Outline

Overview

The first English unit in the BEd primary program provides an overview of language and literacy development with a focus on young children. By building foundational knowledge about the socio-cultural nature of literacy, the areas of talking and listening, reading and writing and other communication modes will be explored in relation to curriculum and effective classroom practices. The unit will enhance your knowledge and enjoyment of quality children's literature and other engaging texts using them as the basis for developing the teaching of reading. Content includes reading and writing theory and pedagogy, principles for assessment, literacy planning and classroom teaching practices.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Deb Brosseuk, debbie.brosseuk@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Short formative online or in-class tasks Written responses	20%	Multiple weeks	4 x 250 word equivalent
Outcomes assessed:
Assignment	Choosing and using children’s literature Evaluation and presentation	30%	Week 06	1250 words
Outcomes assessed:
Assignment	Teaching reading & writing in the early years Observations and written responses	50%	Week 13	2250 words
Outcomes assessed:

Assessment summary

Assessment Task 1: Short formative online or in-class tasks
Assessment Task 2: Choosing and using children’s literature (This assessment task will develop your skills in selecting, analysing, appraising, and using picture books, drawing on appropriate theory to inform your choices and practice.
Assessment Task 3: Teaching reading and writing in the early years of school (For this assignment, you will present short sections on a number of topics that link to the area of teaching reading and writing in the early years of formal schooling.

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.

High Distinction	85 – 100	Work is an exceptional standard.
Distinction	75 – 84	Work is of a high standard.
Credit	65 – 74	Work is of a good standard.
Pass	50 – 64	Work is of a satisfactory standard.
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.

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:

All assessments must be submitted by the due date. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form will incur penalties. Late penalties will apply once the due date and time has passed. The closing date (if specified) is the final date for late submissions; after this date no submissions will be accepted.

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	English and language learning	Lecture and tutorial (3 hr)
Week 02	Learning how to mean: Early language and play	Lecture and tutorial (3 hr)
Week 03	Engaging with literature: How narratives work	Lecture and tutorial (3 hr)
Week 04	Learning to read: Reading theory	Lecture and tutorial (3 hr)
Week 05	Teaching reading in the early years	Lecture and tutorial (3 hr)
Week 06	Planning and assessment	Lecture and tutorial (3 hr)
Week 07	Language and writing	Lecture and tutorial (3 hr)
Week 08	Assessing young learners in literacy	Lecture and tutorial (3 hr)
Week 09	Pedagogies for reading and writing	Lecture and tutorial (3 hr)
Week 10	Approaches to writing	Lecture and tutorial (3 hr)
Week 11	Current literacy approaches to assessment	Lecture and tutorial (3 hr)
Week 12	The English literacy session and literacy across the curriculum	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance at 90% of lectures and tutorials is required.

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

Refer to “Reading List’ on CANVAS for the complete list of required 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. LO1. Consider and explain key concepts about early language development and literacy learning for young children, including the needs of diverse learners.
LO2. LO2. Consider key theoretical approaches to talking, listening, reading and writing in the primary school context.
LO3. LO3. Develop knowledge of and an interest in a range of children’s literature (such as picture books, novels, poetry, and graphic texts) and their place in the teaching of reading and writing.
LO4. LO4. Observe, practice and reflect on a variety of reading and writing strategies and assessment tasks for early years learners.
LO5. LO5. Develop knowledge about language for teaching reading and writing including letter / sound level, clause/ sentence, and text level.
LO6. LO6. Integrate knowledge of reading theory with practical strategies for teaching and assessing reading including comprehension, fluency, vocabulary, and letter/ sound knowledge.
LO7. LO7. Investigate the integration of creative and engaging learning as part of effective English classrooms.
LO8. LO8. Reflect on literacy approaches in light of curriculum and related policy and planning resources for teachers.

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) - 1.1.1. (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.
	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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.5.1. (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) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 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) - 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. 2.2.1. (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. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	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. 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. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	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. 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) - 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

Responding to student feedback

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

The 2022 cohort of EDUP1011 students appreciated the practical nature of this Unit. In tutorials, students enjoyed working with real-life classroom resources and materials to develop their theoretical and pedagogic understanding of literacy learning. The following string of comments are indicative: • My interest was stimulated through a variety of hands-on activities done in tutorials. • Super engaging and beneficial resources. I feel more confident now. • There was a range of engaging hands-on activities that aided my learning of phonics. • Every tutorial was exciting with lots of resources to use in the classroom. • I enjoyed all the hands-on activities and resource ideas. • The tutorials were highly engaging every week – through stimulating, relevant, hands-on activities extended our knowledge of phonics. Loved learning about the practical ways to teach. The 2022 cohort of EDUP1011 students noted a challenge in adhering to the word limit in Assessment Task 2. I have revisited the task to consider which parts of the assessment are absolutely essential to keep. It is imperative, however, that students spend time learning the craft of writing succinctly. This will be important not just for EDUP1011, but across all Units in the teaching degree program.

Additional information

Additional costs

There are no additional costs for this unit.

Site visit guidelines

Weeks 9, 10 and 11 include visits to a school.

Work, health and safety

Working with children check (WWCC)

Anaphylaxis Certificate

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

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUP1011: Foundations of English Education

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

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

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect