Outline

Unit code	EDMT6530
Academic unit	Education
Credit points	6
Prohibitions ?	EDMT6531
Prerequisites ?	48 credit points including (EDMT5531 and EDMT5502 and EDMT5681)
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Coordinator	Jon Callow, jon.callow@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Literacy session, critical reflection and evaluation Analyse texts, plan, teach and reflect on literacy session lessons	50%	Mid-semester break Due date: 29 May 2022 at 23:59 Closing date: 19 Jun 2022	3000 words
Outcomes assessed:
Online task	Online module & podcast Week 2 - Online module Week 7 - Podcast episode creation	25%	Multiple weeks	1500 words equivalent total
Outcomes assessed:
Assignment	Literature Circle: presentation and reflection Participate in literature circle then written response to the experience.	25%	Multiple weeks Due date: 01 Apr 2022 at 23:59 Closing date: 15 Apr 2022	1500 words
Outcomes assessed:

WK	Topic	Learning activity
Week 01	Imaginative, creative and critical engagement with texts	Online class (1 hr)
Enjoying and appreciating literature in the classroom	Tutorial (2 hr)
Week 02	Literature and the English Session	Lecture (1 hr)
A focus on teaching with literature	Tutorial (2 hr)
Week 03	A language focus for learning - introduction to literature circle	Tutorial (2 hr)
Week 04	Reading and Writing Narrative	Tutorial (2 hr)
Week 05	Talking and listening to learn - literature circle activities and presentation	Tutorial (2 hr)
Week 06	Exploring Visual literacy & multimodal texts	Lecture (1 hr)
Introduction to visual & multimodal literacy	Tutorial (2 hr)
Week 07	Online tutorial activity & assessment task-	Online class (2 hr)
Week 08	Assessment and Planning	Tutorial (2 hr)
Week 12	Using Digital resources for teaching English & literacy	Tutorial (2 hr)
Week 13	Meeting Professional Standards through engaging work with Language, Literacy, Literature	Online class (1 hr)
Working with Poetry in stages 2 and 3	Tutorial (2 hr)

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. Extend knowledge of literacy theory, learning and effective pedagogical approaches for talking & listening, reading, writing and multiliteracies skills (1.1.1, 1.2.1, 2.1.1, 2.2.1, 2.3.1, 2.5.1, 2.6.1, 3.1.1, 3.2.1, 3.3.1, 3.4.3, 3.6.1)
LO2. Consider range of strategies and pedagogies that support effective and engaging literacy learning (2.1.1, 2.2.1, 2.3.1, 2.4.1, 2.5.1, 2.6.1, 4.1.1, 4.2.1, 5.1.1, 6.1.1, 6.2.1, 6.3,1, 6.4.1 )
LO3. Engage with and evaluate a range of children’s literature including literary, information, persuasive and media texts, considering diversity and Aboriginal & Torres Strait islander representations and cultures (2.1.1, 2.4.1)
LO4. Design effective literacy experiences, using appropriate assessment and text choices, to cater for a range of K-6 students ( 1.5.1, 2.1.1, 2.2.1, 2.3.1, 2.5.1, 2.6.1, 3.1.1, 3.2.1, 3.3.1, 3.4.3, 3.6.1, 5.1.1, 5.3.1, 6.3,1)
LO5. Deepen knowledge about language including phonic and spelling concepts, written and visual grammar, and text types (2.1.1, 2.2.1)
LO6. Integrate literacy and digital resources to support reading and writing of factual, persuasive and media texts across the curriculum (2.1.1, 2.2.1, 2.3.1, 2.5.1, 2.6.1, 4.5.1)
LO7. Critically reflect on English and literacy teaching in light of current issues, curriculum, professional learning and policies (6.1.1, 6.2.1, 6.3,1, 6.4.1)

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) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 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. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 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. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5. Literacy and numeracy strategies 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6. Information and Communication Technology (ICT) 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.1. Establish challenging learning goals 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2. Plan, structure and sequence learning programs 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3. Use teaching strategies 3.3.1. (Graduate) Include a range of teaching strategies. 3.4. Select and use resources 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.6. Evaluate and improve teaching programs 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1. Content and teaching strategies of the teaching area 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. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5. Literacy and numeracy strategies 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6. Information and Communication Technology (ICT) 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.1. Support student participation 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2. Manage classroom activities 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1. Assess student learning 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 6. Professional Engagement: Standard 6 - Engage in professional learning 6.1. Identify and plan professional learning needs 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2. Engage in professional learning and improve practice 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3. Engage with colleagues and improve practice 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4. Apply professional learning and improve student learning 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 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. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 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. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5. Literacy and numeracy strategies 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6. Information and Communication Technology (ICT) 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.1. Establish challenging learning goals 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2. Plan, structure and sequence learning programs 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3. Use teaching strategies 3.3.1. (Graduate) Include a range of teaching strategies. 3.4. Select and use resources 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.6. Evaluate and improve teaching programs 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1. Assess student learning 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.3. Make consistent and comparable judgements 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 6. Professional Engagement: Standard 6 - Engage in professional learning 6.3. Engage with colleagues and improve practice 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 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. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 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. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5. Literacy and numeracy strategies 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6. Information and Communication Technology (ICT) 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.5. Use ICT safely, responsibly and ethically 4.5.1. (Graduate) 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6. Professional Engagement: Standard 6 - Engage in professional learning 6.1. Identify and plan professional learning needs 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2. Engage in professional learning and improve practice 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3. Engage with colleagues and improve practice 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4. Apply professional learning and improve student learning 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

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.
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.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDMT6530: Primary English 2: Teaching K-6 Learners

Semester 1, 2022 [Normal day] - Remote

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect