Outline

Overview

This unit focuses on the imaginative and creative use of contemporary literature for children and young adolescents in primary classrooms. It emphasises practical and theoretical issues surrounding picture books, chapter books, novels and poetry for children in K-6 but will also examine the impact of new media on emerging forms of narrative and the importance of creative writing in the classroom. The sessions will involve discussion of participants' wide and close reading of a range of children's literary texts and of the recent theory and research relating the characteristics of such texts to the classroom practicalities of literacy pedagogy. The unit uses both formative and summative assessment strategies.

Unit details and rules

Academic unit	Education
Credit points	2
Prerequisites ?	24 credit points including EDMT5502
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Alyson Simpson, alyson.simpson@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Developing criteria for selecting quality literature n/a	0%	Week 05 Due date: 27 Mar 2020 at 23:00	250 words
Outcomes assessed:
Creative assessment / demonstration	Annotated bibliography of quality children's literature based on iterative work in weekly tutorial activities	0%	Week 14 (STUVAC) Due date: 05 Jun 2020 at 23:00	1750 words
Outcomes assessed:

Assessment summary

Developing criteria for selecting quality literature: Based on the in-class workshop activities and your reading of relevant references build your own set of criteria for choosing quality children's literature for your classroom. These will be shared and peer reviewed.
Annotated bibliography of quality children’s literature for a particular age/stage or theme and related teaching and learning activities: Given the flexible and individual nature of this optional unit, students are expected to attend and engage in all workshops and critically reflect on their relevance to and implications for the primary classroom. You are asked to compile an annotated portfolio and critical reflection that documents your learning journey through the experiences, workshops, readings, etc throughout the unit.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 02	Becoming a reading teacher	Workshop (2 hr)
Week 03	Responding to literature	Workshop (2 hr)
Week 04	Creating literature	Workshop (2 hr)
Week 05	Examining literature	Workshop (2 hr)
Week 07	Literature and context	Workshop (2 hr)
Week 14 (STUVAC)	Professional agency	Workshop (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 2 credit point unit, this equates to roughly 40-50 hours of student effort in total.

Required readings

All readings for this unit of study are available on e-reserve via CANVAS

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate knowledge about, and skills in, the key learning areas of English with an additional focus on drama, visual arts (2.1.1)
LO2. understand that the kinds of readers and writers that it is possible for children to become is greatly influenced by the kinds of texts they are afforded access to alongside the kinds of interaction they experience around these texts (2.1.1, 6.2.1, 6.3.1)
LO3. consider the role of quality literature in the creative writing process (2.1.1, 2.2.1, 2.3.1)
LO4. engage with and understand the nexus between practice, theory and research and as a result, integrate quality literature with integrity across the primary curriculum (2.1.1)
LO5. gain confidence in selecting quality literature and designing a range of engaging inclusive related learning activities that facilitate children's critical engagement with literary texts (2.2.1, 2.3.1, 3.1.1, 3.2.1)
LO6. renew your own creative and imaginative potential through your reading of a wide range of children's literature.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The unit received highly positive responses last year: "I feel that this unit has really prepared me for selecting quality literature to use in my future classroom. The workshops were very engaging and gave me lots of good ideas!" In terms of assessment tasks last year's students commented positively on the development of a portfolio, "The assessment task (portfolio) was a cumulation of our work over the semester, and it was nice to build up to it (rather than a task tacked on at the end).. As students noted the practical benefit of the portfolio "I can see myself using and adapting these resources in the future and I intend to continue building my portfolio (and in particular my reading list)", we are repeating that task and its iterative development. Though comments about the repetitive nature of the book presentation element have been taken to heart and we will provide an alternative option as a result. We also noted remarks about the short length of the unit and though we can't add weeks as it is only worth 2 credit points, we can spread them out a little to allow more time for ideas to develop. This also allows us to build in a reflective aspect after professional experience that makes the portfolio task even more authentic.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDMT5001: Children's Literature and Literacy

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links