Outline

Overview

The second English unit builds across all areas of the foundational unit. By examining different approaches to literacy, current policies and global issues, the unit will challenge pre-service teachers to develop a rich, creative and critical philosophy towards the teaching of English and literacy. Exploring more deeply the theory underpinning literacy approaches, students will teach, practise and appraise reading and writing approaches, developing pedagogical and metalinguistic knowledge as part of the process. Content includes cross curriculum texts, needs of diverse learners, knowledge about multimodal, digital and media texts, assessment, planning and building professional learning.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	36cp of 1000-level EDUP units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jon Callow, jon.callow@sydney.edu.au
Lecturer(s)	Jon Callow, jon.callow@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Small continuous assessment	Short formative online or in-class tasks short written response ; learning portfolio; Visual & written grammar quiz	20%	Multiple weeks	900 word equivalence
Outcomes assessed:
Assignment	Using multimodal texts for teaching reading/ viewing, and writing/representing Choose, analyse and plan teaching experiences using a quality picture book	30%	Week 06 Due date: 06 Sep 2024 at 23:59 Closing date: 31 Oct 2024	1350 words
Outcomes assessed:
Creative assessment / demonstration	“Our Future is bright when we work together”- Integrating Literacy across the curriculum Groups create multimodal texts for expo, with individual reflection task	50%	Week 13 Due date: 31 Oct 2024 at 23:59 Closing date: 20 Nov 2023	2250 words
Outcomes assessed:
= group assignment ?

Assessment summary

Students must attempt all assessment tasks in order to be eligible to pass 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 sydney.edu.au/students/guide-to-grades

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:

Late submission and penalties: ( as per Faculty resolutions - https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0 ) Written work submitted electronically after 11.59 pm on the due date will be considered to have been submitted late. For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

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.

Support for students

The Support for Students Policy 2023 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 2023. 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	Building your English philosophy - issues and challenges - Revisiting beliefs and approaches to literacy learning “Be like Simon”- Kervin & Comber reading - Critical responses to current issues, challenges and policies Making all types of multimodal texts – novels, literature, digital, film, performance	Lecture and tutorial (3 hr)
Week 02	English in the K-4 classroom – focus on literary texts - looking at units of work & teaching programs - how students’ specific learning needs, interests and assessment shape programs - literary texts for stage 2 – Aboriginal and Torres Strait Islander and diverse cultural texts; reading for enjoyment - teacher and student	Lecture and tutorial (3 hr)
Week 03	Teaching Reading K-4 - revisit key theory and models - strategies and practices to support, differentiate and extend all readers – fluency, comprehension, phonic knowledge, vocabulary - connecting spelling and word study as part of teaching reading - supporting struggling readers – assessment	Lecture and tutorial (3 hr)
Week 04	Developing a multimodal metalanguage 1– visual literacy • Field and tenor and mode- in visuals • Exploring literary narratives and picture books –words and pictures	Lecture and tutorial (3 hr)
Week 05	Developing a multimodal metalanguage 2 – written grammar • Field and Tenor & mode - in written text – clauses, verbal groups & adverbials, affect and emotion. • Connecting the written and the visual mode	Lecture and tutorial (3 hr)
Week 06	Exploring and Creating multimodal texts - Revisit Teaching learning model - drawing and writing connections - the writing process - drafting and editing, conferencing - photography skills and creating visual texts - drama as part of literacy learning	Lecture and tutorial (3 hr)
Week 07	Using drama, digital and media texts to explore narrative - learning literature through drama & performance - Moving images- action, sound and music - Digital resources for the classroom	Lecture and tutorial (3 hr)
Week 08	Literacy across the Key learning areas - using information texts - features of factual and persuasive texts – grammar and structure - visual literacy of information texts - KLA connections	Lecture and tutorial (3 hr)
Week 09	Developing a multimodal metalanguage 3- features of factual and persuasive texts - Field, tenor and mode Analyzing student writing and multimodal work samples	Lecture and tutorial (3 hr)
Week 10	Viewing, deconstructing and creating texts - Pedagogies for the 21st century – socio-cultural, critical and multiliteracies - Digital literacy and learning - Pedagogical issues for online reading and critical literacy - Creating digital texts	Lecture and tutorial (3 hr)
Week 11	“Our Future is bright when we work together”- Integrating Literacy across the curriculum -planning an integrated literacy unit - using the teaching/ learning model to teach grammar and jointly construct -sequencing activities in a unit of work	Lecture and tutorial (3 hr)
Week 12	Learning Expo & celebration - Final multimodal texts shared at event - Peer reviews during event	Lecture and tutorial (3 hr)

Attendance and class requirements

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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

References and readings

Set text:

Callow, J. (2023). The shape of text to come: how image, text and other modes work (2nd ed.) (PETAA).

A full reading list is provided through the Canvas site

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. Develop and evaluate personal beliefs for the teaching of English and literacy, in light of current issues, approaches and policies
LO2. Extend knowledge of literacy theory, learning and effective pedagogical approaches for talking & listening, reading, writing and multiliteracies skills
LO3. Engage with and evaluate a range of children’s literature including literary, information, persuasive and media texts, considering diversity and Aboriginal & Torres Strait islander representations and cultures
LO4. Draw on literacy theory and research to plan reading and writing strategies and assessment tasks for K-4 students, including struggling and advanced learners
LO5. Deepen knowledge about language including phonic and spelling concepts, written and visual grammar, and text types
LO6. Integrate literacy across other key learning areas to support reading and writing of factual, persuasive and media texts, using a range of resources including digital technology
LO7. Evaluate and develop creative and engaging literacy pedagogies using a range of resources
LO8. Critically reflect on English and literacy teaching in light of current issues, curriculum, professional learning and policies

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. Professional Knowledge: Standard 1 - Know students and how they learn 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. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 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. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 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. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 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. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 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. Literacy and numeracy strategies 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) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.2. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 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. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.2. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5. Literacy and numeracy strategies 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.2. Plan, structure and sequence learning programs 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3. Use teaching strategies 3.3.1. (Graduate) Include a range of teaching strategies. 3.5. Use effective classroom communication 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1. Assess student learning 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) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 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. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.2. Plan, structure and sequence learning programs 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 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. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.6. Information and Communication Technology (ICT) 3.2. Plan, structure and sequence learning programs 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3. Use teaching strategies 3.3.1. (Graduate) Include a range of teaching strategies. 3.4. Select and use resources 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5. Use effective classroom communication 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1. Assess student learning 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) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.4. Select and use resources 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) - 6. Professional Engagement: Standard 6 - Engage in professional learning 6.2. Engage in professional learning and improve practice 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community 7.4. Engage with professional teaching networks and broader communities 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

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

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professional Knowledge: Standard 1 - Know students and how they learn
1.1		Physical, social and intellectual development and characteristics of students.
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		Understand how students learn.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.5		Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
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		Professional Knowledge: Standard 2 - Know the content and how to teach it
2.1		Content and teaching strategies of the teaching area
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		Content selection and organisation
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3		Curriculum, assessment and reporting
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4		Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5		Literacy and numeracy strategies
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6		Information and Communication Technology (ICT)
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3		Professional Practice: Standard 3 - Plan for and implement effective teaching and learning
3.2		Plan, structure and sequence learning programs
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3		Use teaching strategies
3.3.1		(Graduate) Include a range of teaching strategies.
3.4		Select and use resources
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5		Use effective classroom communication
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
5		Professional Practice: Standard 5 - Assess, provide feedback and report on student learning
5.1		Assess student learning
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
6		Professional Engagement: Standard 6 - Engage in professional learning
6.2		Engage in professional learning and improve practice
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.4		Engage with professional teaching networks and broader communities
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

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

First time unit has run so no feedback at this point

Additional information

The final week 12 has a 2 hour learning expo which is part of the final assessment task and is compulsory attendance.

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

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUP2031: Building English Education

Semester 2, 2024 [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

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect