Outline

Overview

Access to education is the right of all students. Differing student needs requires teachers to develop and implement personalised approaches to enable access, participation and progress in their learning. This unit of study provides an applied experience in designing and implementing an intensive personalised learning program for a student receiving a reasonable adjustment to their literacy program. Students will work with a primary student across at least 15 sessions under the guidance of a qualified teacher. PST will demonstrate their skills in systematically and explicitly implementing a personalised literacy program, articulating how this program is supported across curriculum areas.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	36 credit points of 3000-level EDUP-coded units
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 2025

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	Participation Quizzes Five quiz will be set during the semester (Weeks 1, 2, 9, 10, 11).	20%	Multiple weeks	1250 words equivalent
Outcomes assessed:
Placement	In-School Placement Plan, implement and reflect on 15 in-school sessions that uphold the principles of intensive personalised literacy instruction.	50%	Multiple weeks	At least 15 sessions (2000 words equiv)
Outcomes assessed:
Assignment	Professional Statement Develop a statement that outlines your professional position on personalising literacies within your classroom.	30%	Week 11 Due date: 16 May 2025 at 23:59	1250 words
Outcomes assessed:
= AI allowed ?

Assessment summary

In-School Placement: Each pre-service teacher will be assigned to a school where they will complete tutoring sessions (at least. 15) with a student identified in need of an adjustment to their literacy program. During the in-school experience pre-service teachers will demonstrate how to assess, plan, implement using a range of instructional strategies, and evaluate a personalised literacy program under the guidance of school learning and support teacher. Students will demonstrate how they respond to feedback from a supervising teachers, and prepare a report for school and parents/carers.

Professional Statement: Pre-service teachers will maintain a reflective journal during their in-school placement. Building on the reflective journal, the lecture series and unit of study readings from across the program, pre-service teachers will construct a professional statement that outlines their approach to personalising literacies within a classroom. They will demonstrate their understanding of legislative requirements, policy, and the need for ongoing professional learning.

Participation Quizzes: A weekly quiz will be set to review core concepts and constructs from within the unit of study lecture series and readings. Items will also require pre-service teachers to reflect on their practices in schools.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties will be applied as per Section 7A of the Assessment Procedures 2024.

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	Introduction to Personalising Literacies: Learning Theory, Big Ideas of Reading and Literacy, Fundamentals of Personalised Learning and Big 'A'	Lecture (1 hr)
Week 01	Using Assessment to Identify Individual Learner Strengths: Principles	Workshop (2 hr)
Week 02	Promoting Reading within a Whole of School Literacy Framework for All Learners	Lecture (2 hr)
Week 02	Orientation to School Context and Focus Student: Administering Range of Early Reading/Language Assessments; Principles for Designing your First In-School Session	Workshop (2 hr)
Week 03	Early Reading, Assessment and Progress Monitoring: Principles for Intensifying Instruction	Lecture (1 hr)
Week 03	In-School Personalised Literacy Program: Assessment, Planning and Implementation (Tuesday, Wednesday, Thursday)	Practical (6 hr)
Week 04	Intensifying Instruction: Systematic Planning and Explicit Instruction	Lecture (1 hr)
Week 04	In-School Personalised Literacy Program: Planning, Implementation and Reflection (Tuesday, Wednesday, Thursday)	Practical (6 hr)
Week 05	Intensifying Personalised Learning: Building Fluencies Across the Alphabetic Principle	Lecture (1 hr)
Week 05	In-School Personalised Literacy Program: Planning, Implementation, Reflection and Professional Analysis (Tuesday, Wednesday, Thursday)	Practical (6 hr)
Week 06	Intensifying Instruction: Explicit Instruction in Comprehension and Vocabulary	Lecture (1 hr)
Week 06	In-School Personalised Literacy Program: Planning, Implementation, Reflection and Professional Analysis (Tuesday, Wednesday, Thursday)	Practical (6 hr)
Week 07	Personalising Learning in the Whole Class for All: Quality Teaching and Learning through Collaboration and Consultation	Lecture (1 hr)
Week 07	In-School Personalised Literacy Program: Assessment, Planning, Implementation and Professional Analysis (Tuesday, Wednesday, Thursday)	Practical (2 hr)
Week 09	Early Numeracy within the Context of Literacies; Intensifying Instruction In Early Numeracy	Lecture (1 hr)
Week 09	Assessing Early Numeracy: Applications and Implications for Promoting Early Numeracy for All	Tutorial (2 hr)
Week 10	Personalising and Supporting Early Numeracy: Whole Class Approach	Lecture (1 hr)
Week 10	Numeracy Demands: Promoting the Language of Mathematics Across the Curriculum	Tutorial (2 hr)
Week 11	Learning and Support within a Whole School Context: Learning Support Teams and Consultation	Lecture (1 hr)
Week 11	Intensifying Instruction in Numeracy: Class, Group and One-on-One Approaches	Tutorial (2 hr)
Week 12	Personalising Literacies for All Learners: The Imperatives	Lecture (1 hr)
Week 12	Personalisation within the Context of the Whole School and Community; Review	Tutorial (2 hr)

Attendance and class requirements

EDUP4092 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.

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 6 credit point unit, this equates to roughly 120-150 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 inform the design and planning of learning experiences for all students.
LO2. Develop, implement and interpret a series of assessments to establish and monitor the literacy and numeracy knowledge and development of students.
LO3. Plan a series of lessons for a student identified in need of an adjustment to their literacy program, demonstrating how the big ideas of reading and literacy are related from differing perspectives.
LO4. Implement a series of lessons with a student in need of an adjustment to their literacy program, demonstrating and articulating knowledge and understanding of key pedagogical practices.
LO5. Demonstrate and articulate the benefits and principles of explicit and systematic instruction in teaching the key big ideas of literacy and numeracy.
LO6. Articulate professional knowledge about the teaching of literacy and numeracy for all students through collegial discussions and professional statements, demonstrating links with current empirical research.
LO7. Critique and enunciate how personalising literacy and numeracy can be supported within a whole class context, and across the curriculum areas.
LO8. Demonstrate appropriate use of data to construct report on learning for students, class teachers and parents.

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. Understand how students learn. NESA Priority Area Elaborations - 4-LAN.01. Understanding of the literacy demands of the curriculum areas they teach 4-LAN.04. Understanding of the diversity of literacy and numeracy abilities and the needs of learners, including English as a Second or Other Language needs 5-SWD.02. Understanding of the broader implications of disability on learning and the responsibilities of teachers 5-SWD.03. Understanding of the likely impacts that disability may have on a student’s access to and participation in learning
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.3. Curriculum, assessment and reporting 5.4. Interpret student data NESA Priority Area Elaborations - 4-LAN.04. Understanding of the diversity of literacy and numeracy abilities and the needs of learners, including English as a Second or Other Language needs 4-LAN.13. Ability to analyse student work samples to identify areas of literacy and numeracy need 4-LAN.16. Ability to interpret data (school-based and system) to make informed decisions about student literacy and numeracy needs in the context of their subject and in a broader whole school context 5-SWD.04. Ability to identify individual learning needs and, with appropriate specialist support, apply strategies to address such needs in the school and classroom environment 5-SWD.07. Ability to plan, implement and evaluate programs in order to include the specific learning needs of students
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2. Content selection and organisation 3.2. Plan, structure and sequence learning programs NESA Priority Area Elaborations - 4-LAN.15. Ability to develop specific strategies to cater for students requiring additional support 4-LAN.19. Where relevant, ability to sequence reading, writing and mathematical learning experiences appropriately 5-SWD.06. Ability to use curriculum based assessment and monitoring procedures for identifying prior achievement and making differentiated assessment and learning decisions, including the reasonable adjustments required to enable students to meet curriculum outcomes 5-SWD.07. Ability to plan, implement and evaluate programs in order to include the specific learning needs of students
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 2.5. Literacy and numeracy strategies 5.2. Provide feedback to students on their learning NESA Priority Area Elaborations - 4-LAN.05. Understanding of the explicit teaching of reading and writing, speaking and listening appropriate to their level and area of teaching 4-LAN.09. Ability to identify the literacy and numeracy needs of students and understand a range of strategies to support those needs 4-LAN.15. Ability to develop specific strategies to cater for students requiring additional support
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.5. Literacy and numeracy strategies 3.5. Use effective classroom communication NESA Priority Area Elaborations - 4-LAN.05. Understanding of the explicit teaching of reading and writing, speaking and listening appropriate to their level and area of teaching 4-LAN.19. Where relevant, ability to sequence reading, writing and mathematical learning experiences appropriately 5-SWD.07. Ability to plan, implement and evaluate programs in order to include the specific learning needs of students
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4. Strategies for teaching Aboriginal and Torres Strait Islander students. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 6.3. Engage with colleagues and improve practice NESA Priority Area Elaborations - 4-LAN.03. Awareness that all students can be literate and numerate 4-LAN.07. Knowledge of contemporary understandings of research evidence related to teaching reading, writing, speaking, listening and mathematics appropriate to their level and area of teaching 4-LAN.17. Ability to teach reading and writing, speaking and listening and mathematics appropriate to their level and area of teaching using approaches based on knowledge and evidence
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.5. Literacy and numeracy strategies 7.2. Comply with legislative, administrative and organisational requirements NESA Priority Area Elaborations - 4-LAN.10. Ability to analyse the literacy and numeracy demands of the subjects and curriculum in their teaching areas 4-LAN.11. Ability to recognise and exploit opportunities to support literacy and numeracy learning within their curriculum areas 4-LAN.12. Ability to develop units of work and teaching plans that embody a literacy and numeracy focus and incorporate the effective use of literacy and numeracy strategies and assessment tasks to inform teaching and the selection of subject matter
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.2. Provide feedback to students on their learning 5.5. Report on student achievement 7.1. Meet professional ethics and responsibilities 7.3. Engage with the parents/carers NESA Priority Area Elaborations - 5-SWD.05. Understanding of strategies for engaging and collaborating with parents/care-givers and other professionals in order to better support students with disability 5-SWD.09. Knowledge of legislative responsibilities and educational policies as they relate to educational settings for students with disability

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

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Physical, social and intellectual development and characteristics of students.
1.2		Understand how students learn.
1.4		Strategies for teaching Aboriginal and Torres Strait Islander students.
1.5		Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
1.6		Strategies to support full participation of students with disability.
2.1		Content and teaching strategies of the teaching area
2.2		Content selection and organisation
2.3		Curriculum, assessment and reporting
2.4		Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5		Literacy and numeracy strategies
3.1		Establish challenging learning goals
3.2		Plan, structure and sequence learning programs
3.3		Use teaching strategies
3.3.1		(Graduate) Include a range of teaching strategies.
3.4		Select and use resources
3.5		Use effective classroom communication
3.6		Evaluate and improve teaching programs
3.7		Engage parents / carers in the educative process
4.1		Support student participation
4.2		Manage classroom activities
4.4		Maintain student safety
5.1		Assess student learning
5.2		Provide feedback to students on their learning
5.3		Make consistent and comparable judgements
5.4		Interpret student data
5.5		Report on student achievement
6.1		Identify and plan professional learning needs
6.2		Engage in professional learning and improve practice
6.3		Engage with colleagues and improve practice
6.4		Apply professional learning and improve student learning
7.2		Comply with legislative, administrative and organisational requirements
7.3		Engage with the parents/carers
7.4		Engage with professional teaching networks and broader communities

NESA Priority Area Elaborations -

Competency code	Taught, Practiced or Assessed	Competency standard
4-LAN.02		Understanding of the pervasive nature of literacy and numeracy and their role in everyday situations, and of the importance of home and community literacy and numeracy practices
4-LAN.03		Awareness that all students can be literate and numerate
4-LAN.05		Understanding of the explicit teaching of reading and writing, speaking and listening appropriate to their level and area of teaching
4-LAN.07		Knowledge of contemporary understandings of research evidence related to teaching reading, writing, speaking, listening and mathematics appropriate to their level and area of teaching
4-LAN.10		Ability to analyse the literacy and numeracy demands of the subjects and curriculum in their teaching areas
4-LAN.11		Ability to recognise and exploit opportunities to support literacy and numeracy learning within their curriculum areas
4-LAN.13		Ability to analyse student work samples to identify areas of literacy and numeracy need
4-LAN.14		Ability to provide accurate written and oral feedback for students in relation to their literacy and numeracy development
4-LAN.15		Ability to develop specific strategies to cater for students requiring additional support
4-LAN.16		Ability to interpret data (school-based and system) to make informed decisions about student literacy and numeracy needs in the context of their subject and in a broader whole school context
4-LAN.18		Where relevant, ability to use a range of effective teaching and assessment strategies in reading, writing, speaking, listening and mathematics
4-LAN.19		Where relevant, ability to sequence reading, writing and mathematical learning experiences appropriately
5-SWD.02		Understanding of the broader implications of disability on learning and the responsibilities of teachers
5-SWD.05		Understanding of strategies for engaging and collaborating with parents/care-givers and other professionals in order to better support students with disability
5-SWD.06		Ability to use curriculum based assessment and monitoring procedures for identifying prior achievement and making differentiated assessment and learning decisions, including the reasonable adjustments required to enable students to meet curriculum outcomes
5-SWD.07		Ability to plan, implement and evaluate programs in order to include the specific learning needs of students

Responding to student feedback

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

This is a new unit of study in 2025. A similar unit of study has run for more than 20 years, and builds on the success of this uint of study. Key features that have been addressed: conducted earlier in the program, and increased credit points to recognise effort.

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

Disclaimer

On this page

Useful links

EDUP4092: Personalising Literacies

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

Disclaimer

On this page

Useful links