EDUP2002: Semester 1, 2021

Units EDUP2002 Semester 1 2021 [Normal day]

Unit outline_

EDUP2002: English: Learning to be Literate

Semester 1, 2021 [Normal day] - Remote

Overview

In this unit you will develop understandings about the teaching of reading, writing, listening and speaking to students in the early years of schooling, as well as a focus on visual and written grammar, and associated classroom pedagogy. A balanced approach to the development of literacy and the teaching of English will be exemplified by a focus on the use of quality children's literature relevant to this stage of learning.

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	42 credit points including EDUP1001 and EDUP1002 and EDUP1003 and (EDUP1004 or EDUP1005)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

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

Type	Description	Weight	Due	Length
Assignment	Choosing and using literature in the English session n/a	50%	Week 06 Due date: 31 Mar 2020 at 21:00 Closing date: 14 Apr 2020	1500 words
Outcomes assessed:
Assignment	Using text resources in the literacy session n/a	50%	Week 13 Due date: 27 May 2020 at 17:00 Closing date: 10 Jun 2020	1500 words
Outcomes assessed:
Small continuous assessment	Weekly tutorial tasks 2 weekly response tasks	0%	Weekly	100 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessment can be found 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.

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.

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

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Literacies	Lecture and tutorial (2 hr)
Week 02	Overview of the English syllabus - with a focus on talking and listening	Lecture and tutorial (2 hr)
Week 03	Teaching reading - focus on emergent reader	Lecture and tutorial (2 hr)
Week 04	Learning to read - a balanced approach	Lecture and tutorial (2 hr)
Week 05	Field and tenor in visual and multimodal texts - visual elements that tell a story and engage our emotions	Lecture and tutorial (2 hr)
Week 06	Planning and assessment	Lecture and tutorial (2 hr)
Week 07	Field and tenor in written text - making meaning using grammar: clauses, verbal groups and adverbials	Lecture and tutorial (2 hr)
Week 08	Field and tenor and mode - genre, pedagogy and noun groups	Lecture and tutorial (2 hr)
Week 09	Mode and multimodal texts - how layout and design shape meaning	Lecture and tutorial (2 hr)
Week 10	Tenor and mode - theme: building texts using field, tenor and mode	Lecture and tutorial (2 hr)
Week 11	Poetry and drama	Lecture and tutorial (2 hr)
Week 12	Bringing it all together - literacy sessions and spelling	Lecture and 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

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

Required textbook: Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning (New ed.). Newtown, N.S.W., Australia: PETAA
Required textbook: Callow, J. (2013). The shape of text to come: how image and text work. Marrickville: Primary English Teaching Association Australia (PETAA)
Small resource book with resources and extra readings available at the Coop bookshop
Required text: New South Wales. Board of Studies. (2012). English K-10 syllabus: NSW syllabus for the Australian curriculum. Sydney Board of Studies NSW. http://syllabus.bos.nsw.edu.au/download/

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. discuss the social construction of literacy in the early years of schooling (1.2, 2.1, 2.5)
LO2. understand the role of oral language for literacy development (1.1, 2.5)
LO3. consider the theoretical underpinnings of different approaches to teaching reading and literacy (2.1)
LO4. develop and plan effective literacy teaching and reading practices (such as teaching phonics, phonemic awareness, guided reading and writing, spelling and poetry) for the early years of schooling (2.1, 2.2, 2.5, 3.1, 3.2, 3.4)
LO5. use appropriate pedagogical approaches to analyse resources, plan and teach a range of literacy activities using quality literature (2.5, 3.3)
LO6. develop concepts and metalanguage for interpreting and analysing the structure and grammar of written, visual and multimodal texts (2.1, 2.2, 2.5, 3.1, 3.2, 3.4)
LO7. demonstrate a range of skills for planning appropriate literacy learning with children learning to read and write in the early years (2.1, 2.2, 2.5, 3.1, 3.2, 3.4)
LO8. effectively use a variety of reading and writing assessment strategies (2.5,5.1)
LO9. demonstrate knowledge of how audience, purpose, grammatical and visual features of literary texts work together to create meaning, and develop this knowledge into appropriate classroom learning for K-3 learners (2.1, 2.2 and 2.5)

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 revised both assessment tasks to support student learning and develop input on teaching of reading, writing and grammar.

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

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

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

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