Outline

Overview

This is the third unit of study in a suite of concurrent Teaching EALD curriculum units. In this unit, students will develop further skills in EALD pedagogy. The unit will emphasise the integration of knowledge within and across the discipline and consider the role teachers play in facilitating curriculum pedagogy for life-long learning. This unit will provide students with the practical and theory-informed knowledge required to respond to the needs of diverse learners in a range of EALD contexts.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDSE3118
Corequisites ?	None
Prohibitions ?	EDSE4026
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarwat Dabaga, sarwat.dabaga@sydney.edu.au
Lecturer(s)	Sarwat Dabaga, sarwat.dabaga@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Creative assessment / demonstration	Scope and Sequence/ unit of work n/a	50%	Week 06 Due date: 06 Apr 2025 at 23:59	2000 words/equivalent
Outcomes assessed:
Creative assessment / demonstration	Learner Assessment n/a	50%	Week 13 Due date: 30 May 2025 at 23:59	2500 words/equivalent
Outcomes assessed:
= AI allowed ?

Assessment summary

Assessment 1- Scope and Sequence/unit of work

The aim of this task is to develop a unit of work comprising a series of lessons appropriate for an EAL/D context in an IEC or mainstream high school.

Assessment 2 – Learner assessment

For this assignment, you are required to interview and record an EALD student at an IEC or mainstream high school for the purpose of conducting an assessment of their oral language abilities.

NOTE: A detailed description of each task is provided on CANVAS and we will discuss in class. The rubric and marking criteria can also be founf 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 guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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	Tues 25/2 This is an introduction to programming units of work relating to the main assessment task. Please bring in 2 lesson plans from your prac for this session. One should be speaking focused and one should be writing focused, and one should be ‘successful’ and the other ‘not so successful’ Frid 28/2 This session explores the role of the EAL specialist, team teaching, working with mainstream teachers. You will also become familiar with the EALD Progression	Seminar (4 hr)
Week 02	Tues 4/3 In this session you will explore assessing students language and literacy needs and the curriculum demands. We will look at using 'rich task' ways to engage students and get them to 'buy into' learning Frid 7/3 You will become confident in using the ESL Scales for assessment and programming	Seminar (4 hr)
Week 03	Tues 11/3 This session covers developing a scope and sequence for EAL/D learners and designing scaffolding language for them to achieve the outcomes Frid 14/3 Reviewing of verbs and Verb Groups	Seminar (4 hr)
Week 04	Tues 18/3 There is no 'syllabus' for EAL but this session explores the IEC Framework and English 7-12 curriculum documents as most EAL teaching is done through English in the high school. You will look at the differences for EAL and ways to teach poetry, novel, drama and film. Frid 21/3 Non-EAL teachers think spoken language develops through 'osmosis' but it doesn't. This session explores how you can assess learners' spoken language and develop/ extend their fluency.	Seminar (4 hr)
Week 05	Tues 25/3 In secondary schools, much of the work involves planning with teachers in different subject areas. In this session you will practise collaborative planning and exploring the range of curriculum areas. You will also present your draft units of work for comment. Frid 28/3 Assessing reading - the main difference is between students who have/ do not have literacy in their L1.	Seminar (4 hr)
Week 06	Tues 1/4 Most teachers avoid pronunciation or do it badly. This session focuses on developing your understanding of pronunciation and prosody and how to diagnose student needs. Fri 04/4. This session looks at how to do a needs analysis of individuals and groups of learners. These assessments are key to setting up your program, knowing where you are going and also gaining credibility in schools.	Seminar (4 hr)
Week 07	Tues 8/4 Any student can sound like as 'native' speaker of English with the proper support. This session looks at strategies for improving pronunciation and prosody. Frid 11/4 Transitioning from IEC to mainstream high school. A lot of your work in secondary school will be supporting students in this shift.	Seminar (4 hr)
Week 09	15/4 Analyzing and discussing daily online resources/ video clips that will review and develop your knowledge of the systems of English and how to diagnose and address learner needs in understanding and producing spoken and written language	Project (4 hr)
Week 10	22/4 This class will be done as a form of independent learning via Discussion. You will be provided materials and questions to discuss and respond to. The focus will be on the broader TESOL context in Australia (beyond schools)	Independent study (4 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.

Required readings

All readings for the unit will be placed on CANVAS, as well as suggestions for some additional readings.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

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. Demonstrate understanding of the complex role of an EALD curriculum in school settings, and apply relevant policies, procedures and protocols when working with EALD syllabus documents. (1.1, 1.2, 1.3, 1.4).
LO2. Critically analyse and evaluate EALD teaching and learning resources that enhance students’ learning in Secondary Schools and IEC contexts. (4.1, 4.2, 4.3, 4.4, 4.5, 6.1, 6.2, 6.3, 6.4).
LO3. Describe how knowledge of EALD education recognises the agentic role of EALD curriculum when it is co constructed with EALD learners, leaders and community. (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 5.2, 5.3, 5.4, 5.5).
LO4. Display increasing competence in teaching, planning, and assessing in ways that meet the needs of EALD diverse learners who are progressing to a variety of post-school pathways. (5.1, 5.2, 5.3, 5.4, 5.5).
LO5. Incorporate the needs and interests of EALD students from a range of social, ethnic, cultural and religious backgrounds including the importance of Aboriginal and Torres Strait Islander students that takes this into account in authentic ways. (1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6).

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

Additional information

More information can be found on canvas.

Site visit guidelines

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

Use of generative artificial intelligence (AI) and automated writing tools

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDSE4217: Teaching EALD 3

Semester 1, 2025 [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) and automated writing tools

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links