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

Academic unit	Education
Credit points	6
Prerequisites ?	72 credit points of EDMT coded units including EDMT6530
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
Lecturer(s)	Jon Callow, jon.callow@sydney.edu.au
Lecturer(s)	Deb Brosseuk, debbie.brosseuk@sydney.edu.au

Assessment

The census date for this unit availability is 7 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Online Independent Learning Tasks Complete four 1‑hour modules independently, each including a quiz task, with a focus on key topics such as assessment, working with factual texts, policy issues in English and literacy, and engagement and equity in the English classroom.	20%	Week 01 Due date: 24 Jul 2026 at 23:59 Closing date: 07 Aug 2026	1000 word equivalent	AI allowed
Outcomes assessed:
Written work	Professional Practice Paper In a small group, produce a professional practice paper on a chosen topic that connects theory and practice. The paper should draw on current research and key theoretical perspectives, while also providing practical classroom applications.	40%	Week 03 Due date: 04 Aug 2026 at 23:59 Closing date: 18 Aug 2026	2500 words	AI allowed
Outcomes assessed:
Written work	Moderation and Planning for Literacy Learning Moderate students' work, design a sequenced learning plan, and provide a rationale explaining how your differentiation supports diverse learners, aligns with English curriculum outcomes, and ensures connections between planning, teaching, and assessment.	40%	Week 04 Due date: 11 Aug 2026 at 23:59 Closing date: 25 Aug 2026	2500 words	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

1 x 1000-word equivalent (20%) Individual Learning Tasks: Complete four 1‑hour modules independently, each including a quiz task. See CANVAS for additional information.

1 x 2500-word (40%) Professional Paper: In a small group, produce a professional practice paper on a chosen topic that connects theory and practice. The paper should draw on current research and key theoretical perspectives, while also providing practical classroom applications. See CANVAS for additional information.

1 x 2500-word (40%) Moderation and Planning for Literacy Learning: Moderate students' work, design a sequenced learning plan, and provide a rationale explaining how your differentiation supports diverse learners, aligns with English curriculum outcomes, and ensures connections between planning, teaching, and assessment. See CANVAS for additional information.

Assessment criteria

Criterion-based assessment is used in all the M Teach units of study. Each assessment task is graded according to the criteria outlined in the Assessment Rubric. To satisfy the requirements for each task, students must meet the criteria specified in the assessment task description on CANVAS. 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.

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 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
Multiple weeks	Self-Directed Online Knowledge Modules 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	Self-directed learning (4 hr)
Week 01	What is literacy, and who gets to decide? Expanding definitions of literacy requires recognising that literacy extends beyond traditional reading and writing to include diverse forms of meaning-making across different contexts. As a result, literacy remains contested, prompting ongoing interrogation of what is valued and what counts as literacy in educational and social settings.	Tutorial (3 hr)
	What is a literacy philosophy and who/what shpes it? Different theories of literacy, including skills-based approaches, balanced literacy, and sociocultural perspectives, offer varied understandings of how reading and writing are taught, learned, and valued. In developing a philosophy of literacy teaching, pre-service teachers draw on these perspectives to make informed decisions about pedagogy that support both skill development and meaningful, socially situated learning.	Tutorial (3 hr)
	How does policy shape what teachers can (and cannot do)? Literacy policy in NSW shapes what is taught and how it is assessed, with system expectations and assessment regimes influencing classroom practice and curriculum priorities. Within this context, English texts for K–6 students play a central role in supporting literacy development, providing opportunities for engagement, meaning-making, and the application of curriculum knowledge.	Tutorial (3 hr)
	Internship school visits are scheduled for Thursday and/or Friday, providing pre-service teachers with an opportunity to engage with their assigned school context prior to their internship. This visit will support their planning and preparation for their assessment work.	Placement (2 hr)
Week 02	How do we assess literacy learning? Assessment in literacy extends beyond formal testing to include a range of practices that gather evidence about students’ reading, writing, and language development. It involves a close relationship between learning, assessment, and professional judgement, with teachers using outcomes, criteria, and diverse texts, including multimodal texts, to support responsive and inclusive assessment.	Tutorial (3 hr)
	How do teachers make fair and consistent judgements, and how do they engage in moderation? Moderation is the process by which teachers work together to make consistent and informed judgements about student work, ensuring a shared understanding of outcomes. Through professional dialogue, teachers balance the need for consistency with a commitment to equity, recognising that fair assessment requires sensitivity to diverse student contexts and needs.	Tutorial (3 hr)
	Teachers from a local Primary school visit to share practical ways they work together to design, teach, and assess learning in a coherent and connected way. In this process, NSW Education Standards Authority English units are adapted to meet the diverse needs of students, ensuring that planning, teaching, and assessment remain tightly interconnected and responsive. These insights are then linked to pre-service teachers’ developing beliefs about the teaching of English, shaping how they understan	Tutorial (3 hr)

Attendance and class requirements

The Sydney School of Education and Social Work requires attendance of at least 90 percent of all lectures and tutorials for this unit of study. Attendance is taken at lectures and tutorials.

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 on the 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

Set readings are available in the Modules section on CANVAS.

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.

Feedback from the 2025 cohort was extremely positive, with students particularly valuing the practicality of the tutorial activities. In response, the final assessment task has been refined to focus on a single learner using supplied work samples. Additional in‑tutorial time has also been allocated to collaborative moderation and the planning of a literacy learning sequence.

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

Disclaimer

On this page

Useful links

EDMT6540: Primary English 3 - Engaging Futures

Intensive July - August, 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

Disclaimer

On this page

Useful links