Outline

Overview

In this unit of study students will focus on the use of literary and multimedia texts, including picture books and novels for developing critical literacies in children working at Stage three in primary school. Students will develop learning experiences that encourage students to read for enjoyment at the same time as developing their abilities to negotiate and discuss meanings (both verbal and visual) in a range of texts. The importance of making connections between current syllabus demands and the texts and learners found in classrooms today will be emphasised. It is expected that students will continue to expand their theoretical knowledge of principles of English teaching as well as develop explicit knowledge of metalanguage to inform their understandings of text construction. Strategies for teaching reading, writing, speaking, listening, viewing and representing , the use of ICT and digital texts, as well as assessment will also be components of this unit.

Unit details and rules

Unit code	EDMT6531
Academic unit	Education
Credit points	4
Prohibitions ?	None
Prerequisites ?	48 credit points including EDMT5502 and EDMT5681
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

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

Type	Description	Weight	Due	Length
Assignment	Teaching, reading, writing and viewing in stage 3 n/a	0%	Formal exam period	2500 words
Outcomes assessed:
Presentation	Literature circle n/a	0%	Multiple weeks	500 words
Outcomes assessed:
Tutorial quiz	Grammar quiz n/a	0%	Week 02	n/a
Outcomes assessed:
= group assignment ?

Assessment summary

Grammar quiz: This is a formative assessment task, designed to help you assess what areas of language, texts and grammar you understand and what areas you may need further work with. We will use the cohort’s results to refine the tutorial activities for the semester to assist in areas that need further support. There are 15 questions to complete.
Literature circle: Form a literature circle group of 4-5 members in week 2. Choose a core novel from the list at end of UOS. This will be the novel that you must read by week 3. Each group member prepares an activity for his/her selected role and provides literature circle ideas and materials (where needed) to stimulate your group’s oral response to the text. The literature circle group discussion is to be held in Zoom in week 5. In week 8, submit an 800-word reflection on the implementation of the literature circles, with supporting examples from your experience, as well as reference to the English K-10 Syllabus, unit readings and peer feedback.
Teaching reading, writing and viewing in Stage 3: This assignment shows the development of a sequence of lessons in subject English that demonstrates the integration of literacy, with a focus on the close study of literary texts. You will design a sequence of lessons based on a novel and a picture book appropriate for students working towards Stage 3 English outcomes. Your lessons will indicate how the themes of the picture book relate to the novel.

Detailed information for each assessment 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.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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 01	Teaching English in the primary school	Lecture (1 hr)
Week 01	Enjoying and appreciating literature in the classroom	Tutorial (2 hr)
Week 02	Using a language focus for learning	Tutorial (2 hr)
Week 03	Visual literacy and multimodal texts	Lecture (1 hr)
Week 03	Introduction to visual literacy with picture books	Tutorial (2 hr)
Week 04	1. Reading and writing narrative; 2. Scaffolding modelled reading and guided writing of narratives	Tutorial (2 hr)
Week 05	Talking and listening to learn	Tutorial (2 hr)
Week 06	Designing appropriate teaching and learning experiences to build comprehension- reading strategies	Tutorial (2 hr)
Week 07	Online tutorial task -No face to face tutorial this week. Creating a podcast episode for a book review and post to Discussion. See Canvas for details.	Online class (2 hr)
Week 08	1. Digital literacies: integrating ICT into English; 2. Digital story telling; 3. Issues of copyright, privacy and safe use of ICT in the classroom; 4. Evaluating online resources - image, text and multimedia	Tutorial (2 hr)
Week 09	Literature and the English session	Lecture (1 hr)
Week 09	A focus on literature: the four roles of the reader	Tutorial (2 hr)
Week 14 (STUVAC)	Meeting professional standards through engaging work with language, literacy, literature	Lecture (1 hr)
Week 14 (STUVAC)	1. Professional Experience debrief; 2. The language of poetry; 3. Creating and performing poetry	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

References and readings

Essential resources: A booklet of Key References, EDMT6531 English 2 K-6, will be available from the Copy Centre. This booklet contains materials that will form the basis of some tutorial exercises. It is expected that you will have completed the reading before attending your tutorial.   

Recommended resources:

Derewianka, B. (2010). A new grammar companion. Marrickville, NSW: elit.

Droga, L., & Humphrey, S. (2012). Grammar and meaning: An introduction for primary teachers. Berry, NSW: Target Texts

Core texts – required reading:  All students are to purchase a copy of

Baillie, A. (2004 edition). Little brother. Melbourne: Penguin (also available in ibooks for ipad/ iphone)

You also need to read another novel to take part in the literature circles from the list below.

 Choose from the following novels which have been chosen to match text requirements from p26 of the English K-10 syllabus:

• Pennies for Hitler by Jackie French [texts which are widely regarded as quality literature]

 • Wonder by R.J. Palacio [a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books]

• Five Times Dizzy by Nadia Wheatley [texts written about intercultural experiences]

 • Crow Country – Kate Constable [a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia]

The Invention of Hugo Cabret by David Selznick [ Graphic novel/film tie in – an appropriate range of digital texts, including film, media and multimedia.)
Amulet. Book 1, The stonekeeper – by Kibuishi, K. [a wide range of cultural, social and gender perspectives, popular and youth cultures

Final novel for assignment 3 - You will need to choose a further novel as the basis for your final assignment. You cannot use the same novel you used in your literature circle task, although you may choose another one from that recommended list. Discuss other titles with your tutor.

Access to NSW Board of Studies Syllabus  The 2012 edition English K-10 Syllabus Volume 1: English K-6 Syllabus. Sydney:Board of Studies can be purchased at the Co-op Bookshop or downloaded from http://syllabus.bos.nsw.edu.au/download/

Other recommended reading and resources

http://www.alea.edu.au

http://www.myread.org

http://readingaustralia.com.au/Primary.aspx

www.petaa.edu.au/resources/2013-cbca-guide

http://www.koalansw.org.au

http://cbca.org.au

http://www.nap.edu.au/naplan/about-each-domain/writing/writing.html

www.literacyeducators.com.au

http://classmovies.com/Otherpages/Portals/SydUniPortal/tabid/222/language/en-AU/Default.aspx

http://e4ac.edu.au/primary/

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. work independently and collaboratively to develop your own approach to the teaching of English/ literacy including critical literacy which matches professional standards
LO2. synthesise effective teaching and learning principles and pedagogic practices in English in the upper years of primary school to promote personal response to and critical awareness of literary texts
LO3. use information effectively in a range of contexts to evaluate the strategies, materials and approaches used in the teaching of English and assess and report achievement
LO4. consider the implications of recent developments in professional practice and policy regarding literacy
LO5. demonstrate knowledge of complex narrative texts suitable for teaching in upper primary classrooms, their schematic structure and grammatical features, and demonstrate ability to teach students with diverse needs about reading and writing using a metalanguage to teach explicitly about the narrative devices found in literary texts
LO6. adapt new knowledge to real classroom contexts and demonstrate the capacity to develop successful integrated teaching experiences for children that support reading,writing, viewing, talking and listening.

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.

We have updated readings and the week 7 online task, as well as integrating a visual literacy lesson into the the PEX placement as part of the final assignment.

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

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Media

Student links

About us

Connect

Current students

EDMT6531: English 2 K-6

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

Media

Student links

About us

Connect