Feedback for our work in 2021 notes that students found the continued use of online learning worked well. I am pleased to note that the feedback rated the unit as doing well particularly in the areas of quality of teaching, challenging assessment tasks that supported learning and experiential/ interactive enquiry. Practical assessment tasks: students recognised the unit learning design enabled them to blend learning as they went along into practical resources for future teaching [aka assessment tasks]. We have been revising the buddy letter exchange for a few years now and think it is getting better every year. I agree that the word length is an issue and have revisited the task to consider which parts are absolutely essential to keep. Learning resources: It is particularly gratifying that some students congratulated us on the provision of useful learning resources and the clarity of weekly directions. There is a very deliberate pedagogic rationale behind our unit, which blends pre tutorial tasks, modular learning, recorded lectures and highly interactive tutorials. I take on board the feedback that the work prior to tutorials is challenging to achieve while studying 6 units. However, preparation for learning is a key design feature of the interrelated parts of the whole unit, which aligns with the Canvas site. We will consider how to integrate the pre-tutorial tasks more meaningfully into participation. The importance of supportive critical feedback: I note that some people found the level of detailed feedback given in assignments to be superlative in their university experience. This was good to read. We do try very hard to provide timely written feedback in assessment tasks as well as other formative forms of feedback such as comments during tutorials. In response to student feedback I have revised the wording of assessment task 2, to highlight the intent of the meetings in week 12 as dialogic professional conversations informed by pedagogic content knowledge prompted by key questions. We have also tried to increase emphasis on the explicit teaching of writing in the rubric. Reading for pleasure: As I made a concerted effort to bring this approach to reading more to the forefront in 2021 I was chuffed to see some students comment on how well connected they now feel to literary texts. The concept of being a reading teacher will serve you well through your whole career. Taking part in the research study: The number of students who willingly give permission for data collected in the survey, reading auto biography and professional conversations to be used for research into ITE design is greatly appreciated. The study has produced some useful insights to reading for pleasure, dialogic learning and professional development. Peer feedback: 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."