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Unit of study_
EDUP4076: English: Being Critically Literate
2026 unit information
This unit of study focuses on the use of literary texts in the classroom through pedagogy that combines the communicative modes of speaking, listening, reading, writing, viewing and representing. Picture books, novels, plays and poetry as well as texts of popular culture will be used as the basis of teaching the English curriculum to children in the middle years (NSW Stages 2 and 3, grades 3, 4, 5 and 6). The unit emphasis will be on developing children's critical understanding and imaginative writing through strategies that encourage creative responses to and close study of literary texts. You will develop pedagogic reasoning to inform planning of teaching experiences to suit all learners.
Unit details and rules
Managing faculty or University school:
Arts and Social Sciences
| Study level | Undergraduate |
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| Academic unit | Education |
| Credit points | 4 |
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Prerequisites:
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138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and (EDUP3009 or EDUP3010) and EDUP3034 |
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Corequisites:
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None |
| Prohibitions:
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None |
| Assumed knowledge:
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None |
At the completion of this unit, you should be able to:
- LO1. Facilitate language development and literacy learning for children in Stages 2 and 3 by exploring universal designs for learning
- LO2. Rationalise, trial and critique a balanced range of approaches to the teaching of talking, listening, reading and writing in the primary school context in collaborative group situations
- LO3. Expand knowledge base of children’s literature and factual texts and critically justify selection and role in innovative, creative and culturally appropriate teaching of reading and writing
- LO4. Justify lesson sequence encompassing talking, listening, reading and writing activities based on student assessment data to address needs of a diverse range of learners in a safe, ethically informed learning environment providing opportunities for oral and written feedback
- LO5. Demonstrate theoretical understanding of and ability to use metalanguage to analyse schematic structure and grammatical features found in literary and factual texts supporting reading and writing development in Stages 2 and 3
- LO6. Based on assessment of student work samples propose and evaluate explicit and systematic teaching principles and practices for literacy in the primary years addressing multimodality, spelling strategies and vocabulary development integrated across KLA
- LO7. Synthesise effective, collaborative teaching and learning principles and practices in English/literacy to promote creative, critical and imaginative responses to texts incorporating digital platforms
- LO8. Formulate and rationalise evaluative stance on impact of national curriculum, policy and accountability practices on the teaching of English
Unit availability
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