Part 1: Student work sample analysis

1. Analyse ONE text (work sample) written (or read) by a student studying in your subject area. This

work sample (one or two pages long maximum) must be presented at the beginning of your assignment. (A scanned copy is preferred).
2.

Identify the student’s literacy learning needs using evidence from the work sample.

3. Design two strategies to support the student’s

literacy development in this subject area.The strategies should:

reflect your understanding ofthe importance of multiliteracies in the

digital age/the 21st Century education

be sourced from prescribed and recommended readings.

Task description (Part 1)

i) Provide a very

brief profile ofthe student who wrote the work sample (e.g. age, year, gender, background, school history etc). Where these details are not
available to you state as much in your response.

ii) Analyse the work sample in terms of:

the degree to which the text displays the student’s knowledge ofthe field
the choice oftext type.

Has the student chosen the type oftext demanded by the context?

the stages of the text

Has the student structured the text so it achieves the social purpose effectively?

the language features ofthe text (cohesion and

grammar)

Has the student used the key language features ofthe text effectively?

the surface features ofthe text (spelling, punctuation,

layout, presentation)

Has the student proofread and presented the text effectively?

iii) Identify the student’s literacy learning needs as

demonstrated by this work sample, including needs related to:

field knowledge eg. use oftechnical/specialist terms, symbols and

categories

knowledge ofthe types oftexts used to display knowledge in your subject area e.g. knowledge of stages typically used to ensure
these texts achieve their social purpose effectively

knowledge ofthe language features of relevant text types e.g. features related to text

cohesion, paragraph structure, grammar (sentence and clause structure, verb groups, noun groups and phrases), spelling and punctuation
iv)

Identify two literacy teaching strategies that could be used to contribute to this student’s literacy development in the context of your
subject area.(See details in Part 1(3) above).

Part 2: Planning and programming for the explicit teaching of literacy

1. Provide an

outline of a literacy-based unit of work in yourteaching area.

2.Design a literacy-based assessment task and assessment rubric relevant to

the unit of work

3. Prepare a glossary of subject specific vocabulary associated with the unit of work you have prepared.

4. Prepare a

literacy-based teaching and learning sequence you could incorporate into your unit of work.

5. Design and detail in the appendices samples

of scaffolds, to support students in the development oftheir subject- based literacy knowledge skills and understandings.
Task description

(Part 2)

Provide a very brief outline of a unit of work which includes a number of strategies for the explicit teaching of literacy in your
teaching area. (Half an A4 page to a full page will be sufficient).

Design a literacy – based assessment task and assessment rubric relevant

to the unit of work, to be given to students at the completion ofthe unit of work.

Prepare a glossary of subject-specific vocabulary

associated with the unit of work.

Prepare a literacy – based teaching and learning sequence you could incorporate into this unit of work in

orderto support students of a profile the same as, or similarto, the student whose text (work sample) you analysed in Part 1 with the
successful completion ot the unit ofthe literacy – based assessment task in Part 2.

Yourteaching sequence should:

support students as

they learn to read and/or write a specified ‘text type’ relevant to your subject area

demonstrate your knowledge ofthe literacy development

cycle presented in this unit

incorporate well-designed literacy teaching activities, including activities that put into action the two

literacy teaching strategies identified in Part 1.

5. Design and detail in the appendices samples of scaffolds to support students in the

development oftheir subject-based literacy knowledge skills and understandings.