Outline

Overview

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

Academic unit	Education
Credit points	4
Prerequisites ?	138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and (EDUP3009 or EDUP3010) and EDUP3034
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Alyson Simpson, alyson.simpson@sydney.edu.au
Lecturer(s)	Alyson Simpson, alyson.simpson@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Literature circle in class presentation and written reflection (individual work)	50%	Week 07 Due date: 07 Apr 2025 at 23:59 Closing date: 21 Apr 2025	1500 words
Outcomes assessed:
Assignment	Pedagogical reasoning paper A practice informed research paper	50%	Week 12 Due date: 19 May 2025 at 23:59 Closing date: 02 Jun 2025	1500 words
Outcomes assessed:
= group assignment ? = AI allowed ?

Assessment summary

Assessment 2: Literature circles discussion and reflection. This assignment requires you to prepare and engage your peers in a literature circle role activity in week 6 and then respond in writing through reflective critique about this experience. You will include your own and your peers' feedback in this response which will be submitted in week 7.

For edup4076 students the assignment is marked out of 100 with scores converted to be worth 50% of your final mark for the unit

Pedagogic reasoning paper. Working in a group of three, select an English / literacy topic to research and write a professional practice paper, including a description of topic, current research as well as practical application for classroom, photos, diagrams and curriculum connections.

The paper should be suitable for a teacher audience. Publications such as The Conversation, SCAN or Practical Literacy are good models. You are expected to write an effective professional paper that blends relevant theory and practice including your motivation for choice of topic.

For edup4076 students the assignment is marked out of 100 with scores converted to be worth 50% of your final mark for the unit.

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.

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	English teaching: current and future horizons	Lecture (1 hr)
Week 01	Establishing a professional identity in times of change Rationalising sources of influence Developing professional knowledge and ethics What is your impact in the education community?	Tutorial (1 hr)
Week 02	Prompting students imaginative, creative and critical engagement with texts	Lecture (1 hr)
Week 02	Exploring Children’s Rights to Read Becoming Teachers as Readers Expanding knowledge about narrative texts Inspiring engagement through dialogic reading	Tutorial (2 hr)
Week 03	English Policy, curriculum, syllabus	Lecture (1 hr)
Week 03	Examining the Australian Curriculum English  Critiquing the English K-10 syllabus  Debating teacher autonomy in the context of continuum of learning NESA collaborative curriculum	Tutorial (1 hr)
Week 04	Part 1: Theory, practice and pedagogies of teaching reading: stage 3	Lecture (1 hr)
Week 04	Establishing pedagogic practices and content knowledge  Developing a holistic approach to explicit and systematic teaching about reading  Expanding beyond the basic five skills	Tutorial (1 hr)
Week 06	Theory, practice and pedagogies of oral language development (talking and listening): stage 3	Lecture (1 hr)
Week 06	Establishing pedagogic practices and content knowledge  Demonstrating principles of dialogic teaching	Tutorial (2 hr)
Week 07	Theory, practice and pedagogies of teaching writing: stage 3	Lecture (1 hr)
Week 07	Establishing pedagogic practices and content knowledge  Explicit and systematic teaching of writing through writing  Writing for real and writing in role	Tutorial (2 hr)
Week 08	Universal design for learning and teaching diverse learners including ATSI in English	Lecture (1 hr)
Week 08	Strategic planning for differentiation and inclusiveness  Taking action for social justice   Questioning the “doors and windows” approach	Tutorial (2 hr)
Week 11	Theory, practice and pedagogies of Visual/multimodal/digital literacies	Lecture (1 hr)
Week 11	Establishing pedagogic practices and content knowledge  Design and analyse multimodal communication to match KLA  Rationalising transformational technology use  Use of ICT to improve access and participation AI awareness	Tutorial (2 hr)
Week 12	Research and Practice across Professional Cultures	Lecture (1 hr)
Week 12	Peer review of draft papers Pedagogical reasoning as professional practice	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

To improve your awareness of Australian children's literature most novels in our unit are written by Australian authors. You are expected to use novels written by current Australian authors in both your assignments in this unit unless you gain permission from the unit coordinator to use something else.

Core Picture Book:

My Strange Shrinking Parents by Zeno Sworder [CBCA award winner]

Core novel for literature circle: (choose one of 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.)

The Kindness Project by Deb Abela [school story – verse novel – friendship and bullying]

Scar Town by Tristan Banks [Adventure – mixed gender – history / mystery - award winning CBCA 2024 winner and KOALA popular vote]

Huda was Here by H. Hayek [humorous take on family stresses – brave children – corrupt officials – 2024 CBCA short list]

Being Jimmy Baxter by Fiona Lloyd [Australian country town - family issues – CBCA shortlist 2024]

Bindi by Kirli Saunders[award winner verse novel – Australian literature, including texts written from the perspective of and about Aboriginal experiences in Australia – mentioned in reading]

Runt by Craig Silvey [family story - community, companionship – 2023 CBCA winner – female protagonist – movie tie in]

All required readings for this unit can be accessed through the link to the 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.

This is the last time this unit will run. I pass on the closing the loop feedback as part of our process of moving on to the new unit. I am pleased to see the overall mean rose back up to 4.22. This returns the score to the high standard the unit had achieved in previous years. I am sure that tutors and the revisions we made last year to the unit design made an impact. I note the questions that gained the highest affirmation related to the quality of the teaching and the intellectual reward of engagement in the unit. This is consistent with previous years and is a testament to the academics working on the program as well as the willingness of students to respond to challenges. I am pleased to see an improvement in the score for clarity of learning outcomes as a great deal of effort was put into rewriting these and supporting them with learning resources. The two questions that gained the lowest affirmation related to active engagement in class and development of communication skills. I found the poor numerical rating for engagement in class particularly puzzling as we increased the range and frequency of hands on activities in the tutorials to ensure there was strong student involvement through more practical tasks. I have revisited that in the new unit of study. I am also a little bemused by the relatively low score for communication skills given our emphasis on dialogic learning, and the use of multiple forms of representation in learning and assessment tasks. Again, as part of my consideration of UDL design, I will endeavour to build more opportunities for varied forms of communication to be practised. As always, we take the feedback seriously so thank you for providing it as stimulus for us to reflect on our teaching and how we might improve it.

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

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

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, 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

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