Outline

Overview

The final English unit revisits all key dimensions of English and literacy learning, considering current and future literacy issues. Students will reflect on their professional philosophy on teaching English, analysing current policy issues, literacy engagement and equity. The unit will extend knowledge about assessment, pedagogy, grammar and digital resources. Critical approaches to multimodal texts, factual texts and cross curriculum literacy learning will be explored. A range of current research and professional topics will be evaluated, linked to theory and classroom practice. Students will synthesise classroom assessment and student needs, to plan for a range of learners.

Unit details and rules

Unit code	EDMT6540
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	EDMT6530
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jon Callow, jon.callow@sydney.edu.au
Lecturer(s)	Alyson Simpson, alyson.simpson@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Short tutorial & online tasks Four x 1 hour modules including quiz/ interactive task	20%	Week 01 Due date: 13 Aug 2023 at 23:00 Closing date: 28 Aug 2023	1000 word equivalent
Outcomes assessed:
Assignment	Professional paper In pairs, select an English topic and write a profession practice paper.	40%	Week 01 Due date: 04 Aug 2023 at 23:59 Closing date: 29 Aug 2023	2500 words
Outcomes assessed:
Assignment	Planning for range of needs in the English Classroom Assess a range of learners and write rationale for planned differentiation.	40%	Week 02 Due date: 13 Aug 2023 at 23:59 Closing date: 28 Aug 2023	2500 words
Outcomes assessed:

Assessment summary

1x2500wd professional paper (40%) Working in pairs, select an English / literacy topic or area of interest related to a topical issue to research and write a professional practice paper, including a description of topic, current research as well as practical application for classroom, photos, diagrams and curriculum connections.

1x2500wd assignment (40%) Planning for range of needs in the English Classroom- This assignment requires you to assess a range of learners from your PEX classroom, write a report about their literacy and English achievements, plan a differentiated lesson to meet their needs, including a literature response activity and integrated assessment. Finally you will write a short rationale about the pedagogical choices that underpin your lesson and the reasons for your differentiation.

1x1000wd equivalent. Four x 1 hour modules including quiz/ interactive task (20%)

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per FASS guidelines.

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	Lecture – Planning the English session – reading, writing & viewing; working with struggling readers and writers Tutorial / Workshop - Planning and resourcing a rich English program – readers to literature, big books to posters, professional associations etc.	Lecture and tutorial (3 hr)
Week -01	Lecture – Engaging literacy learning – reading for pleasure, qualities of exemplary literacy teachers Tutorial / Workshop - Working with Factual texts – history and HSIE - reading and writing, teaching grammar and extending writers, using technology	Lecture and tutorial (3 hr)
Week -02	Lecture – Changing Literacy landscapes – creativity, pedagogies, policy and curriculum challenges. Assignment explanation Tutorial / Workshop Pedagogy and equity– how language and culture influence teacher pedagogy	Lecture and tutorial (3 hr)
	Lecture – Reflecting on your philosophy of English teaching – beliefs and developing your professional interests Tutorial / Workshop Assessment workshop –assessment of and for learning; assessing your class for internship and assignment 1 Differentiation – planning for diversity	Lecture and tutorial (3 hr)
	Online Modules - Students have 3 weeks to complete 4 Online Modules at their own pace - 1 hour per module including quiz/ interactive responses 1. Assessment – NAPLAN 2. Working with factual texts 2 - Science 3. Policy issues in English and literacy 4. Engagement and equity in the English classroom	Independent study (4 hr)
	Internship school visits: Thursday/ Friday School Visit - Students to do pre-internship visit as part of their planning for assignment 1.	Placement (2 hr)
Week 01	Lecture Digital and media texts – multimodality, TV and movies, gaming and social media Tutorial / Workshop Viewing and Creating multimodal and digital texts workshop – photography, video creation, storyboarding, greenscreen, VR etc.	Lecture and tutorial (3 hr)
Week 01	Workshop with North Sydney Dem School staff - Planning, programming and starting at a new school NSDS	Lecture and tutorial (3 hr)

Attendance and class requirements

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.

Required readings

The Reading list is on the weekly timetable and will be available via the library reading list site on 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. Develop and evaluate personal beliefs for the teaching of English, based on socio-cultural knowledge of literacy and learning (2.1.1, 2.5.1, 2.6.1)
LO2. Synthesize appropriate literacy theory, pedagogy and research to plan engaging literacy learning and assessment tasks for K-6 students, including struggling and advanced learners (1.1.1, 1.2.1, 1.3.1, 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, 3.4.1, 4.1.1, 5.1.1, 5.2.1, 5.3.1)
LO3. Research and critique selected approaches to literacy teaching, applying appropriate theoretical and practical considerations (1.1.1, 1.2.1, 2.1.1, 2.2.1, 2.3.1, 2.5.1, 3.1.1)
LO4. Expand knowledge base of English texts for K-6 learners, critically justify selections as part of innovative, creative and culturally appropriate literacy learning (1.3.1, 2.1.1, 2.4.1, 2.5.1, 3.4.1)
LO5. Extend metalinguistic knowledge of written, visual and multimodal texts to support range of literacy learners (2.1.1, 2.2.1, 2.5.1)
LO6. Develop expertise and confidence in creating and teaching with and about a range of digital and multimodal texts (2.1.1, 2.2.1, 2.5.1, 2.6.1)
LO7. Formulate and rationalize evaluative stance on impact of national curriculum, policy and accountability practices on the teaching of English (2.1.1, 6.1.1, 6.2.1, 7.2.1)

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. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.5.1. (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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 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. 1.5.1. (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 2.1.1. (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. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 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. 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 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. Professional Knowledge: Standard 2 - Know the content and how to teach it 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. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 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. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 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. Professional Knowledge: Standard 2 - Know the content and how to teach it 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. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1.1. (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. 2.5.1. (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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 6. Professional Engagement: Standard 6 - Engage in professional 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. 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Responding to student feedback

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

We have used feedback from past years to refine the learning tasks and tutorial activities.

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

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

EDMT6540: Primary English 3 - Engaging Futures

Intensive August, 2023 [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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect