identify which semiotic systems you have used in your poster and explain the elements of each of

these (N.B. audio cannot be represented as a 2 D poster can not produce sound - however, you can represent sound through the visual system by use of text or images).





l Provide a detailed analysis of how the semiotic systems in your picture book (as you have highlighted in your poster) work to construct meaning.

The conclusion:

In about three to four sentences, summarise the key semiotic systems that you identified in the story and how these helped created the story meaning.

3. Assessment 3: Exercise

AITSL Standards:










Teacher as writer/writer as teacher (40%) 2000 words + or- 10%)

This assignment has two parts:

Section 1: A discussion of how your identity, as a writer, and your understanding of the processes of written composition have developed during the unit. Compare your own ideas and experiences with that of another person.

In addition to citing supporting references to the literature, draw on entries in your writer’s journal and at least three pieces of polished writing (developed from the writer’s journal) to demonstrate your self-exploration as a writer (1000 words).

Give each of the three pieces a title and append them to section 2. When referring to each piece in the text reference the title.

Section 2: Explain how this emerging self-knowledge as a writer and the writing process, will inform the way you could work with students to develop their writing. Justify your approach with reference to research evidence, the theories of writing introduced in the unit, literacy teaching strategies and academic citations (1000 words).





Pass requirements

Please refer to Curtin University’s Assessment and Student Progression Manual for full details of all policies and procedures associated with assessment at Curtin. Each of your tutors and Unit Coordinators is obliged to observe this policy.

Assessment and Student Progression Manual

In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. It is not essential to pass all assessments, although the overall Unit Learning Outcomes must be achieved in order to pass a unit.

Successful submission means that:

l If the assessment task comprises discrete components, such as: ¡ three components of a portfolio, involving separate tasks addressing different aspects of the Unit

Learning Outcomes ¡ discrete sections such as test results and a report ¡ mandatory accompanying documentation such as a Parental Consent Form

Then all components must be provided for the assessment to be deemed as submitted. Late penalties will apply until the complete assessment is submitted.

l The electronic file must be readable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format. You are advised to check that your file can be opened and that all sections are present and readable. Please seek assistance if you experience technical problems.

l For Turnitin Assessments – Successful submissions will display a green success message once submitted and you will receive a receipt, or notification of successful submission via email. If you do not receive this confirmation, your assessment is not submitted.

l For Blackboard assessment submissions, you will get a success message at the top of the screen, an email confirming submission and can see it listed as submitted in the ‘my grades’ tool.

l It is the student’s responsibility to ensure that assessments are successfully submitted. Late penalties will apply for identifying that the assessment was not successfully submitted post the due date.

l If you experience technical problems submitting you can contact [email protected] for support.

Students are strongly advised to ensure work is backed up to a separate, retrievable location, as extensions are unlikely to be granted for last-minute computer failure.

Students who are repeating this unit

If you have previously attempted this unit, you may be able to re-use parts of your assessment tasks in this unit attempt. However, in order to avoid self-plagiarism, it is essential that you follow the following procedure:

1. Contact your Unit Coordinator with a request at least seven days prior to the due date for submission. 2. In making your request, provide a copy of your previously-submitted work and clearly identify the parts of

your previous submission that you would like to re-use. Pay close attention to the requirements of the assessment task for the current unit, as these may have changed and your earlier work may not address them adequately. Also consider whether your work can be improved upon in order to maximise your marks, paying careful attention to feedback received.

3. If your request is approved, retain the approval notification, as you will need to attach this to your work. 4. In submitting your assessment, provide the following:

l This statement: I, (student name), declare that I have previously submitted parts or all of this submission in XXX, YYYY (e.g. SP4, 2017) in unit XXXX#### (e.g. EDUC1001).

l A copy of the approval received from your Unit Coordinator. Please note this can be a screen shot.

Your tutor will then disregard any similarity to your previous work as revealed by Turnitin, and you will not breach





http://policies.curtin.edu.au/local/docs/policy/Assessment_and_Student_Progression_Manual.pdf

mailto:[email protected]

Academic Integrity requirements for the sections of your work that have been approved for resubmission. Turnitin matches for all other content will be reviewed as usual for compliance with Academic Integrity requirements.

Please be very aware that if you resubmit previous work for the same unit without attending to the above, you will breach Academic Integrity requirements and this may result in a case of self-plagiarism being logged, which you will then need to answer to. This can then result in penalties being applied to your mark.

Please also note that the above applies ONLY to work being resubmitted from a previous attempt at the same unit. You cannot under any circumstances re-use work submitted for a different unit.

If you have any questions about how to manage this process, please contact your Unit Coordinator, who will be able to advise you. Academic staff are keen to ensure that you are properly protected by policy provisions and not disadvantaged. This depends on you following procedures correctly.

Marking:

Assessment submissions are marked by your tutor or another member of the School's tutoring team who has experience with the unit content. Assessments are used to determine your achievement of the unit's learning outcomes; and marking is guided by the rubric (or marking guide) provided for this purpose. Every assessment is moderated to ensure a high level of consistency across the markers who are marking the assessment.





Assessment Moderation Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that students work is evaluated consistently by assessors. Minimum standards for the moderation of assessments are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/findapolicy/

Pre-marking moderation

Intra-marking / Post-marking moderation

Intra-Marking Moderation

Academic staff marking the assessment undertake a marking calibration process. A distributed sample of assessed work, with attention to borderline marks, is reviewed by another member of the School’s tutoring team who has experience with this content. All potentially failing assessments are specifically reviewed.

Post-Marking Moderation

A summative review of each assessment and the outcomes is undertaken by the teaching team.

Any student who has evidence that assessed work has been inaccurately marked, or that their final unit grade is incorrect, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged. It is expected that most situations will be able to be resolved without the need for a formal appeal. The following process should be followed:

l Step 1 – Initial Request for Review by marker or Unit Coordinator. This informal review will be to check that marking was accurate and complete and may or may not involve a re-marking of the whole work. Marks cannot be reviewed downwards as a result of this informal process. In the School of Education, this informal review process is managed through lodging the Request for Review of Assessment.

l Step 2 – Formal Appeal. If the informal review fails to satisfy the student that their work has been accurately assessed, a formal appeal can be lodged via a Formal Appeal Against Assessment form. Students will be expected to provide full details of:

¡ Their basis for the appeal – evidence that the work has been inaccurately assessed. For example, one section may not have been included in the final mark.

¡ The informal review process if that has been engaged in and the outcome of any dialogue with tutors and Unit Coordinators.

It is important to be aware that formal assessment appeals must be lodged within ten working days of the result for the assessment task or final grade for the unit being released. Please read the Assessment and Student Progression Manual carefully for further information concerning appeals against assessment decisions.

Late assessment

Where the submission of a late assessment is permitted, late penalties will be consistently applied in this unit.

Where a late assessment is permitted for an assessment item or the entirety of the unit (refer to the Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension:

1. For assessment items submitted within the first 24 hours after the due date/time, students will be penalised by a deduction of 5% of the total marks allocated for the assessment task;

Pre-Marking Moderation Tutors in the unit undertake a review of the assessment tasks and moderation arrangements.





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http://educationoua.curtin.edu.au/welcome/school-education-process-assessment-appeals/

https://students.curtin.edu.au/essentials/forms-documents/forms/



2. For each additional 24 hour period commenced an additional penalty of 10% of the total marks allocated for the assessment item will be deducted; and

3. Assessment items submitted more than 168 hours late (7 calendar days) will receive a mark of zero.

Where late assessment is NOT permitted for an assessment item or the entirety of the unit (refer to the Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension:

1. All assessment items submitted after the due date/time will receive a mark of zero.

Assessment extension

Where an application for an assessment extension is permitted for an assessment item(s) within this unit (refer to the Assessment Schedule table in this Unit Outline):

1. A student who is unable to complete an assessment item by/on the due date/time as a result of exceptional circumstances beyond the student’s control, may apply for an assessment extension on the Assessment Extension Application Form as prescribed by the Academic Registrar. The form is available on the Forms page at https://students.curtin.edu.au/essentials/forms-documents/forms/ and also within the student's OASIS (My Studies tab – Quick Forms) account.

2. The student will be expected to submit their application for an Assessment Extension with supporting documentation via the online form.

3. Timely submission of this information supports the assessment process. For applications that are declined, delayed submission may have significant ramifications on the possible marks awarded.

4. An application may be accepted up to five working days after the due date/time of the assessment item where the student is able to provide a verifiable explanation as to why they were not able to submit the application prior to the assessment due date/time

Where an application for an assessment extension is NOT permitted for an assessment item(s) within this unit (refer to the Assessment Schedule table in this Unit Outline):

1. All assessment items submitted after the due date/time will be subject to late penalties or receive a mark of zero depending on the unit permitting late assessment submissions.

Deferred assessments

Further assessment

Further assessments, if granted by the Board of Examiners, will be held between 06/04/2022 and 20/04/2022 . Notification to students will be made after the Board of Examiners meeting via the Official Communications Channel in OASIS.

It is the responsibility of the student to be available to complete the requirements of a further assessment. If your results show that you have been granted a further assessment you should immediately check OASIS for details.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





https://students.curtin.edu.au/essentials/forms-documents/forms/

https://students.connect.curtin.edu.au/app/assessment_extension

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. Carers for people with disability may also be eligible for support. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin's facilities and services or other support as discussed with an advisor from AccessAbility Services.

Documentation is required from your treating Health Professional to confirm your health circumstances or carer responsibilities.

If you think you may be eligible for a CAP, please contact AccessAbility Services. If you already have a CAP please provide it to the Unit Coordinator in week 1 of each study period.

Referencing style

The referencing style for this unit is APA 7th Ed.

More information can be found on this style from the Library web site: https://libguides.library.curtin.edu.au/uniskills/referencing/apa7.

Privacy As part of a learning or assessment activity, or class participation, your image or voice may be recorded or transmitted by equipment and systems operated by Curtin University. Transmission may be to other venues on campus or to others both in Australia and overseas.

Your image or voice may also be recorded by students on personal equipment for individual or group study or assessment purposes. Such recordings may not be reproduced or uploaded to a publicly accessible web environment. If you wish to make such recordings for study purposes as a courtesy you should always seek the permission of those who are impacted by the recording.

Recording of classes or course materials may not be exchanged or distributed for commercial purposes, for compensation, or for any other purpose other than personal study for the enrolled students in the unit. Breach of this may subject a student to disciplinary action under Statute No 10 – Student Disciplinary Statute.

If you wish to discuss this please talk to your Unit Coordinator.

Copyright The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites without the express written consent of Curtin University.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://bit.ly/accessability-curtin

https://libguides.library.curtin.edu.au/uniskills/referencing/apa7

Academic Integrity (including plagiarism and cheating) Academic Integrity

Curtin's Student Charter, Academic Integrity Program (AIP), and core Values guide expectations regarding student behaviour and responsibilities. Information on these topics can be found on the Academic Integrity Website.

Academic Integrity Warnings

An Academic Integrity Warning may be issued to a New-to-Curtin student in limited circumstances and only where misconduct is not involved.

Academic Misconduct

Staff members are required to report suspected misconduct. Academic Misconduct means conduct by a student that is dishonest or unfair in connection with any academic work. This includes all types of plagiarism, cheating, collusion, falsification or fabrication of content, and behaviours like falsifying medical certificates for extension. Contract cheating, the use of file sharing, translation services/apps, paraphrasing tools (text-spinners) and assignment help websites also may be considered academic misconduct. The longer term personal, social, and financial consequences of misconduct can be severe, so please ask for help if you are unsure.

If your work is the subject of an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be graded until the process has concluded. Penalties for misconduct may include a warning, a reduced or nil grade, a requirement to repeat the assessment, an annulled grade (ANN) or termination from the course. For more information refer to Statute No.10 Student Discipline and Academic Misconduct Rules.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

If you are having technical difficulties submitting your assessment (e.g. via Blackboard/Turnitin) please contact [email protected] with your student ID, Unit Code and the details of the assessment you are trying to submit.





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https://students.curtin.edu.au/essentials/rights/academic-integrity/aip/

https://about.curtin.edu.au/values-vision-strategy/curtin-values/

https://students.curtin.edu.au/essentials/rights/academic-integrity/



https://students.curtin.edu.au/essentials/rights/academic-integrity/contract-cheating/

https://policies.curtin.edu.au/legislation/statutes_rules.cfm

https://policies.curtin.edu.au/legislation/statutes_rules.cfm

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mailto:[email protected]

Additional information

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Support OUA students will find that most information they need can be found on our dedicated student support website: Curtin OUA – School of Education website Some specific services offered to Curtin OUA students are below: Smarthinking through OUA This service is designed to supplement students’ learning experiences while studying at Open Universities Australia. Students are linked to a service administered outside the Blackboard environment and independent of Curtin University and OUA. Smarthinking enables students to connect to a tutor 24 hours a day, 7 days a week. More information is available on Blackboard. Note that Smarthinking tutors do not have any details relating to assessment tasks and so the help they offer may not align with actual assessment requirements. To access Smarthinking: 1. 1. Sign in to My study centre at Open Universities Australia http://www.open.edu.au/ 2. 2. From My courses & units select the Current units tab 3. 3. Click on the Smarthinking link, next to the list of units For problems logging in, please contact the OUA Student Advisors: https://www.open.edu.au/contact-us Learning Centre Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre. http://studyskills.curtin.edu.au/ English language support This website has been designed to support students whose first language is not English. The Curtin University English language support website contains English language resources, activities, support information, and links to diagnostic assessment tests. http://students.curtin.edu.au/study-support/skills/english/ Counselling All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). https://students.curtin.edu.au/personal-support/counselling-guidance/





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http://www.open.edu.au/

https://www.open.edu.au/contact-us

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Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l Values and Signature Behaviours l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all of the above is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant caring responsibilities, pregnancy, religious practices, living in a remote location,or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact the appropriate service below. It is important to note that the staff of the University may not be able to meet your needs if they are not informed of your individual circumstances, so please get in touch with the appropriate service if you require assistance.

To discuss your needs in relation to:

l Disability or medical conditions, contact AccessAbility Services: https://students.curtin.edu.au/personal-support/disability/

l Elite athletes, contact Elite Athlete Coordinator: https://stadium.curtin.edu.au/sport/academy/elite-athlete-program/

l All other grounds, contact the Student Wellbeing Advisory Service: https://students.curtin.edu.au/personal-support/counselling-guidance/wellbeing/

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

No changes

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





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https://students.curtin.edu.au/personal-support/disability/

https://stadium.curtin.edu.au/sport/academy/elite-athlete-program/

https://stadium.curtin.edu.au/sport/academy/elite-athlete-program/

https://students.curtin.edu.au/personal-support/counselling-guidance/wellbeing/

https://students.curtin.edu.au/personal-support/counselling-guidance/wellbeing/

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Program calendar

WEEK TOPIC ULOs CLOs ASSESSMENTS AITSL STANDARDS

ACECQA CURRICULUM REQUIREMENTS

1

29 November

1. English: the world in a language.

2. The student as a writer.

1, 2, 4 1, 2, 3, 6

1.2, 1.3, 2.1, 2.5, 3.5

1.2, 2.4, 6.3

2

6 December

1. Language and Literature: making meanings in social contexts.


1, 2, 4 1, 2, 3, 6

1.2, 1.3, 1.5, 2.1, 2.2, 2.5, 3.3, 3.5

1.2, 2.4, 3.7, 6.3

3

13 December

1. Language and Literature - culture and power.


1, 2, 4 1, 2, 3, 6

1.2, 1.3, 2.1, 2.5, 3.3, 3.5

2.4, 2.5, 3.6, 4.3, 6.3

4

20 December

1. Talking together – collaboration and peer-group ‘interthinking’.


1, 2, 4 1, 2, 3, 6, 7, 8

Assessment Task 1 due

1.2, 1.3, 1.5, 2.1, 2.2, 2.5, 3.3, 3.5

1.2, 1.6, 2.4, 3.5, 4.2, 4.5, 6.3

5

27 December

1. Literacy and Multiliteracies


3 1, 2, 3, 6

1.2, 1.3, 1.5, 2.1, 2.5, 2.6, 3.3, 3.5

1.2, 1.5, 2.4, 6.3

6

3 January

1. Multimodality – diverse ways of meaning.


3 1, 2, 3, 6, 8

1.2, 1.3, 1.5, 2.1, 2.2, 2.5, 2.6, 3.3, 3.5

1.2, 1.7, 2.4, 2.5, 3.5, 3.6, 6.3

7

10 January

1. Multimodality – exploring multimodal texts.


3 1, 2, 3, 6, 8

1.2, 1.3, 1.5, 2.1, 2.2, 2.5, 2.6, 3.3, 3.5

1.8, 2.1, 2.2, 2.4

8

17 January

1. Early writing. 2. The student as a

writer.

1, 2, 4 1, 2, 3, 6, 7, 8


1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.3, 3.5

2.4, 6.3





9

24 January

1. Developing writing. 2. The student as a

writer.

1, 2, 4 1, 2, 3, 6, 8

1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.3, 3.5

1.2, 2.4, 2.6, 3.4

10

31 January

1. Grammar and writing.


1, 2, 4 1, 2, 3, 6, 8

1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.3, 3.5

2.2, 2.4, 3.4

11

7 February

1. Spelling, word detectives and writing.


1, 2, 4 1, 2, 3, 6, 8

1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.3, 3.5

1.2, 2.4, 2.6, 3.4

12

14 February

1. Writing: the critical friend, editing, polishing and shaping.

2. The student as a writer

1, 2, 4 1, 2, 3, 6, 7, 8


1.2, 1.3, 1.5, 2.1, 2.5, 3.3, 3.5

2.4, 3.4, 3.7

13

21 February

A Community of Voices – sharing and reflecting on our work as writers and as teachers of writing.

1, 2, 4 1, 2, 3, 6, 7

1.2, 1.3, 1.5, 2.5, 3.3, 3.5





Documents

EDUC1024 EDC121 Introducing Language, Literacy and