| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Multiliteracies in a Global World (Including EAL/D) |
| Unit ID: | EDBED4112 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED3111) |
| Co-requisite(s): | (EDBED4111) |
| Exclusion(s): | Nil |
| ASCED: | 070303 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to take literacy beyond a focus on traditional print-based text to multiple-forms of knowing, including print, images, video, performance and other digital contexts. PSTs have already considered key concepts and pedagogical practices in language and literacy in the primary classroom. This unit extends knowledge of pedagogical practices of how students learn and the implications for teaching by considering the multiple modes of communication, the multiplicity of social and cultural influences and critical perspectives. English as an Additional Language or Dialect (EAL/D) learners are also considered as PSTs develop strategies to differentiate their teaching to meet specific learning needs. Embedding critical thinking skills in a multiliterate framework, PSTs are immersed in both the theory and practice of multiliteracies to consider how globalisation has created a more complex environment for teachers and students. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Analyse effective differentiation strategies, including 'point of need' teaching for language and literacy to meet specific learning needs of all students in the primary classroom, including EAL/D students. |
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| K2. | Examine pedagogical approaches and multiliterate practices, including thinking routines, to support individual learners. |
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| K3. | Identify how language and meaning are constructed within and by new technologies, including multimodal texts, in global contexts. |
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| K4. | Explore a range of multimodal resources and ICTs that engage students and support their learning. |
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| Skills: |
| S1. | Adapt teaching and learning to differentiate for language and literacy learners with specific learning needs, including EAL/D learners. |
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| S2. | Reflect on multimodal experiences that shape cultural understandings. |
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| S3. | Incorporate critical thinking skills into a multiliterate framework of teaching and learning through language and literacy. |
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| S4. | Develop learning sequences that engage and meet learning needs of learners in the primary classroom. |
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| Application of knowledge and skills: |
| A1. | Identify a range of multimodal resources and ICTs for a primary classroom that engage EAL/D students and support their learning across progression levels. |
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| A2. | Develop and provide justification for differentiated learning sequences tailored to the needs of learners in the primary classroom, by drawing on current curriculum requirements and a range of resources, including ICTs. |
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| Unit Content: |
Topics may include:
1. Strategies for differentiated teaching, including EAL/D, drawing on a range of multimodal texts and pedagogical practices
2. Text structures and language features
3. Language processing in EAL/D students and the interplay between language and cognition in the classroom
4. Development of phonological and phonemic awareness
5. Critical thinking routines for all students including EAL/D students
6. Curriculum, assessment and reporting knowledge to design learning sequences and lesson plans
7. Incorporating multiliteracies in the primary classroom to build learning sequences with connections to the current curriculum
8. Planning for differentiated instruction
9. Exploration of a range of ICT resources to expand curriculum learning opportunities for all students
10. Global contexts of communication and learning and how these might be incorporated into learning contexts in the primary classroom
11. Multimodal experiences (texts that combine visual, print, aural, gestural and/or spatial literacies) that shape cultural understandings
12. The geographical, social and contextual variance of language and the importance of an inclusive learning environment for all students. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K3, K4, S1, S2, S3, A1 | Create a portfolio of resources based on a range of multimodal texts and develop a range of rich differentiated tasks for EAL/D students at a chosen progression level in primary school. Include visible thinking routines and other teaching strategies to support literacy learning. | Digital portfolio – Group task | 40-60% | | 2. | K1, K2, K3, K4, S1, S3, S4, A2 | Develop two differentiated lesson plans (and rationale), using the current curriculum and a range of resources including ICTs, for a specific group of learners in the primary classroom. | Lesson sequence and academic report | 40-60% |
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