Unit rationale, description and aim
At a time of major societal and educational change as a result of an increasingly diverse student cohort and shifting methods of teaching, effective literacy skills across all levels and areas of education are of increasing importance. As recognised by the Australian Curriculum and a growing range of State and Territory Syllabi, students need knowledge about the language they use to communicate at all year levels and across all learning areas. Educational institutions, therefore, require teachers and allied professionals develop specialist knowledge and skills in understanding the English language and how it is used to support effective reading, writing, speaking and listening.
This unit focuses on the meaning-making (semiotic) resources needed to participate effectively in modern literacies. Students will develop their knowledge about language by learning a detailed metalanguage for use in understanding the language used by students and the model texts they learn from. In particular, this unit will examine the meanings, structures and use of language at the word, sentence, phrase and text level and demonstrate how discourse and grammatical resources function differently across contexts. Students will apply these concepts to F-12 years of schooling in relation to the Australian Curriculum: English as well as to other teaching and learning contexts.
The aim of this unit is to support students in developing the required specialist knowledge, understanding and skills to use metalanguage effectively in language and literacy learning and teaching.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate an understanding of the nature and dev...
Learning Outcome 01
Show an understanding of the interdependent relati...
Learning Outcome 02
Develop a metalanguage for talking about key semio...
Learning Outcome 03
Investigate, analyse and synthesise research relat...
Learning Outcome 04
Reflect critically on policy and curriculum relate...
Learning Outcome 05
Apply a knowledge of language into curriculum inte...
Learning Outcome 06
Content
This unit will comprise three compulsory modules and one elective module. In the elective module, students will use the knowledge of language learnt in the core modules to research, interpret, analyse and synthesise policy and practices specific to a selected context.
Core modules
- Module 1: Language as a meaning-making resource
- Understanding theories of language and developing a metalanguage for use with the Australian Curriculum, English
- Genre and register: broad and specific contexts for learning language
- Language as a toolkit of semiotic resources for making meaning
- The functional organisation of the semiotic toolkit: 4x meta-functions and 4x levels (whole text, phase, sentence, word/expression)
- Module 2: A metalanguage for expressing and developing ideas
- Building a metalanguage for expressing ideas across levels of text (experiential meanings)
- Building a metalanguage for developing ideas (logical meanings)
- Module 3: A metalanguage for interacting and organising text.
- Building a metalanguage for structuring and organising text (textual meanings)
- Building a metalanguage for language for Interacting (interpersonal meanings)
Elective modules (select one)
- Metalanguage in primary school contexts
- Metalanguage in secondary curriculum contexts
- Metalanguage in specific learning areas
- Metalanguage in workplace contexts
- Metalanguage in TESOL contexts
- Assessing language learning and planning for progress
- Leading the development of a whole-school metalanguage and applications across the curriculum.
Assessment strategy and rationale
In order to successfully complete this unit, postgraduate students need to complete and submit two graded assessment tasks. The assessment strategy offers opportunities for students to demonstrate their knowledge and skills with metalanguage as it relates to contemporary literacies and involves a gradual transition from more closed exercises to more open learner choice and application.
The first task (50%) is related to the core modules and requires students to demonstrate their competence in metalanguage through a progressively submitted portfolio of analysis exercises that culminates in an analysis of two texts from a student using the metalanguage introduced in the core module and the development of a support plan for their learning. The second task (50%) is related to the chosen elective module where students apply a metalinguistic perspective to interpreting texts relevant to their specific context and develop a plan for curriculum change. In order to pass this unit, students are required to successfully complete both assessment tasks and achieve an overall score of 50% or above.
Overview of assessments
Assessment Task 1 Portfolio (Core Module) A pro...
Assessment Task 1
Portfolio (Core Module)
A progressively submitted portfolio of exercises in building metalanguage, including reflection on language in literacy education. The portfolio will culminate in using the metalanguage, along with curriculum or NAPLAN documents, to analyse two texts from a student and develop a plan for supporting their future learning.
50%
Assessment Task 2 Written Assignment (Elective M...
Assessment Task 2
Written Assignment (Elective Module)
Apply a metalinguistic perspective to interpreting texts relevant to a students’ specific context and develop a plan for curriculum change.
50%
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a Learning Management System (LMS) site. Engagement for learning is the key driver in the delivery of this curriculum. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning and assessment.
This is a 10 credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the teaching period, comprising directed tasks and self-study. The learning and teaching and assessment strategies include a range of approaches to support learning such as reading, reflection, discussion, video, workshops, and assignments.
Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.
- On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
- Intensive: In an intensive mode, students require face-to-face attendance on weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you students to prepare and revise.
- Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
- Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
- Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - LEAD
On successful completion of this unit, students should have gained evidence towards the following standards: