School of Education

Introduction to Language and Literacy

EDU1001

LMS Subject link

https://lms.latrobe.edu.au/course/view.php?id=145922

SUBJECT LEARNING GUIDE

Teaching Period Semester 1 2024

Subject Coordinator Eamon Charles

SUBJECT DETAILS
Subject Code: EDU1001
Subject Title: INTRODUCTION TO LANGUAGE AND LITERACY
Teaching Period: Semester 1 2024
Location(s): All campuses
Credit Points: 15
Delivery Mode: Blended
AQF Level: 7

ENROLMENT REQUIREMENTS
Prerequisites: Students must be admitted in one of the following courses:
EB002 EB002B, EB002M, EB002S, EB002W, EA001, EA001B,
EA001M, EA001S, EA001W, ED001, ED001B, ED001M, ED001S,
ED001W, EBEDS, EBEDSB, EBEDSM, EBEDP, EBEDPB, EBEDPM,
EBTP, EBECB, EBECP, EBTS, EBTOCE, EVEDB, RBEDM
Co-requisites: Nil
Assumed Skills & Knowledge: Nil
Special Study Requirements: Nil
Additional subject requirements: Nil
Class materials: Resources and/or links are provided

STAFF CONTACTS
Subject Coordinator: Eamon Charles
Email: [email protected]
Tel: (03) 9479 1585
Consultation time/s: Tuesday 1: 30pm – 2: 00pm (Tessa Weadman)
Thursday 10: 00am – 10: 30am (Eamon Charles)

Subject Learning Guide_ EDU1001_1_2024_version 2 Page 2 of 21

ABOUT THIS SUBJECT
This subject engages students with skills required for academic language and literacy purposes at an
introductory level for tertiary students. The subject deals with the components and conventions of English
spoken and written language, and the developmental stages of language and literacy learning. An
introduction to the English writing system provides a framework for students to gain preliminary
knowledge about literacy instruction in the classroom. Students will be taught to apply skills in the (i) use of
professional oral communication, (ii) critical appraisal of academic sources and (iii) academic writing skills.
The entire subject is scaffolded through a hurdle diagnostic test where students will establish areas of
strength and areas that require development.
SUBJECT INTENDED LEARNING OUTCOMES (SILOs)
Upon successful completion of this subject, you should be able to:

1. Explain the process of language development and proficiency in literacy and identify key differences
between the two (APSTs 1.1, 1.2, 2.5).

2. Define the components and conventions of spoken language and literacy at an introductory level
(APSTs 1.1, 1.2).

3. Demonstrate proficiency in speaking and writing in English for formal academic purposes at tertiary
level (APSTs 1.1, 1.2).

4. Critically appraise academic texts at an introductory level (APSTs 1.1, 1.2).

GRADUATE CAPABILITIES (GC)

GC GC Point

Communication Communicating and Influencing: The capacity to use personal

presence, empathy, listening and questioning to engage others
in conversation and persuasively express information through a
variety of modes and media, including presentation and written
communication.
Inquiry and Analysis Research and Evidence-Based Inquiry: The ability to identify,
analyse, and interpret data and information in various forms to
draw connections across fields of knowledge.
Discipline Knowledge and Skills The ability to articulate, apply, analyse and extend discipline-
specific knowledge and skills in diverse contexts.

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EDUCATION Teaching and Research Pillars
Pillar Pillar Explained

Learning Also referred to as the science of learning, Learning Sciences refers to principles about how learning happens
Sciences based a body of knowledge drawn largely from the discipline of cognitive psychology. The principles take
account of the functions and development of the human brain and how, as educators, we can harness this
knowledge so that all students learn in the most effective and efficient ways, to achieve optimal outcomes.
Importantly, the science of learning is not a pedagogy. Pedagogical decisions should be aligned to the specific,
developmentally relevant evidence base, in addition to general learning-science knowledge.
Social Equity Socio-politically aware teaching and classroom practice is a key aspect of this pillar, characterised by a
commitment to fostering critical thinking, empathy, and active citizenship among students. Socio-politically
aware teaching also involves addressing current events and encouraging students to develop informed
opinions on pressing societal issues. This pillar also requires us to be culturally attuned and pedagogically
responsive in our research and teaching.

STUDENT FEEDBACK ON SUBJECT SURVEYS

In late 2023, significant enhancements were made to the Student Feedback on Subjects (SFS) and Student
Feedback on Teaching (SFT) surveys to provide a more effective survey experience for all La Trobe staff and
students, and gain more meaningful feedback. Early feedback will be requested via the LMS to monitor and
respond to student feedback.

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LEARNING ACTIVITIES
Timetable details are available at https://www.latrobe.edu.au/students/your-course/timetables. Students
should also regularly check this subject’s LMS site for updated information.

Week Dates Learning Activities Key Dates

Module 1: Language and Literacy: Foundations
1 March 4 – Live online ▫ Subject overview: teaching schedule;
March 8 seminar (4 assessment requirements; technology
March, 9- platforms.
10am)
Live tutorial ▫ Welcome to your tutorial group.
▫ Setting up expectations.
▫ Studying at university.
▫ Professional Learning Teams (PLT).
▫ Notetaking practice.
▫ Discuss BKSBLive2 requirements.
Online, ▫ Note taking (related to AT1)
curated self-
directed
study.
Readings / REQUIRED
Resources
BOOK: Bartlett et al., (2021) Academic Success:

− Chapter: ADJUSTING TO UNIVERSITY (pp. 10-17)

− Chapter: NOTETAKING (pp. 125-131)

BOOK: Grellier et al., (2021). Communications toolkit (5th ed.).

− Chapter 4: Reading academic texts, both written and recorded (pp. 71-74)

YOUTUBE: The Cornell Method (2m 14s)

(HIGHLY) SUGGESTED

BOOK: Grellier et al., (2021). Communications toolkit (5th ed.).

− Chapter 1. MAKING THE TRANSITION. (pp. 4-12, 18-20)

YOUTUBE: How to take Cornell Notes (6m 03s)

2 March 11 – Live online Key terminology: Quiz 1

March 15 seminar: Opens 13th
(Prerecorded Communication, language, and literacy. March 4:
due to public 00pm (open
holiday) for 24 hours)

*Labour Day
Live tutorial Review of content:
University
- Notetaking. Holiday:
Monday 11th
Preparation for Quiz 1. March

Preparation for AT2: Metaphor for your language

and literacy journey.

Discuss BKSB.

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 Online, Delving into oral language
curated self-
directed
study.

Readings / REQUIRED
Resources
BOOK: Owens, R. E. (2020). Language development: An introduction (10th ed.)

− Chapter 1: THE TERRITORY (pp 4 – 17). [Read to Components of Language]

− Chapter 10: EARLY SCHOOL-AGE LANGUAGE DEVELOPMENT (pp. 343-344)
Section on Metaphors and Similes

YOUTUBE CLIP: What is Language? (7m)

SUGGESTED

BOOK: Fellowes and Oakley (2020) Language, Literacy and Early Childhood (3rd ed.).

− Chapter 3: UNDERSTANDING ORAL LANGUAGE (pp.42 – 47, 53 – 57: Up to

Pause and Reflect).

REPORT: Literacy for Life. (2005).

− Chapter 6: UNDERSTANDINGS OF LITERACY (pp.147-153).

3 March 18 – Live online Language acquisition:

March 22 seminar
(March 18, 9- ▫ theories of language acquisition
10am) ▫ biological basis of language acquisition
▫ developmental milestones
▫ bilingual language acquisition

Live tutorial ▫ Review of contents:

1. Notetaking
2. Language and communication
3. Quiz 1
▫ Preparation for AT1 (Notetaking task)
▫ Timeline and metaphor discussion for your
own language and literacy learning.
▫ Confirming your metaphor.
▫ Discuss BKSBLive2.

Online, Language development trajectories.

curated self-
directed
study.

Readings / REQUIRED
Resources
BOOK: Owens, R. E. (2020). Language development: An introduction (10th ed.)

− Chapter 2: DESCRIBING LANGUAGE (pp. 39 - 47). [Read up to Learning

Theory]

BLOG: What Is Language Acquisition? Here’s Everything You Need to Know! (2022).
(5-minute read)

SUGGESTED

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 BOOK: Owens, R. E. (2020). Language development: An introduction (10th ed.)

− Chapter10: EARLY SCHOOLAGE LANGUAGE DEVELOPMENT (pp. 341 - 344)

[Read from the FIGURATIVE LANGUAGE heading to Self-Check 10.2].

Module 2: Oral language

4 March 25 – Live online Components and conventions of language. AT1 due
March 29 seminar Wednesday
(March 25, 9- 27th March
10am) @11.59PM

Census date:
Live tutorial Review of contents:
Sunday 31st
1. Notetaking March
2. Language conventions
3. Preparation for AT1 (notetaking)

Preparation for AT1

1. Peer feedback
2. Planning for your oral presentation

Discuss BKSBLive2.

Online, Application tasks on components and conventions

curated self- of language.
directed
study. Pragmatics and socio-cultural considerations for
communication.

Readings / REQUIRED FOR CONTENT KNOWLEDGE

Resources
BOOK: Owens, R. E. (2020). Language development: An introduction (10th ed.)

− CHAPTER 1: THE TERRITORY (pp. 17 – 27) [Read from Components of

Language up to Dialects].

BOOK: Fellowes and Oakley (2020) Language, Literacy and Early Childhood (3rd ed.).

− Chapter 3: UNDERSTANDING ORAL LANGUAGE (pp. 42-53) [end at Pause

and Reflect]

SUGGESTED

BOOK: Owens, R. E. (2020). Language development: An introduction (10th ed.)

− Chapter 10: EARLY SCHOOL-AGE LANGUAGE DEVELOPMENT (pp. 341 - 344)

[Read from the FIGURATIVE LANGUAGE heading to Self-Check 10.2].

Mid Semester Break

5 April 8 – Live online Adolescent language
April 12 seminar (Apr
8, 9-10am)

Live tutorial Review of contents:

1. Components of language
2. Communication models

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 Timeline and metaphor discussion for your own
language and literacy learning.

Metaphor

Peer feedback session on planning for your oral

presentation: AT2

Discuss BKSB

Online, Characteristics of oral presentations.

curated self-
directed
study.
Readings / REQUIRED FOR CONTENT KNOWLEDGE
Resources
BOOK: Owens, R. E. (2020). Language development: An introduction (10th ed.)

− Chapter 12: Adolescent and Adult Language (pp. 391 – 403).

− Chapter 10: (pp. 341 - 344) [Read from the FIGURATIVE LANGUAGE heading
to Self-Check 10.2].

REQUIRED FOR ONLINE CURATED STUDY (RELATED TO AT2)*

Book: Bartlett et al., (2021) Academic Success

− Ch: PRESENTATIONS (pp. 184 -191).

YOUTUBE: How to Start your Presentation: 4 Step Formula for a Killer Intro (4m, 18s)

YOUTUBE: Formal and Informal Language (3m45s)

JOURNAL ARTICLE: Bourne, P. E. (2007). Ten simple rules for making good oral
presentations. PLoS computational biology, 3(4), e77-e77. (<5M read)

SUGGESTED

Grellier et al., (2021). Communications toolkit (5th ed.).

− Chapter 16: Presentations. (esp. pp. 339-341, 346-352, 363-364).

6 April 15 – Live online Spoken and written language styles. AT2 due
April 19 seminar (April Wednesday
15, 9-10am) Professional verbal communication 17th April
@11.59PM
Live tutorial Review of contents.

1. Professional communication
2. High quality oral presentation
characteristics

Review and apply characteristics of oral

presentations.

Pragmatic conventions of formal oral

presentations.

Discuss BKSB

Online, Reflective practice

curated self-
directed Reflective writing
study.

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 Readings / REQUIRED FOR CONTENT KNOWLEDGE
Resources
INFORMATION SHEET (UTS): FORMAL AND INFORMAL LANGUAGE (3m read)

YOUTUBE: Formal and Informal Language Skills (3m45s)

REQUIRED FOR ONLINE CURATED STUDY (Related to AT3)

BOOK: Bartlett et al., (2021), Academic Success

− Chapter: REFLECTIVE WRITING (pp. 179-180).

YOUTUBE (6m) ‐ Reflective writing. (2017). (6m 27s)

SUGGESTED FOR ONLINE CURATED STUDY

BOOK: Grellier et al., (2021). Communications toolkit (5th ed.).

− Chapter 7: Reflective writing (esp. Pp.146-153).

JOURNAL ARTICLE:

Chan, C. K. Y., & Lee, K. K. W. (2021). Reflection literacy: A multilevel perspective on

the challenges of using reflections in higher education through a
comprehensive literature review. Educational Research Review, 32 (1-18).

Week 7 (April 22 – April 26): Place Based Learning

No seminar or tutorials

Module 3: Written Language (Literacy)

8 April 29 – Live online Literacy: Reading Spelling and Writing Quiz 2

May 3 seminar (April Opens 30th
22, 9-10am) April 4: 00pm
(open for 24
Live tutorial Review of contents hours)

1. Reflective writing/ practice

*Anzac Day
Literacy components: (reading, writing, spelling) University
Holiday:
Literacy: a non-natural skill set. Thursday
April 25th
Discuss BKSB

Online, Simple View of Reading

curated self-
directed Simple View of Writing
study. Reading comprehension

Readings / REQUIRED
Resources
BOOK: Fellowes, J. & Oakley, G. (2020). Language, Literacy and Early Childhood
Education, (3rd ed.).

− Chapter 10: Understanding reading (pp. 202 – 210) [Read to Teaching

concepts about print].
− Chapter 16: Introduction to writing (pp. 373 – 377)

BOOK: Owens, R. E. (2020). Language development: An introduction (10th ed.)

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 − Chapter 11: School-aged literacy development (pp. 365 – 367). [Read to The
Process of Reading].

YOUTUBE: "What is Reading? The Simple View". (2m)

SUGGESTED

BLOG: Snow, P. (2019). The Simple View of Reading: Still Conclusive After 33 Years.
The Snow Report. (10m read)

SUGGESTED WEBINAR (57m): The Simple View of Writing (Lyn Stone's webinar from
23 March 2020).

9 May 6 – Live online Reading and writing for academic purposes:

May 10 seminar (April Introduction to scholarly texts
29, 9-10am)
Live tutorial Review of contents

Online search engines and finding credible

academic resources: applications.

Explore APA* v7 styles and examples

Discuss BKSB

*American Psychological Association, Seventh

Edition (2020)

Online, Referencing requirements and APA (American

curated self- Psychiatric Association) v7.
directed
study.

Readings / REQUIRED
Resources
BOOK: Bartlett et al., (2021), Academic Success:

− Chapter: INTEGRITY AT UNIVERSITY. (pp. 76-82).

Grellier et al., (2021). Communications toolkit (5th ed.).

− Chapter 5: Referencing (pp. 77-79, 81-85, 99-107).

REQUIRED FOR ONLINE CURATED STUDY (Related to AT3)

Citations & References in APA Style 7th Edition Tutorial (36m)

IMPORTANT RESOURCE TO BOOKMARK (From La Trobe University)

− About APA 7 (From La Trobe University)

REQUIRED FOR THE LIVE ONLINE TUTORIAL

Grellier et al., (2021). Communications toolkit (5th ed.).

− Chapter 4: Reading Scholarly texts, both written and recorded. (pp. 58-61,
66-68).

10 May 13 – Live online 1. Academic writing

May 17 seminar (May 2. Phrases, clauses, sentence types and
6, 9-10am). paragraphs

Live tutorial Review of contents

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 1. Referencing APAv7

Writing for academic purposes: Expository essay

writing. (Preparation for AT3)

Sentence formation, referents, cohesion,

precision. (Preparation for AT3)

Discuss BKSB

Online, Review reflective writing

curated self-
directed study

Readings / REQUIRED
Resources BOOK: Bartlett et al., (2021), Academic Success

− Chapter: ENGLISH LANGUAGE FOUNDATIONS. (pp. 29-40).

BOOK: Paramour, Z., & Paramour, T. (2020). The grammar book: Understanding and
teaching primary grammar. Bloomsbury Education. [Read in the order listed]

− Chapter 8 Punctuation at the end of a sentence (pp. 89 – 92),

− Chapter 12: Types of phrases (pp. 119 – 123)
− Chapter 9: Main and Subordinate clauses (pp. 97 – 100)

N.B.: (These will assist with BKSB as well as your academic writing)

REQUIRED FOR ONLINE CURATED STUDY (Related to AT3)

BOOK: Bartlett et al., (2021), Academic Success

− Chapter: REFLECTIVE WRITING (pp. 179-180).

YOUTUBE: Reflective writing. (2017). (6m 28s)

SUGGESTED (This will assist with BKSB as well as your academic writing)

BOOK: Grellier et al., (2021). Communications toolkit (5th ed.).

− Chapter 6: Approaches to writing (pp. 118- 125).

Module 4: Conventions of academic and formal writing

11 May 20 – Live online Sourcing and appraising the academic and the grey Quiz 3:
May 24 seminar (May literature Opens 22nd
13, 9-10am). May 4: 00pm
Live tutorial Review of contents: (open for 24
hours)
1. Grammatical constructions, including
clause types.
2. Punctuation.
3. Editing.

Appraisal of academic writing, websites, books,

and journal articles.

Discuss BKSB

Proofreading

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 Editing

Turnitin

Feedback on initial draft outlines

Online, Appraising websites

curated self-
directed Appraising evidence and credibility
study.

Readings / REQUIRED
Resources
CLIP: Stephens, S. (2021, Sept 9). Evaluating Sources Toolkit: CRAP Test.

GUIDE FROM SETU WATERFORD LIBRARIES: Evaluating Information: Information

from the Internet. (2022, Oct 18).

REQUIRED FOR ONLINE CURATED STUDY

BLOG: Mannix, L. (2022, Feb 1). Multivitamins continue to disappoint. That tells us
something important about science

SUGGESTED

BOOK: Bartlett et al., (2021), Academic Success:

− Chapter: WORKING WITH INFORMATION (pp. 61-63, 64-66, 72-75)

12 May 27– Live online Academic writing conventions: Structure,

May 31 seminar (May grammatical style, and cohesion
20, 9-10am)
Live tutorial Understanding and answering your task for AT3.

Online, Review of content:

curated self-
directed 1. Academic writing
study. 2. Appraisal

Turnitin

Feedback on initial draft outlines

Reflective writing models

Discuss BKSB

Readings / REQUIRED
Resources
BOOK: Bartlett et al., (2021), Academic Success:

− Chapter: WRITING ASSIGNMENTS. (pp. 158-173).

WEBSITE: Expository Essays. (2022).

SUGGESTED

BOOK: Grellier, J., et al., (2021) Communications toolkit (5th ed.).

− Chapter 9: ACADEMIC ESSAY WRITING (pp. 189-190).

− Chapter 6: APPROACHES TO WRITING (pp. 118-125).

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 13 AT3 due
Monday 3rd
June
@11.59PM
End of Semester 1 BKSB Hurdle
examination period. task due
Thursday
27th June
2023
@11.59PM

SELF-DIRECTED STUDY
In addition to the learning activities specified, you are expected to allocate approximately 8-10 hours per
week of self-directed study in this subject. This time includes subject preparation, completing learning
activities, readings, assessment preparation and other related work to enhance your participation in this
subject and your learning at La Trobe.

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LEARNING RESOURCES & TECHNOLOGIES
Resource Type Title (direct link provided) Author and Year Publisher
Required
Prescribed Academic Success. Bartlett, C., University of
Textbook / ebook Cawthray, T., et Southern
al. (2021) Queensland
Prescribed Communications Toolkit (5th ed.) Grellier, F., Cengage
Textbook / ebook Goerke, V., & Learning
Fielding, K. Australia
2021
Prescribed Language development: An Owens, R. E. Pearson
Textbook / ebook introduction (10th ed.) (2020).

Recommended
Textbook / ebook Language, literacy and early childhood Fellowes, J., & Oxford
education (3rd ed.) Oakley, G. University Press
(2020).
Textbook / ebook The grammar book: Understanding and Paramour, Z., & Bloomsbury
teaching primary grammar. Paramour, T. Education
(2020).
Links to other learning resources such as websites, YouTube clips etc will be provided on a weekly
basis. These resources will all be freely accessible.

ASSESSMENT AND FEEDBACK SUMMARY

Note: all assessment instructions and rubrics with detailed criteria and level of performance are found on the
Learning Management System two weeks prior to classes commencing.

Critical Date due % Assessment Feedback method SILOs assessed

Task
No Thursday 14th 5 Online quiz 1 (20min) LMS quiz function 1, 2
March
4: 00pm
Wednesday 5 Online quiz 2 (20min) LMS quiz function 1, 2, 3, 4
1st May
4: 00pm
Thursday 23rd 5 Online quiz 3 (20min) LMS quiz function 1, 2, 3, 4
May
4: 00pm
No Wednesday 10 AT1 (Assessment Task 1) Note taking Rubric 2, 3
27th March % submission
11: 59pm
No Wednesday 35 AT2 (Assessment Task 2) Oral Rubric 2, 3
17th April 11: % presentation and written explanation
59pm of your metaphor
No Monday 3rd 40 AT3 (Assessment Task 3) Written Rubric 1, 2, 3
June 11: % task: Expository essay (1000w) and
59pm reflection (350w)
No Thursday 27th 0 Literacy Hurdle Task (BKSB) Via BKSBLive2 3
June platform. Weekly
11: 59pm progress report from
subject coordinator.

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 Additional information about assessment & feedback
Students should keep a copy of all assignments submitted for assessment.
CRITICAL TASKS
Pre-service teachers are required to demonstrate a positive impact on student learning. Students are strongly encouraged to
ensure they keep track of their assessments over the years of their study as this will help inform the Graduate Teacher
Performance Assessment (GTPA) in the final professional experience subject in each initial teacher education program. Successful
performance against all the Australian Professional Standards for Teachers will be evidenced through the successful completion
of critical tasks.

Critical Tasks are assessment tasks that provide evidence of students’ capacity to meet graduate teacher standards. They are not
additional tasks; they are assessment tasks that have been designated as significant indicators of progress towards and
achievement of the graduate teacher standards.

These selected tasks cover both academic and professional experience contexts. Some standards are linked to more than one
critical task.

What do students need to know?

• Each critical task is to be treated as any assessment task.
• Each critical task must be completed to a satisfactory standard.
• If students fail a critical task (A fail mark consists of a score of less than 50% prior to late penalties being applied), they
must provide evidence to their Subject Coordinator of how they would improve the task to meet the required
standard (a passing mark).
• If a student does not submit a critical task or show evidence that they are able to pass a critical assessment task that
they have failed, they are unable to successfully pass the subject.
• Students are encouraged to continue to keep track of their critical tasks
MANDATORY REQUIREMENTS
There are a variety of assessment hurdles or conditions for passing a subject other than the overall mark.
Mandatory Requirements may be built into the assessment of the learning outcomes of your subject.

The Hurdle Requirement for this subject is to reach “WORKING AT LEVEL 5” on the BKSB Initial
Assessment.

GENERAL ASSESSMENT REQUIREMENTS

SUBMITTING WRITTEN WORK WITH TURNITIN
Turnitin is a web-based text-matching software system used at La Trobe University to assist you in writing
your assignments and checking for similarity with existing published work. Turnitin is therefore a tool that
can help you ensure that you do not commit plagiarism, which is a form of academic misconduct. It is also a
tool that markers can use to check for possible plagiarism.

If your written assessments are submitted and marked via Turnitin, you may need to use Turnitin to access
your marker’s feedback on your work.

POLICIES, PROCEDURES AND GUIDELINES

The University has a comprehensive policy framework to which both staff and students must adhere. You
should familiarise yourself with those policies, procedures and guidelines likely to affect you, especially the
following:

• Academic Progress Review Policy

• Assessment Policy
• Health and Safety (OHS)
• Privacy
• Student Academic Misconduct Policy

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ADJUSTMENTS TO ASSESSMENT
You may be affected by a range of adverse circumstances while you are preparing for or undertaking an
assessment task. There are avenues for adjustments to your assessment depending on the circumstances
you face including opportunities to apply for extensions to submission dates, Special Consideration and
Alternative Assessment Schedules. For more detailed information refer to the Assessment Procedure –
Adjustments.

REQUEST AN EXTENSION OF TIME TO SUBMIT AN ASSIGNMENT TASK

Where you know in advance that you will not be able to submit an assessment task by the due date due to
adverse circumstances that have affected you during the preparation of the task, you will need to request
an extension of time to submit. This must be done at least three days prior to the due date. Penalties
normally apply if you submit an assessment after the due date. Poor time management is not an
acceptable reason for an extension.

To apply, go to https://www.latrobe.edu.au/students/admin/forms/request-an-extension/request

Extension requests in this subject are to be directed to [email protected] via the online
Request an Extension form available from the above link.

SPECIAL CONSIDERATION
If you have experienced serious short term, adverse and unforeseen circumstances that substantially affect
your ability to complete an assessment task to the best of your potential, you may be eligible to apply for
Special Consideration. To do this or find more information, go to http://www.latrobe.edu.au/special-
consideration

STUDENTS WITH A LEARNING ACCESS PLAN (LAP)

Students who have a Learning Access Plan must apply for any adjustments they may need via the same
channels but may have access to more flexible arrangements depending on their circumstances. Please
refer to the Assessment Procedure – Adjustments and your LAP.

REVIEW AND RE-MARK

For information on what to do if you wish to seek a review of an assessment outcome see Part B of the
Validation and Moderation Procedure.

ACADEMIC INTEGRITY
Academic integrity means being honest in academic work and taking responsibility for learning the
conventions of scholarship. Academic integrity education is integral to the learning experience at La Trobe
University. The University requires its academic staff and students to observe the highest ethical standards
in all aspects of academic work, and it demonstrates its commitment to these values by awarding due
credit for honestly conducted scholarly work, and by penalising academic misconduct and all forms of
cheating.

The penalty for submitting an assignment under your name that is the work of a third party may be severe,
even leading to exclusion from the University without readmission. Refer to the Academic Integrity -
Schedule of Penalties and Actions within the Student Academic Misconduct Policy.

You should understand and be able to practice integrity in all your academic work, be familiar with the
Academic Integrity website and complete the Academic Integrity Module (AIM) found in your LMS.

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If you have any specific questions about academic integrity and your assessment, your Subject or Course
Coordinator will be able to assist.

STUDENT FEEDBACK ON SUBJECT SURVEYS

The Student Feedback on Subjects (SFS) Survey is one of the quality assurance processes that occur across
the University. In this survey, you can tell us about your learning experiences in this subject. We value your
feedback. Your views are taken seriously and assist us to improve the learning experience for future
students through the LTU Subject Monitoring process.

The surveys will be available for you to complete towards the end of the subject teaching period. Feedback
from previous students who completed this subject is available in the LMS site for this subject.

For more information you may contact [email protected].

CHARTER OF STUDENT RIGHTS AND RESPONSIBILITIES

As a La Trobe coursework student, you have rights and responsibilities which are governed by La Trobe
statutes and regulations, as well as policies and procedures. La Trobe University aspires to provide an
outstanding student experience which is conducive to scholarly activity and supportive of your learning
goals.

The Charter of Student Rights and Responsibilities is a summary of your rights and responsibilities as a
student at La Trobe. The Charter was developed in consultation with La Trobe students.
https://policies.latrobe.edu.au/document/view.php?id=225.

STUDENT COMPLAINTS
The Student Complaints Management System (SCM) is a formal mechanism for students to lodge
concerns about any aspect of their university experience. A student complaint may be about an
administrative matter, a problem with a subject or course, or the conduct of a student or staff member.

For more information about the Student Complaint process and how to lodge a complaint, visit the
Complaints and Feedback page at: https://www.latrobe.edu.au/students/support/complaints.

GETTING HELP AND SUPPORT AT UNI

A range of services at La Trobe can assist you with your studies, health and wellbeing.
For the full range of services and facilities available for you, go to Student Help and Support at
http://www.latrobe.edu.au/students/support.

STUDYING ONLINE
When you are in studying an online subject, please be sure that you can continue to access our learning
support services through the Learning Hub (academic skills, English language, Maths and Science) via Zoom
appointments that you can book by accessing the Learning Hub LMS page or by emailing the
[email protected].

You also have access to assignment feedback and online study support chat through Studiosity that can be
accessed from any subject LMS page. You can also access the Library services remotely through the library
website.

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LIBRARY LEARNING SERVICES
Your University Library offers more than a place to access information or a quiet place to study. We have a
team of friendly specialists and a wide range of services available to assist you in your academic studies.
Discover how by visiting your Library Website and the Study and Research Support webpage, and
exploring the following options:

• ACHIEVE@UNI
https://www.latrobe.edu.au/students/study-resources/learning/achieve -
Browse a collection of online learning resources, including writing samples from real students, to help
you understand and complete your assessments.
• PATHFINDER – YOUR GUIDE TO LEARNING SUCCESS
https://lms.latrobe.edu.au/course/view.php?id=57964
Find practical, online advice to help you develop effective study habits, improve your assessments,
prepare for exams, and enhance your research skills. Also, learn how to connect with friendly specialists
for assistance including Academic Skills Language Advisors, Librarians, Peer Learning Advisors, Maths,
Science and Coding Hub Tutors.
• ENGLISH FOR SUCCESS – ACADEMIC ENGLISH TRANSITION
https://lms.latrobe.edu.au/course/view.php?id=137328
Find strategies to help you transition to study in Academic English, whether you are an international
student or a domestic student in your first year of study.
• STUDIOSITY
https://studiosity.com/connect/users/sign_in
An online writing feedback and study skill chat service available when you need it. Access this service
through your Subject LMS page, or the Library’s Study and Research SupportStudy and Research
Support webpage.
• ASSESSMENT PLANNER
http://www.latrobe.edu.au/library/assessment-thesis-support/plan-my-assessment –
Create a personal assessment schedule.
• EXPERT SUBJECT HELP GUIDES
https://latrobe.libguides.com/ - Find expert discipline and specialist help for your field of study.
• REFERENCING AT LA TROBE UNIVERSITY
http://latrobe.libguides.com/referencing/ - Understand why, when and how to reference your work.
• ACADEMIC REFERENCING TOOL
www.lib.latrobe.edu.au/referencing-tool - Get detailed examples of referencing styles.
• CHAT TO LIBRARY STAFF
https://www.latrobe.edu.au/library/about/contact - Chat online with a specialist – not a chatbot – for
advice on finding information, referencing, and more.
• CONTACT US
www.latrobe.edu.au/library/about/contact - Call or email us to learn how we can assist you.
OTHER LEARNING AND SUPPORT PROGRAMS
• There are many resources, including services, to help you with your academic studies at La Trobe.
For more information, visit the Learning and Support Programs page at
http://www.latrobe.edu.au/students/study-resources/learning.

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ASK LA TROBE
ASK La Trobe is a service open to all La Trobe students who need guidance with administrative matters
during their time at La Trobe. ASK La Trobe can provide you with help relating to enrolments and
timetabling, fees and financial support, exams, results and graduations & student life and support services.

Go to ASK La Trobe – Current Students at http://latrobe-current.custhelp.com/app/home and start by

looking at our FAQs or visit us at your campus ASK La Trobe Help Zone.

If you can’t find what you’re looking for:

• Call 1300 La Trobe (1300 528 762)

• Ask a question online at http://latrobe-current.custhelp.com/app/ask
• Visit the ASK La Trobe Help Zone. Join the queue for the Bundoora, Bendigo or city campuses using
the QLess: Virtual Queuing system.

HEALTH AND WELLBEING

Your health and wellbeing are an important part of being a successful student. Studying can be stressful
and many factors can affect your mental and physical health, in and outside of the University.
Check out the services available to you at La Trobe to support your health and wellbeing at
www.latrobe.edu.au/wellbeing.

Subject Learning Guide_ EDU1001_1_2024_version 2 Page 19 of 21

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

In order for your course to be approved by The Victorian Institute of Teachers we are required to align our
Subject Intended Learning Outcomes (SILOs) with the Australian Professional Standards for Teachers. The
relevant standards are indicated next to the SILOs on Page 3 of this guide.
An overview of the Standards is provided below.

Professional knowledge
1. Know students and how they learn
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and
characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications
for teaching
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and
linguistic background on the education of students from Aboriginal and Torres Strait Islander
backgrounds.
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the
specific learning needs of students across the full range of abilities.
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies
that support participation and learning of students with disability.
2. Know the content and how to teach it
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content
and teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence.
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages.
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching
areas.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Professional Practice
3. Plan for and implement effective teaching and learning
3.1 Set learning goals that provide achievable challenges for students of varying abilities and
characteristics.
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Include a range of teaching strategies.
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student
engagement.
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to
improve student learning.
3.7 Describe a broad range of strategies for involving parents/carers in the educative process.
4. Create and maintain supportive and safe learning environments
Subject Learning Guide_ EDU1001_1_2024_version 2 Page 20 of 21
 4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system,
curriculum and legislative requirements.
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe,
responsible and ethical use of ICT in learning and teaching.
5. Assess, provide feedback and report on student learning
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic,
formative and summative approaches to assess student learning.
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to
students about their learning.
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and
comparable judgements of student learning.
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and
modify teaching practice.
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and
the purpose of keeping accurate and reliable records of student achievement.

Professional Engagement
6. Engage in professional learning
6.1 Demonstrate an understanding of the role of the National Professional Standards for Teachers in
identifying professional learning needs.
6.2 Understand the relevant and appropriate sources of professional learning for teachers.
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4 Demonstrate an understanding of the rationale for continued professional learning and the
implications for improved student learning
7. Engage professionally with colleagues, parents/carers and the community
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching
profession.
7.2 Understand the relevant legislative, administrative and organisational policies and processes required
for teachers according to school stage.
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4 Understand the role of external professionals and community representatives in broadening
teachers’ professional knowledge and practice.

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