Outline

Overview

Under the supervision of mentors, students will complete a series of tutoring sessions in schools. During this time, students will develop, implement and evaluate a sequence of individualised literacy and/or numeracy plans. From these experiences, students will develop a professional statement and reflective journal, making links between practice and the research literature based.

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	170 credit points including (EDUP4018 or EDUP4019) and EDUP4074 and EDUP4076 and (EDUP4079 or EDUP4085)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	David Evans, david.evans@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Peer or expert observation or supervision	In-School Sessions Undertaking series of intervention sessions; discuss & reflect on sessions.	20%	Multiple weeks	15 in-school sessions (1000 word equiv)	AI prohibited
Outcomes assessed:
Out-of-class quiz	Online quizzes x4 Based on readings and lectures; Weeks 1, 2, 8 and 9	20%	Multiple weeks	Four quiz x 150 words each	AI allowed
Outcomes assessed:
Written work	Reflections on in-school placement Reflections completed at school following in-school session (reflections must remain at school at all times); handed in on the final day of in-school sessions.	20%	Multiple weeks Due date: 02 Apr 2026 at 23:59	1000 word equiv	AI allowed
Outcomes assessed:
Written work	Professional Statement Develop a statement that outlines your professional position on personalising literacies within your classroom.	40%	Week 10 Due date: 08 May 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:

Assessment summary

In-school teaching sessions and reflections: You will plan, implement and evaluate a series of in-school sessions with a primary school student that focuses on intensifying and personalising litracy instruction; you will complete a series of journal reflections.
Professional statement: You will develop a professional statement that provides an overview of how you plan to cater for the full range of student literacy needs in a primary school context.
Online quizzes: During weeks 1-6 you will complete four quiz online. Each quiz is related to readings assigned in the unit of study, and the focus of discussion in-school.

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)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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	Fundamentals of Personalising Learning: Learning Theory, Big Ideas of Reading and Literacy	Lecture (1 hr)
Week 01	Promoting Reading within a Whole of School Literacy Framework for All Learners; Multi-Tiered System of Support	Lecture (1 hr)
Week 01	Orientation to School Context and Focus Student * administering range of early reading/language assessments * principles for designing your first in-school session * establishing relationships, rules and routines	Tutorial (2 hr)
Week 02	Early Reading, Assessment and Progress Monitoring: Principles for Intensifying Instruction Orientation to School	Lecture (1 hr)
Week 02	In-School Personalised Literacy Program: (Tuesday, Wednesday, Thursday) * assessment * planning and implementation * building relationships	Fieldwork (3 hr)
Week 03	Intensifying Instruction: Systematic Planning and Explicit Instruction	Lecture (1 hr)
Week 03	In-School Personalised Literacy Program (Tuesday, Wednesday, Thursday) * planning * implementation * relationships and routines * reflection	Fieldwork (3 hr)
Week 04	Intensifying Personalised Learning: Building Fluencies Across the Alphabetic Principle; Data-based decisions	Lecture (1 hr)
Week 04	In-School Personalised Literacy Program (Tuesday, Wednesday, Thursday) * planning * implementation * reflection * professional analysis (big ideas integration) * relationships and routines	Fieldwork (3 hr)
Week 05	Intensifying Instruction: Explicit Instruction in Comprehension and Vocabulary	Lecture (1 hr)
Week 05	In-School Personalised Literacy Program (Tuesday, Wednesday, Thursday) * planning * implementation * reflection and analysis (relationships, rules, routines)	Fieldwork (3 hr)
Week 06	Personalising Learning in the Whole Class for All: MTSS, Quality Teaching and Learning through Collaboration and Consultation	Lecture (1 hr)
Week 06	In-School Personalised Literacy Program (Tuesday, Wednesday, Thursday) * assessment * planning * implementation * final reflection	Fieldwork (3 hr)
Week 08	Early Numeracy within the Context of Literacies; Intensifying Instruction In Early Numeracy	Lecture (1 hr)
Week 08	In-school reflection; Assessing Early Numeracy: Applications and Implications for Promoting Early Numeracy for All * big ideas * numeracy and cognitive load * load reduction instruction * predictive nature of numeracy	Tutorial (2 hr)

Attendance and class requirements

EDUP4077 has a 90% attendance requirement for lectures and tutorials. Attendance equates to preparing for classes and assignments, being physically in class, and participating and contributing to learning activities designed each week. It is an assumption that you will undertake study of materials set.

In-school experiences require you to attend and participate in at least 15 sessions. This includes planning and delivering a session with your student, participate in mini-tutorials, and professional dialogue with staff.

It is your responsibility to monitor your attendance, to sign on in lectures, at in-school sessions, and through your tutor in tutorials.

You must attempt and submit all of the assessments within this unit of study to receive a pass mark.

Professional conduct: A good part of this unit of study is conducted in schools. It is expected that you uphold a strong sense of professional identity at all time. The area of professional conducted is listed as a criteria for in-school work; you are also referred to the material in the expectations of student conduct.

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

See Canvas site for readings.

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. demonstrate an understanding of differing learning theories, and how they can explain learning for students with a range of strengths and backgrounds
LO2. implement a series of assessments to establish the current literacy knowledge of students
LO3. plan a series of lessons for a student demonstrating how the big ideas of reading interlink and compliment each other
LO4. implement a series of lessons with a student demonstrating knowledge of key pedagogical practices
LO5. articulate in writing professional knowledge about the teaching of reading within a whole of class literacy framework, linking it to research-based pedagogy, for ALL students
LO6. evaluate lessons in relation to learning objectives for students, and nominate future areas of teaching focus
LO7. reflect on lesson sessions and state how student learning can be enhanced and furthered
LO8. demonstrate understanding of the learning support process, and how it can be used in support teaching the classroom.

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) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.3.1. (Graduate) Include a range of teaching strategies. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
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.
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.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
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.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Responding to student feedback

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

This unit of study receives high praise each year by students. One feature that is frequently critiqued is the frequency of feedback. The reflective journal will be formally examined during in school visits, and feedback provided. Feedback will be provided to you by multiple people (i.e., in-school tutor, university staff). Much of this feedback will be verbal - formal and informal. Feedback may also be provided by your peers throgh professional conversations.

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

Use of generative artificial intelligence (AI)

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

EDUP4077: Teaching Children with Special Needs

Semester 1, 2026 [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)

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