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1.   | Review critically literacy as social communicative practice in the context and significance of English language and Literacy Capability for subject-specific learning in the Australian Curriculum Years 3 to 6. |
2.   | Develop learning experiences that support students' literacy capability to read, view and listen to comprehend meaning, to speak, write and use images to compose meanings, and to engage with meanings from different perspectives, in order to use informative, imaginative and persuasive genre for learning. |
3.   | Critically analyse theories, policies and research informing current models of literacy pedagogy, including their implications for the teaching, learning and assessment of diverse literacy learners in classrooms. |
4.   | Critically reflect to extend personal and professional knowledge of key concepts and metalanguages related to literacy, pedagogy, genre, grammar, discourse and curriculum. |
5.   | Apply strategies supporting individual and collaborative engagements for positive and productive learning and planning related to literacy education, including the design of literacy development for Years 3 to 6 learning. |
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| | Assessment Task | Value (of total mark) | Related Learning Outcome/s |
1.   | Online quizzes (2 x 10 questions) | 20% | - 1 - Review critically literacy as social communicative practice in the context and significance of English language and Literacy Capability for subject-specific learning in the Australian Curriculum Years 3 to 6.
- 2 - Develop learning experiences that support students' literacy capability to read, view and listen to comprehend meaning, to speak, write and use images to compose meanings, and to engage with meanings from different perspectives, in order to use informative, imaginative and persuasive genre for learning.
- 3 - Critically analyse theories, policies and research informing current models of literacy pedagogy, including their implications for the teaching, learning and assessment of diverse literacy learners in classrooms.
- 4 - Critically reflect to extend personal and professional knowledge of key concepts and metalanguages related to literacy, pedagogy, genre, grammar, discourse and curriculum.
- 5 - Apply strategies supporting individual and collaborative engagements for positive and productive learning and planning related to literacy education, including the design of literacy development for Years 3 to 6 learning.
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2.   | Portfolio (1,500 or equivalent) | 40% | - 1 - Review critically literacy as social communicative practice in the context and significance of English language and Literacy Capability for subject-specific learning in the Australian Curriculum Years 3 to 6.
- 2 - Develop learning experiences that support students' literacy capability to read, view and listen to comprehend meaning, to speak, write and use images to compose meanings, and to engage with meanings from different perspectives, in order to use informative, imaginative and persuasive genre for learning.
- 3 - Critically analyse theories, policies and research informing current models of literacy pedagogy, including their implications for the teaching, learning and assessment of diverse literacy learners in classrooms.
- 4 - Critically reflect to extend personal and professional knowledge of key concepts and metalanguages related to literacy, pedagogy, genre, grammar, discourse and curriculum.
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3.   | Learning plan (1,500 words or equivalent) | 40% | - 1 - Review critically literacy as social communicative practice in the context and significance of English language and Literacy Capability for subject-specific learning in the Australian Curriculum Years 3 to 6.
- 2 - Develop learning experiences that support students' literacy capability to read, view and listen to comprehend meaning, to speak, write and use images to compose meanings, and to engage with meanings from different perspectives, in order to use informative, imaginative and persuasive genre for learning.
- 3 - Critically analyse theories, policies and research informing current models of literacy pedagogy, including their implications for the teaching, learning and assessment of diverse literacy learners in classrooms.
- 5 - Apply strategies supporting individual and collaborative engagements for positive and productive learning and planning related to literacy education, including the design of literacy development for Years 3 to 6 learning.
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