Outline

Overview

This unit of study is focused 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 emphasises will be on developing children's critical understanding and imaginative writing through strategies that encourage creative responses to and close study of literary texts. Understanding how to assess a child's strengths and needs in reading, writing, speaking, listening, viewing and representing through assessment for learning, assessment as learning and assessment of learning is also an important component of this unit.

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and EDUP3009 and EDUP3034
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Alyson Simpson, alyson.simpson@sydney.edu.au
Tutor(s)	Deb Brosseuk, debbie.brosseuk@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Literature circle presentation and reflection (individual work) n/a	50%	Week 06 Due date: 16 Apr 2021 at 23:00	1500 words
Outcomes assessed:
Assignment	Pedagogical reasoning n/a	50%	Week 12 Due date: 28 May 2021 at 23:00	1500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Literature circle presentation and reflection: This assignment requires you to prepare and present a literature circle role activity in week 5 and then respond in writing in week 6 through critical reflection on your experience including peer feedback. You must select your novel from the list of Australian children’s literature provided in the unit outline.
Pedagogic reasoning - planning drama-informed responses to literary texts to develop writing: During semester students will participate in a letter exchange with primary school children. After analyzing the letters and moderating the standards of achievement against NESA common grade scales students work in small groups (3-4) to propose a sequence of learning strategies designed to scaffold development of written responses to literary texts. The plans must suit the range of learners represented by the letters. In workshops in week 11 student groups meets with their tutor for approx 15mins to respond to questions about the scaffolded development of writing responses to literary texts they have designed to meet the needs of a range of learners. The probing questions are designed to explore discipline knowledge about English and pedagogic reasoning about teaching writing through literature. All group members must be prepared to answer questions posed to them.

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	Teacher agency and critical literacy: overview and getting started	Lecture (1 hr)
Week 02	Literature circles part 1: reading, responding critically to and assessing reading of literary texts	Lecture (1 hr)
Week 02	Literature circles part 1: reading, responding critically to and assessing reading of literary texts	Workshop (2 hr)
Week 03	Reading for pleasure	Workshop (2 hr)
Week 04	Critical thinking	Workshop (2 hr)
Week 05	Literature circles part 2: presentations	Workshop (2 hr)
Week 06	Writing for Real: strategies to support diverse students' writing needs	Lecture (1 hr)
Week 06	Writing workshop and scaffolds	Workshop (2 hr)
Week 07	Reader's theatre	Workshop (2 hr)
Week 08	Writing in role	Workshop (2 hr)
Week 09	Reading,writing and teaching poetry	Workshop (2 hr)
Week 10	Digital meets traditional responses to literature	Workshop (2 hr)
Week 11	Pedagogical reasoning	Workshop (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

Core Picture Book: Rose Blanche by Roberto Innocenti used in week 2.

Core novel: (choose one from the following titles which have been matched to the text selection requirement areas from the English K-10 syllabus to use in assessment task 1)

Fearless Frederic by Felice Arena [texts written about intercultural experiences]

Crow Country by Kate Constable [a widely defined Australian literature, including texts written from the perspective of and about Aboriginal experiences in Australia]

Coraline by Neil Gaiman [nonfiction, picture books, graphic novels]

Help Around the House by Morris Gleitzman [a wide range of cultural, social and gender perspectives, popular and youth cultures]

The Little Wave by Pip Harry [a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books]

The Forgotten Pearl by Belinda Murrell [historical fiction]

The Peacock Detectives by Carly Nugent [mystery]

His Name was Walter by Emily Rodda [texts which are widely regarded as quality literature] The Glimme

Ash Road by Ivan Southall [texts which are widely regarded as quality literature]

The Secrets of Magnolia Moon by Edwina Wyatt [family fiction]

All other readings for this unit can be accessed through the link to Leganto the new Library reading list service, available 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. Rationalise a range of approaches to the teaching of talking and listening in a variety of situations to demonstrate their understanding of the importance of oracy;(2.1.1; 2.2.1, 2.3.1, 2.5.1)
LO2. Analyse diverse needs of children in Stages 2 and 3 and plan appropriate approaches to teaching English / literacy in response;(1.1.1, 1.2.1, 1.3.1, 1.5.1)
LO3. Synthesise effective teaching and learning principles and practices in English/literacy in Stages 2 and 3 to promote personal response to, and critical awareness of literary texts through reading and writing; (2.4.1, 3.1.1, 3.2.1, 3.3.1; 6.2.1)
LO4. Use appropriate criteria in selecting and adapting literary texts to encourage Stages 2 and 3 readers to respond critically to challenging ideas through dialogue and in writing; (3.4.1)
LO5. Apply different methods for teaching reading and writing and consider the importance of different elements needed for a balanced literacy program in Stage 2 and 3 classrooms; (2.1.1, 2.2.1)
LO6. Update and demonstrate knowledge of approaches to assessment and reporting in English in keeping with current policy and changes to national testing in Stages 2 and 3; (2.1.1; 5.1.1, 5.2.1; 6.2.1)
LO7. Design a series of lessons encompassing talking, listening, reading and writing activities for a particular group of students that exhibit clear plans and strategies for the inclusion of children across a diverse range of learners in a safe learning environment. The plans should demonstrate a range of levels of engagement with narrative texts with an emphasis on writing including personal and critical response and provide opportunities for oral and written feedback. (2.2.1; 4.1.1, 4.2.1, 4.4.1)
LO8. Demonstrate successful communication strategies working with peers to provide opportunities for interaction and feedback. (3.5.1, 3.6.1; 6.3.1; 7.1.1)
LO9. Demonstrate knowledge of complex narrative texts suitable for Stage 2 and 3 classrooms, their schematic structure and grammatical features, and demonstrate ability to use a metalanguage to teach explicitly about the narrative devices found in literary texts. (2.1.1, 2.2.1., 2.3.1)

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) - 2.1.1. (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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 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. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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) - 2.1.1. (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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 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. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
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.
2.1.1		(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.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
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.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
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.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

Responding to student feedback

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

Feedback for our work in 2020 reports that students found the transfer to online learning was handled well. "The way the teaching staff adapted to online learning was great. I felt like I could really connect with the content because of that...The tutorial activities were engaging and interesting for an online context. The way the final assessment task was adapted retained the initial outcomes of the task while better suiting the online presentation format was well done." There was also plenty of positive commentary about the assessment tasks. "1) The assignments (literature circles and book recommendations/lesson planning according to student writing samples) were SUPER relevant and applicable...Replying to students' letters was a great task. Both assessment tasks were great and practical. The literature circles and writing-in-role activities were great practical strategies." This comment from a student gives a good overview of the unit and what we achieved. "The unit was organised in a structured manner that challenged my understanding about teaching English to upper primary school students. It allowed me to read chapter books that I have not had the opportunity to do in a very long time. The unit provided me with websites that included books by Australian authors I could recommend for students to read. The first assignment gave me a greater understanding on how to implement literature circles within my future classes and the different roles students can take on. The second assignment allowed me to see how I could incorporate drama strategies within my future English lessons surrounding a book the teachers or students have chosen. The letter writing activity was very interactive and allowed me to recommend books from the websites this unit has provided." We noted the criticism that the use of Australian children's literature for the literature circles had not been made clear. That wording has been updated. In response to student feedback I have rewritten the wording of assessment task 2, to highlight the intent of the meetings in week 11 as dialogic professional conversations informed by pedagogic content knowledge and prompted by key questions. We have also tried to balance the word limit by removing one of the tasks to increase emphasis on the explicit teaching of writing. The request for more informative feedback on assessment tasks will be carefully considered by the tutorial team.

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

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

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDUP4076: English: Being Critically Literate

Semester 1, 2021 [Normal day] - Remote

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

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links