Edx1170 Assignment 2

On By In 1
  • Bull, G., & Anstey, M (2003), The literacy lexicon, 2nd edn, Pearson Education Australia, Frenchs Forest, NSW.

  • Comber, B., & Barnett, J. (eds) (2003), Look again: longitudinal studies of children's literacy learning, Primary English Teaching Association, Newtown, NSW.

  • Emmitt, M., Komesaroff, L., & Pollock, J (2006), Language and learning: an introduction for teaching, 4th edn, Oxford University Press, South Melbourne.

  • Harris, P., McKenzie, B., Fitzsimmons., P., & Turbill, J (2006), Reading in the primary school years, 2nd edn, Thomson Learning, Southbank, Vic.

  • Pahl, K., & Rowsell, J (2005), Literacy and education: understanding the new literacy studies in the classroom, Paul Chapman Publishing, London.

  • Winch, G., Johnston, R., March, P., Ljungdahl & Holliday, M (2007), Literacy: reading, writing and children's literature, 3rd edn, Oxford, South Melbourne, Vic.

  • Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..

  • Staffing

    Examiner: Kylie Meyer


    Pre-requisite: Students must be enrolled in one of the following Programs: BEDU (Early Childhood) or BEDU (Primary) or BEDU (Primary + Special Education) or BECH
    Enrolment is not permitted in EHE1100 if EDX1170 has been previously completed

    Other requisites

    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.


    Participation in many aspects of Australian life is dependent on effective communication in Standard Australian English. Developing effective skills for the teaching of English is one of the principal tasks of all teachers. Australian Teacher Education programs must meet Australian Standards for accreditation including study in English as a priority Learning Area. Teachers of English should be familiar with theories of literacy pedagogy, along with research-based strategies that facilitate planning for effective English teaching and learning with diverse groups of learners. Understanding the codes and conventions of speaking, reading and writing, as well as diagnosing student learning needs is a vital part of English teachers� work.


    This course, part of a suite of three English courses for primary and early childhood pre-service educators, provides foundational knowledges to teach English literacy with a specific focus on the needs of lower primary students. Using the Four Resources Model as a theoretical base, this course introduces the `Australian Curriculum: English' and relevant literacy pedagogies, with an explicit focus on linking oracy to emergent literacy, cracking the code of reading, and supporting developing writers. Children's literature is also used to contextualise English literacy learning through `read alouds' and shared book experiences in multimodal platforms.


    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:

    1. demonstrate knowledge and application of the major concepts, theories, strands and interrelationships in the relevant English curriculum, including planning, assessment and reporting considerations (APST 2.1, 2.3; Assessments 1 & 2 )
    2. recognise and describe a flexible repertoire of approaches to the teaching and learning of reading and writing, including use of children�s literature, phonics, comprehension, spelling and handwriting (APST 1.2, 2.1; Assessments 1 & 2 )
    3. demonstrate an ability to create literature rich environments for children through the selection of appropriate literature for 'read alouds' and shared book experiences (APST 1.2; Assessment 1 )
    4. justify and plan for dialogic pedagogies and teacher talk moves to enhance student participation in substantive conversation in the English classroom (APST 2.1; Assessment 1)
    5. demonstrate an understanding of oral language development and the impact of moving students from oracy to literacy in the English classroom (APST 1.2, 2.5; Assessments 1 & 2 )
    6. plan for, monitor, analyse and assess reading progress of children and differentiate to meet learning needs (APST 1.5, 2.3, 3.2; Assessment 2 ).


    1. Foundations of effective English curriculum and pedagogy20.00
    2. Moving from oracy to literacy in subject English20.00
    3. Cracking the code of reading50.00
    4. Developing emergent writers10.00

    Text and materials required to be purchased or accessed

    • There are no texts or materials required for this course.

    Student workload expectations

    Directed Study80.00
    Independent Study85.00

    Assessment details

    DescriptionMarks out ofWtg (%)Due DateNotes
    ASSIGNMENT 1505027 Mar 2018
    ASSIGNMENT 2505005 Jun 2018

    Important assessment information

    1. Attendance requirements:
      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.

    2. 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.

    3. 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)

    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.

    5. 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 assessment items in the course.

    6. Examination information:
      There is no examination in this course.

    7. Examination period when Deferred/Supplementary examinations will be held:
      Not applicable.

    8. 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.

    Assessment notes

    1. APA style is the referencing system required in this course. Students should use APA style in their assignments 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 at http://www.usq.edu.au/library/referencing.

    2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

    3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

    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:

    1. 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
    2. Queensland College of Teachers
    3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

    Other requirements

    1. 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.

    2. E-mail and Internet access: Students will require access to e-mail and have Internet access to UConnect for this course.


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