University of Technology Sydney

028255 Inclusive Education: Literacy

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2022 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject examines theoretical underpinnings of reading and spelling acquisition. Effective teaching strategies are evaluated in light of evidence-based practice. Students examine diverse assessment techniques to ascertain the learning needs of students with a broad range of abilities. Authentic literacy assessment is used to inform programming and instructional decisions. Emphasis is placed on development of literacy programs for learners across a number of school and community contexts.

Subject learning objectives (SLOs)

a. Evaluate theories of reading and spelling acquisition and evidence-based practices (GTS 6.2);
b. Analyse assessment and diagnostic methods and tools, consistent with their purpose(s) (GTS 5.1, 5,3);
c. Design programmes for learners with diverse needs in a variety of school/community contexts based on critical evaluation of existing literature (GTS3.2, 3.3, 7.3);
d. Evaluate instructional procedures effectiveness in literacy instruction for learners across the spectrum of literacy abilities (GTS 5.5);
e. Produce accurate and cohesive academic texts.

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS 3)

6. Effective Communication
6.2 Exhibit high level numeracy and literacies (GTS 2)

Teaching and learning strategies

Students will experience learning in this subject through tutorial presentations, collaborative activities, class discussions, prescribed readings, online content and activities. The subject is practice-based, and engages students in learning activities based on realistic scenarios from school settings for which students will work with their peers in analysing school students’ literacy performance, considering solutions that are inclusive and conducive to all students’ learning. The readings and input from teachers provide students with the scholarly basis from which students could develop their responses to the diverse scenarios that they may encounter as teachers. Students will receive early formative feedback on their understanding of key principles and concepts during their learning activities in the first block session from their tutor.

Content (topics)

  1. Developing handwriting, typing and other forms of literacy communication;
  2. Literacy assessment and task analysis;
  3. Reading: Phonemic awareness, phonics instruction, decoding;
  4. Reading for meaning (vocabulary, syntax, punctuation);
  5. Spelling: rules, regular/irregular words, syllabification, morphemic awareness, etymology;
  6. Programming and resources.

Assessment

Assessment task 1: Essay

Objective(s):

a, c and e

Weight: 40%
Length:

1500 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Relevance of literature 20 a 2.1
Depth of analysis of research articles 40 a 2.1
Logic of argument to support recommendations of strategies for spelling instruction 40 c 2.2
Accuracy and cohesiveness of the written text 20 e 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Remediation Teaching Program

Objective(s):

b, c, d and e

Weight: 60%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Accuracy of analysis of reading assessments 20 b 1.2
Effectiveness of program to address student learning need based on assessment results 40 c 1.2
Effectiveness of monitoring procedures to determine studentís achievement of learning objectives 10 d 1.2
In-depth justification of instructional activities to support student learning, with reference to relevant literature 20 d 6.2
Accuracy and cohesiveness of the written text 10 e 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must pass all assessment tasks in order to pass the subject because different subject learning objectives are assessed in different tasks.

Attendance each day of the block tutorials is compulsory to enable you to apply concepts in practice and collaborate with peers. An attendance role will be taken each day. If more than two (2) hours is missed from the total tutorial times you will be refused permission to submit the final assessment task (see UTS Rule 3.8)

Required texts

Required subject readings will be made available on UTSOnline.

References

A full list of references and recommended readings is available on UTSOnline