Course Title: Planning for Diversity in Literacy Programs
Part A: Course Overview
Course Title: Planning for Diversity in Literacy Programs
Credit Points: 12.00
Terms
Course Code |
Campus |
Career |
School |
Learning Mode |
Teaching Period(s) |
TCHE2621 |
Bundoora Campus |
Undergraduate |
360H Education |
Face-to-Face |
Sem 1 2021, Sem 1 2022, Sem 1 2023, Sem 1 2024 |
Course Coordinator: Lynne Bury
Course Coordinator Phone: +61 3 9925 0000
Course Coordinator Email: lynne.bury@rmit.edu.au
Course Coordinator Location: Bundoora West
Course Coordinator Availability: By Appointment
Pre-requisite Courses and Assumed Knowledge and Capabilities
None
Course Description
This course focuses on the planning and implementation of a literacy program in years Foundation-6. This will involve consolidating your skills and knowledge of literacy learning and literacy strategies as you plan for a diverse range of literacy learners in years F-6. You will investigate the needs of readers and writers who fall into categories such as under achieving, reluctant, highly able and English as an Additional language/Dialect (AEL/D). You will also identify resources to support the teaching and learning of these students.
Objectives/Learning Outcomes/Capability Development
Program Learning Outcomes
For those of you in BP320, this course will help you develop the program level outcomes:
- Demonstrate broad and coherent theoretical and technical knowledge in education
- Consolidate and synthesise expert content and pedagogical content knowledge and develop highly effective classroom teaching skills in an area of specialisation
- Apply initiative, judgement, creativity, critical thinking and problem solving skills and the capacity to work responsibly, ethically and inclusively in individual and collaborative professional contexts to enhance your practice
- Communicate effectively with different stakeholders in the education field through a broad range of communication modes and digital technologies in diverse educational contexts.
- Show commitment to professional learning by being an independent, open-minded, resilient and critically reflective learner, seeking out, learning from constructive feedback and adapting to meet the demands of the profession.
For those of you in BP342, this course will help you develop the program level outcomes:
- Demonstrate broad and coherent theoretical and technical knowledge in education
- Consolidate and synthesise expert content and pedagogical content knowledge
- Apply initiative, judgement, creativity, critical thinking and problem solving skills and the capacity to work responsibly, ethically and inclusively in individual and collaborative professional contexts
- Show commitment to professional learning by being an independent, open-minded, resilient and critically reflective learner, seeking out and learning from constructive feedback and adapting to meet diverse demands
- Communicate effectively with different stakeholders in the education field through a broad range of communication modes and digital technologies in diverse educational contexts.
Upon successful completion of this course, you will be able to:
|
AITSL Standards |
CLO1. Identify the individual literacy learning needs of diverse students years F-6 |
5.1 |
CLO2. Use necessary literacy knowledge and skills to plan for the differentiated learning needs of a group of students |
1.5, 2.2, 2.3, 2.5, 3.3 |
CLO3. Identify levels of complexity and challenge contained within the language features and structures of non-fiction texts across disciplines |
2.1. 2.5 |
CLO4. Incorporate effective and appropriate use of Information Communication Technology (ICT) into your literacy curriculum |
2.6
|
CLO5. Use critical approaches to select and research texts for professional learning in literacy teaching |
6.1
|
Overview of Learning Activities
Your learning in this course will involve a range of activities including online lectures, workshops, practical activities, individual tasks, collaborative group work, discussion and individual reflection.
Overview of Learning Resources
Lowe, K., Shaw, K., Vicars, M., Feez, S., & Humphrey S. (2017). Literacy in Australia: Pedagogies for Engagement, (2nd Ed.). Qld. Australia: John Wiley & Sons Australia Ltd.
RMIT University will support your access to learning resources for this course. Readings from current educational literature will be provided through your online course site and will be drawn from highly regarded academic journals, books and conferences as well as reports, websites and other online resources.
The University Library provides extensive scholarly resources to supplement your suggested readings and research and is able to request books or articles from any library in the world. Guides to the literature in your discipline area are available from http://rmit.libguides.com/sb.php?subject_id=67929
Assistance with referencing and avoiding plagiarism is available here http://www1.rmit.edu.au/library/referencing
The Library and the Study and Learning Centre are also on hand to support and assist in the development of your academic skills to make best use of such resources within your academic studies. http://www1.rmit.edu.au/library
Overview of Assessment
You will be assessed on how well you meet the course learning outcomes and on your development against the program learning outcomes. Assessment will cover both theoretical and practical aspects of your learning. You will be able to develop your work in relation to your own specific areas of interest in your professional practice.
Task 1. Teacher Resource (25%) CLO 1, CLO2 Develop a teacher resource to support the learning of the needs of particular student cohort such as under achieving, reluctant, highly able and English as an Additional language/Dialect (AEL/D).
Task 2. Unit of work (25%) CLO1, CLO2, CLO3, CLO4 You will design a unit of work to extend all students’ skills in using factual texts. Your plan will include learning intentions, success criteria, and teaching and learning strategies.
Task 3. Final Literacy Portfolio (50%) CLO 1, CLO2, CLO3, CLO4, CLO5
As a pre-service literacy teacher becoming ‘work ready’, review the material from your literacy portfolios in previous literacy courses and make decisions to refine and build on this material to present a final resource that you could utilise from the first day in a classroom.
Feedback will be given on all assessment tasks.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Equitable Learning Services if you would like to find out more.
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www.rmit.edu.au/students/assessment