Outline

Overview

This foundational English unit investigates the development of language and literacy in the early years, building on a socio-cultural understanding, talking, listening, reading and writing theory and pedagogy will be explored. The teaching of reading in the early years will include children’s literature, comprehension, vocabulary and the explicit teaching of phonemic awareness and phonic knowledge as well as grammar. By considering the literacy development of young learners, skills of observation, assessment and literacy teaching will be practised. The unit will also cover assessment, literacy planning, curriculum knowledge and classroom organisation, with a focus on the K-2 classroom.

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Deb Brosseuk, debbie.brosseuk@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Choosing and using literature-Oral presentation and evaluation of a picture book Oral reading of picture book and presentation with notes for peers.	50%	Week 04 Due date: 20 Mar 2026 at 23:59 Closing date: 30 Nov 2026	1500 words	AI allowed
Outcomes assessed:
Written work	Portfolio of observations & critical reflection Portfolio from school observations and a critical reflection task.	50%	Week 08 Due date: 24 Apr 2026 at 23:59 Closing date: 30 Nov 2026	1500 words	AI allowed
Outcomes assessed:

Assessment summary

Detailed information for each assessment item can be found on Canvas.

Assessment criteria

Criterion based assessment is used in all the M Teach units of study. Each assessment task is graded according to criteria provided. In order to satisfy requirements for each task, students must meet set criteria as specfied in the assessment task description provided on Canvas. There is no automatic resubmission if criteria are not met.

Final grades for units are either SR (Satisfied Requirements) or FR (Failed Requirements).

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	In week 1, you will learn about the key building blocks of early language and literacy, including sounds, letters, vocabulary, reading fluency, comprehension, and oral language. You will also explore a variety of children's books and discover how to use them effectively to teach reading through clear explanations, modelling, and supportive teaching strategies.	Lecture (1 hr)
Week 01	In week 1, you will learn about the key building blocks of early language and literacy, including sounds, letters, vocabulary, reading fluency, comprehension, and oral language. You will also explore a variety of children's books and discover how to use them effectively to teach reading through clear explanations, modelling, and supportive teaching strategies.	Tutorial (2 hr)
Week 02	In Week 2, you will examine the core skills that support early language and literacy learning, including phonemic awareness, phonological awareness, and phonics. You will also engage with a range of children's books to explore how they can be used effectively to teach reading through the enactment of shared reading strategies.	Lecture (1 hr)
Week 02	In Week 2, you will examine the core skills that support early language and literacy learning, including phonemic awareness, phonological awareness, and phonics. You will also engage with a range of children's books to explore how they can be used effectively to teach reading through the enactment of shared reading strategies	Tutorial (2 hr)
Week 03	In Week 3, you will explore different approaches to teaching speaking, listening, and reading, and learn how to use children's literature as a resource for creative, engaging lessons. You will also learn how to connect reading theory with practical teaching strategies, including how to assess and support skills like phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language.	Lecture (1 hr)
	In Week 3, you will explore different approaches to teaching speaking, listening, and reading, and learn how to use children's literature as a resource for creative, engaging lessons. You will also learn how to connect reading theory with practical teaching strategies, including how to assess and support skills like phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language.	Tutorial (2 hr)
	School Visit 1	Fieldwork (1 hr)
Week 04	In Week 4, you will learn to plan an engaging and creative shared reading lesson aligned with the English curriculum, incorporating explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your first visit to North Sydney Demonstration School, while taking into account essential curriculum knowledge and learning objectives.	Lecture (1 hr)
	In Week 4, you will learn to plan an engaging and creative shared reading lesson aligned with the English curriculum, incorporating explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your first visit to North Sydney Demonstration School, while taking into account essential curriculum knowledge and learning objectives.	Tutorial (2 hr)
	School Visit 2	Fieldwork (1 hr)
Week 05	In Week 5, you will learn how to plan a phonics lesson that is engaging, creative, and aligned with the curriculum, using a picture book to support students' learning and progress, and incorporating explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your second visit to North Sydney Demonstration School, while taking into account key curriculum knowledge and learning objectives.	Lecture (1 hr)
	In Week 5, you will learn how to plan a phonics lesson that is engaging, creative, and aligned with the curriculum, using a picture book to support students' learning and progress, and incorporating explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your second visit to North Sydney Demonstration School, while taking into account key curriculum knowledge and learning objectives.	Tutorial (2 hr)
	School Visit 3	Fieldwork (1 hr)
Week 06	In Week 6, you will learn to plan an engaging and creative writing experience aligned with the curriculum, using a picture book to guide activities, support students’ learning and progress, and incorporate explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your third visit to North Sydney Demonstration School, while taking into account key curriculum knowledge and learning objectives.	Lecture (1 hr)
Week 06	In Week 6, you will learn to plan an engaging and creative writing experience aligned with the curriculum, using a picture book to guide activities, support students’ learning and progress, and incorporate explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your third visit to North Sydney Demonstration School, while taking into account key curriculum knowledge and learning objectives.	Tutorial (2 hr)
Week 07	In Week 7, you will explore how mentor texts, decodable texts, and children’s literature support effective English instruction. You will examine how explicit teaching, modelling, and scaffolding are used within NESA English Units of Work, and how lesson tasks are sequenced to build on one another, meet students’ learning needs, and support skill progression. You will also review the key components of an effective English program.	Lecture (1 hr)
Week 07	In Week 7, you will explore how mentor texts, decodable texts, and children’s literature support effective English instruction. You will examine how explicit teaching, modelling, and scaffolding are used within NESA English Units of Work, and how lesson tasks are sequenced to build on one another, meet students’ learning needs, and support skill progression. You will also review the key components of an effective English program.	Tutorial (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 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

For set and recommended readings, please refer to the Canvas site.

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.

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

LO1. discuss the social construction of literacy (2.1.1)
LO2. understand the oral language bases for literacy development (1.1.1; 2.1.1)
LO3. consider approaches to literacy for children in the in the K-2 years (1.1.1, 1.2.1, 1.3.1, , 2.1.1, 2.3.1 )
LO4. Implement effective teaching and learning principles and practices in literacy in the classroom (1.3.1, 1.5.1, 2.5.1, 3.1.1, 3.4.1, 6.3.1 )
LO5. Use appropriate criteria in selecting a range of children’s literature for use with emergent readers and writers; (3.4.1)
LO6. Discuss different methods for teaching reading and consider the implications of different methods for a balanced literacy program in the classroom; (2.1.1, 6.3.1)
LO7. Demonstrate a range of skills needed to work with a child learning to read and write; (2.2.1, 3.1.1, 3.2.1,)
LO8. Consider and effectively use a variety of reading and writing assessment strategies; (5.1.1, 5.2.1, 5.4.1,5.5.1,)
LO9. Demonstrate knowledge of a range of genres suitable for primary classrooms, their schematic structure and grammatical features, and some wider understandings of teaching writing to children.(1.1.1, 1.2.1, 1.3.1, 2.1.1, 2.3.1, 2.6.1, )

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	National Standard of Competency for Architects - 3.4. Design response incorporates assessment of relevant legislation, codes and industry standards. Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.1. Content and teaching strategies of the teaching area 6.3. Engage with colleagues and improve practice
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) 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.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) 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.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Responding to student feedback

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

In 2026, we have updated some of the lecture topics and some tutorial topics in response to current literacy developments in Australia. Some readings have been revised and updated to reflect these new developments.

Additional information

Site visit guidelines

Because EDMT5531 include three school visits, you are required to obtain a Working With Children Check (WWCC) and complete anaphylaxis training to receive your Anaphylaxis Certificate. The anaphylaxis training is completed online. Both checks are mandatory. Please refer to the CANVAS site for detailed instructions on how to obtain these checks. Note that processing can take time, so it is advisable to submit your WWCC application and complete your online Anaphylaxis Certificate before the start of the semester.

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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDMT5531: Primary English 1: Early Literacy

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links