Outline

Overview

Secondary students learning English as an additional language must develop competency in academic English in a range of subject areas a very short time if they are to succeed. This unit explores the ways students develop writing and the different writing demands in Science, HSIE, English and other subjects. It also develops participants' understanding of the academic language demands of different curriculum areas, such as nominalisation, technical language and modality. These are integrated into a focus on assessment and planning programs and units of work.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	24 credit points including EDMT5622 and EDMT5676
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Ken Cruickshank, ken.cruickshank@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Take Home Grammar Test Take-home grammar test	20%	Week 04 Due date: 28 Aug 2026 at 23:59	1000wd equivalent	AI allowed
Outcomes assessed:
Presentation	Grammar assignment: presentation + lesson plan for teaching language Presentation and lesson plan	30%	Week 07 Due date: 18 Sep 2026 at 23:59	1000wd equivalent	AI allowed
Outcomes assessed:
Portfolio or journal	Portfolio of work Portfolio of work	50%	Week 13 Due date: 06 Nov 2026 at 23:59	2500wd	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1 – Grammar Test: You will be assigned one of four fictional school profiles with multicultural communities, which are based off real schools and IECs in New South Wales. In addition to specific language needs of these groups, you will identify differing cultural communication styles and attitudes and expectations toward education of students and their parents, using frameworks introduced in lessons as well as using off research-based resources such as the SBS Cultural Atlas.

Assessment 2 – Micro-teaching presentation and lesson plan: You will prepare and deliver an 8–10 minute microteaching episode supported by a detailed lesson plan. Select one writing outcome from either the Foundation or Level 2 of the Intensive English Program Curriculum Framework (IEPCF). Using this outcome, identify one key language feature that learners will need to successfully achieve the writing outcome (for example simple present tense, adjectives, noun groups, simple past tense, time connectives, adverbial phrases adverbs, direct speech). Design a lesson that explicitly teaches the selected grammar feature within the context of developing students' writing.

Assessment 3 – Portfolio of Work

You will choose a Stage 6 subject and program and prepare a detailed rationale on how EAL/D students in this subject will be supported. This rationale will be phrased as an email to the subject teacher and faculty. You will explain what effective teaching practice for EAL/D students in the teaching area will look like, where they may not achieve at stage level without support, as well as suggestions for teaching and expectations for team teaching in the KLA. You will also ‘attach’ lesson plans for two lessons that you plan to team-teach, based off the program provided, as well as adjustments to the teaching program. Complete, detailed information for each assessment can be found on Canvas.

Complete, 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 sydney.edu.au/students/guide-to-grades

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	Context of ESL teaching in Australia and NSW. Writing development. Teaching beginning writers.	Tutorial (2 hr)
Week 01	Context of ESL teaching in Australia and NSW. Writing development. Teaching beginning writers.	Tutorial (2 hr)
Week 02	Genres of writing. EAL/D programs - HS and IEC.	Lecture (1 hr)
	Genres of writing. EAL/D programs - HS and IEC.	Tutorial (2 hr)
	Genres of writing. EAL/D programs - HS and IEC.	Tutorial (2 hr)
Week 03	Grammar - clauses and sentence types.	Lecture (1 hr)
	Grammar - clauses and sentence types.	Tutorial (2 hr)
	Grammar - clauses and sentence types.	Tutorial (2 hr)
Week 04	Grammar - Adverbials, mood and modality.	Lecture (1 hr)
	Grammar - Adverbials, mood and modality.	Tutorial (2 hr)
	Grammar - Adverbials, mood and modality.	Tutorial (2 hr)
Week 05	Presentations for Assessment 2.	Lecture (1 hr)
Week 10	Digital Storytelling. English EAL/D Stage 6 syllabus.	Tutorial (2 hr)
Week 10	Digital Storytelling. English EAL/D Stage 6 syllabus.	Tutorial (2 hr)
Week 11	Teaching language through content. Assessing writing and providing feedback.	Lecture (1 hr)
	Teaching language through content. Assessing writing and providing feedback.	Tutorial (2 hr)
	Teaching language through content. Assessing writing and providing feedback.	Tutorial (2 hr)
Week 12	Using a rubric. What is your role in supporting writing across the curriculum?	Lecture (1 hr)
	Using a rubric. What is your role in supporting writing across the curriculum?	Tutorial (2 hr)
	Using a rubric. What is your role in supporting writing across the curriculum?	Tutorial (2 hr)
Week 13	Microteaching episodes	Lecture (1 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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

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. analyse the language and learning demands of key learning areas
LO2. demonstrate the ability to assess learner needs and strengths
LO3. compare and contrast and apply knowledge of the main systems of English language
LO4. show the ability to develop units of work which focus on language development through key learning areas
LO5. demonstrate understanding of the classroom skills required of a TESOL specialist teacher.

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.

No changes have been made since this unit was last offered.

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

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

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

EDMT5672: TESOL Curriculum 2

Semester 2, 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

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