School of Education, Fremantle Campus

COURSE OUTLINE

EDUC 4671
English 4:
Oral language
2019
Semester 1

The University of Notre Dame Australia, Fremantle Campus • 19 Mouat Street (PO Box 1225), Fremantle Western Australia 6959 • Tel: (08) 9433 0555 •
Fax: (08) 9433 0544 • Email: [email protected] • Internet: www.nd.edu.au • ABN: 69 330 643 210 • CRICOS PROVIDER CODE: 01032F
(Course Outline Template v.VII)
 COURSE OUTLINE: EDUC4671 SEMESTER 1, 2019

General Information

Units of Credit 25 Delivery Internal

Mode

Assumed Prior Knowledge and understanding of literacy acquisition, curriculum planning and practical
Knowledge /Special classroom experience.
Skill Requirements
Pre-requisite Course/s EDUC 2631 Co-requisite Course/s
EDUC 3651
Contact Hours Lecture/s: Tutorial: Practicum:
per Week 1 hour per week 2 hours per week
Workshop/s: Lab Session/s: <<Other>>

Weekly Attend 1 hour lecture and a 2 hour tutorial

Lecture/Tutorial
Attendance
STAFF DETAILS
Role Telephone Email Office Availability
(in addition to appointments made on an individual
Locatio basis)

n
Course Coordinator 94330174 [email protected] ND36/2 Monday – Thursday
Dr. Glenda Cain 25 8.30am - 4.30pm
(unless teaching/ by
appointment)

Lecturer 94330174 [email protected] ND36/2 Monday – Thursday

Dr. Glenda Cain 25 8.30am - 4.30pm
(unless teaching/ by
appointment)
Tutor 94330174 [email protected] ND36/2 Monday – Thursday
Dr. Glenda Cain 25 8.30am - 4.30pm
(unless teaching/ by
appointment)
Tutor [email protected] Please email for an
Jessica Nailer appointment
Tutor 94330979 [email protected] ND36/2 Monday – Friday
Patrick Hampton 22 8.30am - 4.30pm
(unless teaching/ by
appointment)
School’s Senior 94330154 [email protected] ND36/2 Please phone for an
Administration Officer 11 appointment
Claire Donaldson

Course Outline Statement

This Course Outline provides students enrolled in the course at The University of Notre Dame Australia with important
information regarding the course’s outcomes, structure, lecture and tutorial times, assessment, resources and texts.
Students are expected to have read and understood this Course Outline in conjunction with the University’s General
Regulations and any other relevant Regulations, Policies, Guidelines or Procedure.

The General Regulations and other relevant Regulations can be accessed at

https://www.notredame.edu.au/about/governance/regulations
University Policies and Guidelines can be accessed at
https://www.notredame.edu.au/about/policies

Communication to Students (Email & Learning Management System)

It is likely that communications for this course will be conveyed to students via their Notre Dame email account and
to the Learning Management System (Blackboard) noticeboard. It is the responsibility of all students of the University
(and a condition of enrolment) to check this email account on a weekly basis as all emails to a student email account
shall be deemed to have been received, as indicated in the General Regulations [Chapter 9]. The course’s
Blackboard noticeboard should also be checked on a regular basis. The login page for Blackboard can be accessed
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 COURSE OUTLINE: EDUC4671 SEMESTER 1, 2019

at https://learnit.nd.edu.au/. All relevant material for this course will be found on Blackboard. All students enrolled
in this course will automatically be enrolled in this course on Blackboard.

Feedback for Students

The University appreciates student input into its quality processes. Various strategies are used (e.g. Teaching and
Course Content Evaluations, program reviews, review by School or course coordinator, external accreditation) and
on the basis of the most recent feedback, some of the changes/improvements made to this course are:
 Review of FPD and simplification of document
 Readings and texts reviewed
 Guest speakers informative and interesting

1. Course Description
This fourth unit builds on the previous English units to ensure students have a comprehensive knowledge and
understanding of how language develops, can be taught, is interrelated and underpins all learning. It reinforces the
foundational skills of effective literacy (phonology, syntax, semantics, pragmatics and vocabulary) through the
development of oral language and critical literacy. The unit will focus on the importance of developing effective
communication skills using Standard Australian English, while valuing the existing competencies of students from
non-English speaking backgrounds. Curriculum documents, syllabus, assessment and teaching resources will be
examined across literacy learning areas to reinforce the diverse ways in which oral language can be taught. A
teaching program will be planned to develop oral language skills using literature and drama. The integration of
information communication technology will be addressed and demonstrated through the designing and
development of an electronic resource, using literature to support literacy development.

2. Course Learning Outcomes

At the completion of this unit a student should be able to
2.1 understand how oral language is the cornerstone of literacy development and underpins the effective
acquisition of the all modes of language: reading, writing, and viewing, speaking and listening.
2.2 apply their knowledge of the Curriculum Framework, Western Australian Curriculum, English syllabus and
other relevant literacy resources to plan and teach literacy effectively.
2.3 use a range of developmentally appropriate oral language assessment tools for diagnostic planning and
teaching.
2.4 develop an integrated language teaching program that incorporates key instructional strategies and
resources.
2.5 research teaching strategies that address the oral language needs of students with learning difficulties,
special needs or who are from non-English speaking backgrounds.
2.6 identify quality children’s literature texts which promote oral language and literacy development.
2.7 use informational communication technology to create an electronic resource that will demonstrate ways of
using literature to enhance oral language development.

3. Graduate Attributes & Professional Outcomes

Notre Dame’s Graduate Attributes are the generic qualities, skills and understandings which the University
aspires to develop in its students:

Generic Graduate Attributes Graduate Abilities

1. Communication The ability to communicate effectively in all domains within a range of contexts, using oracy,
literacy, numeracy and information skills.
2. Critical and Reflective Thinking The ability to be a reflective practitioner with sound decision making abilities, through the use of
clear, critical and creative thinking and effective problem solving skills.
3. Technical Competence & A comprehensive technical knowledge of a field of study, in addition to inter-professional
Interdisciplinarity knowledge extending beyond a single discipline.
4. Life-long Learning Acceptance of personal responsibility for ongoing life-long learning and professional development,
with a capacity to be self-directed and utilise effective time-management skills.
5. Ethical Responsibility A capacity for high ethical standards both personally and professionally, underpinned by the ability
to apply ethical thinking skills to social/societal problems and challenges.
6. Philosophical and Religious The ability to be an open and reflective individual, sensitive to and accepting of others’ values and
Approaches to Life beliefs, whilst recognising and challenging prejudice and bias from a sound intellectual base.
7. Team work A capacity to contribute in a positive and collaborative manner in order to achieve common goals.
8. Research and Information The ability to construct new concepts or create new understandings through the process of
Retrieval Skills research and inquiry.
9. Internationalisation A capacity for international and global perspectives based on an understanding and appreciation of
social and cultural diversity and individual human rights.
10. Commitment to A commitment to connect with and serve the community through active participation, engagement
Active Citizenship and reflection.

4. Attendance & Absence

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 COURSE OUTLINE: EDUC4671 SEMESTER 1, 2019

In accordance with the General Regulations and School Regulations, it is expected that a student enrolled in this
course shall attend all lectures and tutorials. Attendance will not form part of any assessment for this course.

5. Assessment (SEE ALSO SECTION 10 - ACADEMIC INTEGRITY)

Students must ensure they have read and understood University information which is available and relevant to
assessment. This includes but is not limited to the General Regulations [Chapter 6], relevant School Regulations
and any other policies, guidelines and procedures relating to assessment which appear on the University’s
website.

5.1 Assessment Structure

Further details on assessment requirements and marking rubrics will be provided to students as additional
documents which can be accessed from the University’s Learning Management System.

Item Assessment Type & Description Weighting Due Date Related to Related to
No % Learning Graduate
Outcome No Attribute No (s)
(s)
1. Assessment 1: 25% Week 6 2.1, 2.2, 2.5 1, 2, 4,7,
Oral language profile and presentation Submitted Week 7
at a moderation session with peers. on day of your
tutorial.
2. Assessment 2: 45% Week 12 2.2, 2.4, 2.3, 1, 2, 8, 9.
A 3 week Integrated Teaching and 2.5,2.6
Learning Program Overview May 17th
3 EXAMINATION 30% Students are responsible 2.1, 2.7 1,2,8.
for checking formal
examination timetables
for all examination
periods.

5.2 Referencing Style

For this course, the referencing style to use is:
American Psychological Association Style Guide 6th edition (APA) for in-text style

Students can access support materials for this style in the Referencing Guide available via University Library
Homepage.

Questions about applying styles should be directed to the University Library. Contact details are available via
University Library Homepage.

5.3 Submission of Assignments

Electronic versions of Assignment Cover Sheets are available via University Library Homepage.
The following formatting/presentation specifications must be followed for assignment submissions:
e.g.
 Copy of assignment to be retained by the student
 UNDA Cover sheet
 FPD template
 Marking rubric attached

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6. Course Schedule
WEEK TOPICS/CONTENT/LEARNING EXPERIENCES
Lectures Readings
Literacy in the 21st century 1. Cameron, S., & Dempsey, L. (2016).The Oral Language Book:
 Defining literacy Embedding talk across the curriculum. Auckland, NZ: S&L Publishing.
 Guiding Principles and Chap.1
practices 2. Wild, R., (2011). Where do I start? Section 1
 Western Australian 3. The Early Years Learning Framework ( 2009) p.5-14
Curriculum English Early Years Learning Framework | Department of Education and
 Course outline and https://www.education.gov.au/early-years-learning-framework-0
outcomes 4. Western Australian Curriculum
1  Assignments http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-
browser/english-v8
5. Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). Speaking
Outcomes and listening map of development. Melbourne: Rigby Harcourt
1, 2. Education:
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
Chap. 1
Tutorial
Students will discuss literacy practices and perspectives on what it means to
be literate. They will explore the guiding principles of the Early Years
Learning Framework that relate to literacy in an early years environment and
the Western Australian Curriculum for English in a primary classroom.
Students will address the questions posed in the reading (Wild, R., (2011).
Where do I start? and share responses.
Students will reflect on their personal needs as effective literacy teachers and
how this course may address these. Course assignments and expectations
will be clarified.
Assignment 1: Oral Language Profile and Moderation Week 6.

Oral language in and Readings:

out of the classroom 1. Cameron, S., & Dempsey, L. (2016).The Oral Language Book:
 Oral language Embedding talk across the curriculum. Auckland, NZ: S&L
development in the Publishing. Chap.1 and 2
home/ 2. First Steps Speaking and Listening resources (Access on-line)
childcare/primary 3. Western Australian Curriculum
settings http://k10outline.scsa.wa.edu.au/home/p-10-
 Variations in oral curriculum/curriculum-browser/english-v8
language Tutorial
2
 Conditions and Students will discuss language and language learning.
Outcomes Aspects of oral language with a specific focus on pragmatics,
models for oral
1,2 phonemic awareness, syntax/grammar, semantics and vocabulary
language acquisition -
First Steps Speaking will be reviewed with links to Assignment 1 OL Profile.
and Listening Students will consider language variation as a resource, not a deficit.
Continuum First Steps Speaking and Listening Continuum will be explored.
 Language Cueing Students will revise Cambourne’s conditions for oral language
system development, and Halliday’s functional uses of language.
 Assignment 1: OL Students will explore children’s literature and its role as a core
profile element of the Western Australian Curriculum.

GUEST LECTURE 1 Readings:

PEEL Language 1. Cameron, S., & Dempsey, L. (2016).The Oral Language Book:
Development Staff Embedding talk across the curriculum. Auckland, NZ: S&L
Publishing. Chap.3
Language development- 2. First Steps Speaking and Listening resources (Access on-line)
Building knowledge of 3. Wild, R., (2011). Where do I start? Section 2
3
children's language Tutorial
Outcomes
milestones Students will discuss Oral language assessment tools and how these
1,2,3
could assist in the OL Profile (Assignment 1). They will examine the
FS Map of Development and Phases of Speaking and Listening.
They will review the expectations stated in the WA Curriculum
Judging standards and how these should inform teaching and
learning practices. Students will discuss the aspect of reporting to
parents on students' OL progress.
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GUEST LECTURE 2 Readings:

PEEL Language 1. Cameron, S., & Dempsey, L. (2016).The Oral Language Book:
Development Staff Embedding talk across the curriculum. Auckland, NZ: S&L
Publishing. Chap.3
Early intervention 2. First Steps Speaking and Listening resources (Access on-line)
4 strategies Tutorial
Outcomes  Assessment of oral Students will discuss the information gathered and justify placement
1,2,4,5, 6 language - on the FS Speaking and Listening Continuum. They will discuss the
phonological/ OL Profile (Assignment 1) aspects of language analysis.
semantic/syntactic/ Review assessment practices articulated in the EYLF and judging
and pragmatic standards from the Western Australian Curriculum and link to early
year's settings and classroom instruction.

Getting to know Tutorial

students: developing Students will explore ways of developing a culturally responsive
culturally relevant pedagogy and curriculum. They will examine literature that supports
practices for language the diversity of learners and addresses the EYLF, WA Curriculum
acquisition and Cross-curriculum priorities.
 Cultural diversity in Vocabulary teaching and assessment practices will be discussed and
the community / shared for the age groups;
childcare settings /  0- 2 years
5 classroom  3-5 years
Outcomes
 Teaching from a  6-9 years
1,3,4, 5
culturally relevant Students will discuss the integration of language skills through the
perspective reading and writing program. They will discuss the question in Where
 Using early do I start?
assessment to know  What should I be teaching as pre-reading and pre-writing
your students learning experiences?
( Assignment1 : OL  What should I be teaching as reading and writing learning
profile experiences?

Effective literacy Tutorial

assessment practices Student presentation of Assignment 1 OL profile at a moderation
 Principles of session with peers.
assessment.
6
 ELYF ASSIGNMENT 1: due Week 6 in class,
Outcomes
1,2,3,5  Managing submitted Week 7 with reflection ( Tuesday)
assessment and Students will discuss the challenges and enablers in managing oral
evaluation in the language assessment within the classroom program. They will review
literacy program. the moderation session and learning outcomes of the experience.

Literacy programs and Readings:

approaches
 Balanced approach to 1. Wild, R., (2011). Where do I start? Section 4 and 5
literacy development 2. First Steps: Linking assessment, teaching and learning (Access
across the ECE and on-line). Chap. 8
primary years 3. Aboriginal Literacy Strategy :
 Literacy programs http://det.wa.edu.au/curriculumsupport/eald/detcms/navigation/englis
0-2 years h-as-an-additional-language-or-dialect-for-aboriginal-
7 3-5 years students/aboriginal-lite
Outcomes 6-9+ years Tutorial
1,2,3,5  Organising for literacy Students will discuss the learning and teaching practices for literacy
using the principles of learning observed during school practicums. (Review Literacy Block
the EYLF structure)
 Organising for literacy Students will identify key components of a balanced literacy program
using the WA and create a learning plan or timetable accordingly. They will explore
Curriculum for English the models of literacy learning and begin to create a framework for
planning in the classroom. Students will discuss Assignment 2:
Integrated Teaching and Learning Program Overview

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Using Drama to Readings:

enhance oral language / 1. Cameron, S., & Dempsey, L. (2016).The Oral Language Book:
Developing listening Embedding talk across the curriculum. Auckland, NZ: S&L
skills and oral Publishing. Chap.4, 5 and 6
presentations 2. Wild, R., (2011). Where do I start? Section 6 and 7

8 Tutorial
Outcomes Integration of learning Students will address “How can I create a sequential unit of work?
2,5 areas through a unit of Where do I start? Section 6.
study. Students will begin planning an integrated unit of study based on a
children's literature text addressing the English curriculum content for
a chosen year level.
Students will explore ways of using drama/oral language across the
curriculum. They will begin the process of addressing the
requirements of Assessment 2.
9 GUEST LECTURE 3 Readings:
Outcomes 1. Wild, R., (2011). Where do I start? Section 7
1,3,4 Supporting ESL /EAL 2. First Steps: Linking assessment, teaching and learning. Chap. 4
learners 3. EALD progress maps : EALD Progress Maps
Tutorial
Students will continue to plan an integrated unit of study based on a
children's literature text addressing the English curriculum content for
a chosen year level.

Study break
Working with the Readings:
diversity of children in 1. Wild, R., (2011). Where do I start? Section 8
the learning settings 2. First Steps: Linking assessment, teaching and learning. Chap.10
 Identifying struggling 3. EALD progress maps : EALD Progress Maps
students in literacy Tutorial
10
 Motivation and Students will discuss the characteristic of a student deemed to be “at
Outcomes
engagement risk”. They will review strategies to address the areas of need,
1,3,4
 Instructional practices focusing on motivation and engagement. The role of the parent and
 Parent education community education and engagement will be discussed.
Students will review support networks and professional associations
to assist the struggling student in literacy

Supporting Aboriginal Readings:

students in the early Capability Framework
Cultural Standards Framework
years settings and in
Australian Professional Standards for Teachers - Australian Institute ...
the classroom https://www.aitsl.edu.au/docs/default-source/apst-
 EYLF: Children have resources/australian_professional_standard_for_teachers_final.pdf
a strong sense of Tutorial
identity Students will discuss Outcome 1: EYLF: Children have a strong
11
Outcomes  Aboriginal ways of sense of identity and how this is essential in the diversity of learning
knowing settings.
1,4,5
 Quality teaching Students will explore the Australian Curriculum: Cross Curriculum
practices for Priorities. Addressing these priorities in the teaching program will be
Aboriginal Children discussed.
Students will also discuss
 Aboriginal ways of knowing
 Quality teaching practices for Aboriginal Children

The Metacognitive Readings:

Process: Reflecting, Wild, R., (2011). Where do I start? Section 4
representing and First Steps: Linking assessment, teaching and learning. Chap.9
reporting Tutorial
12
Students will discuss the concept of "learning how to learn". They will
Outcomes
review examples of FPD and DWP and begin to explore ways of
2,5
using the Assignment 2 Overview in this format.
Students will explore ideas for “Day One “in the classroom.

DUE: ASSIGNMENT 2 Friday 17th May.

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Embedding Talk across Students will discuss ways of supporting students oral language
13 the Curriculum: speaking and listening skills. They will review course outcomes,
Outcomes Course review readings, lectures and tutorial notes in preparation for the
1,2,3,4,5 examination.
Celebration of the conclusion of the course.
Study Week
Exam Week 1
Exam Week 2

7. Resources
Texts
1. Cameron, S., & Dempsey, L. (2016).The Oral Language Book: Embedding talk across the curriculum.
Auckland, NZ: S&L Publishing.

2. Wild, R., (2011). Where do I start? Stimulating ideas for literacy-rich primary classrooms. Newtown, NSW:
Primary English Teaching Association.

7.2 ESSENTIAL READINGS

1. Western Australian Curriculum and Reporting Authority. (2010). www.scra.edu.au

2. Australian Government Department of Education, Employment and Workplace relations. (2009). Early
Years Learning Framework. Retrieved from
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_fram
ework_for_australia

3. Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L.& Lynch, P.(2008). Linking assessment,
teaching and learning, Melbourne, VIC: Rigby Heinemann.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
4. Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). Speaking and listening map of development.
Melbourne, VIC: Rigby Harcourt Education.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
5. Brace, J., Brockhoff, V., Sparkes, N., Tuckey, J. (2006). Speaking and listening resource book. Melbourne,
VIC: Rigby Harcourt Education.
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

8. Disability Support
Students with a disability should refer to the University’s Policy: Students with a Disability. For further information
and contact details visit Disability Support.

9. Learning Support
The Academic Enabling & Support Centre (AESC) offers a range of valuable programs to support students in
succeeding in their studies. To find out more about what is available, visit AESC.

10. Academic Integrity

All students have an obligation to uphold the University community’s standards on ethical scholarship. Good
scholarship involves building on the work of others, but the use of others’ work must be acknowledged
appropriately. Plagiarism constitutes a violation of academic integrity under the provisions of the General
Regulations [Chapter 8] and the Policy relating to Student Academic Integrity. These documents are on the
University’s website and should be referred to for more detailed information and definitions, especially as
plagiarism is subject to disciplinary action.

The University provides access to a range of online resources which will help you to understand the principles
and practices of ethical scholarship and the importance of upholding academic integrity in your work. You are
strongly encouraged to make use of these resources as well as the range of other tools (outlined in the Academic
Integrity Module resource) which are provided by the University to support student academic integrity. To find the
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 COURSE OUTLINE: EDUC4671 SEMESTER 1, 2019

academic integrity resources, go to the University Library Homepage. Then, under the Learning Skills tab open
the Academic Integrity option.

If you require further explanation or help, contact the Course Coordinator or Tutor.

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