EDUP3006: Semester 2, 2020

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Units EDUP3006 Semester 2 2020 [Normal day]

Unit outline_

EDUP3006: English: Becoming Literate

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

In this unit students will continue to reflect on their theoretical knowledge of the principles of English teaching. They will critique key readings to challenge, make links to their own practices and to question past and current practice. Students will examine literacy assessment tools, identify the literacy demands of factual and multimodal texts and plan lessons to encourage pupil engagement through explicit teaching in stages two and three. As a result of working in this unit, students should be prepared to justify their own approach to teaching English and literacy across the curriculum areas in the primary classroom.

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008
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
Lecturer(s)	Jon Callow, jon.callow@sydney.edu.au
Tutor(s)	Penny Hutton, penny.hutton@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Analysis of a student's writing/image n/a	50%	Week 06	1500 words
Outcomes assessed:
Assignment	Resources and associated lesson plans to support literacy development in a KLA other than English n/a	50%	Week 10	1500 words
Outcomes assessed:

Assessment summary

Analysis of a student's writing/image: This task is designed for you to demonstrate your knowledge of visual and verbal grammar using a student's piece of illustrated writing. It gives you the opportunity to practise assessment and reporting, and to understand the ways we might best focus on student needs to develop meaningful plans for future teaching to meet those needs.
Resources and associated lesson plans: Select a unit of work from the EDUP3006 unit site, develop a unit of work, select two resources and decribe them, then create a detailed lesson plan and explain the choices you made.

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 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.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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	1. Integrating English K-6 within the primary classroom; 2. Recognising literacy demands across KLAs; 3. Overview of effective literacy practices	Lecture and tutorial (2 hr)
Week 02	Teaching genre and writing with factual texts	Lecture and tutorial (2 hr)
Week 03	Visual literacy: a focus on conceptual images in factual texts	Lecture and tutorial (2 hr)
Week 04	Assessing children's writing/image construction	Lecture and tutorial (2 hr)
Week 05	Teaching reading with factual texts	Lecture and tutorial (2 hr)
Week 05	Online tutorial exercise 1	Online class (2 hr)
Week 06	Digital resources to engage students	Lecture and tutorial (2 hr)
Week 07	Multiliteracies, multimodality and interactivity	Lecture and tutorial (2 hr)
Week 08	Working with factual texts in the primary classroom	Lecture and tutorial (2 hr)
Week 09	Talking to learn	Lecture and tutorial (2 hr)
Week 09	Online tutorial exercise	Online class (2 hr)
Week 10	Teaching for diversity	Lecture and tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

Required textbook: Callow, J. (2013). The shape of text to come: How image and text work. Marrickville, Australia: Primary English Teaching Association Australia (PETAA).
Required textbook: Humphrey, S., Droga, L. & Feez, S. (2012). Grammar and meaning (new ed.). Marrickville, Australia: Primary English Teaching Association Australia (PETAA).

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.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. discuss the social construction of literacy in the primary years
LO2. consider approaches to literacy for children who have diverse needs
LO3. implement effective teaching and learning principles and practices in literacy in the classroom (eg visual and verbal grammar, integration across KLA, multimodality, spelling strategies and vocabulary development) in the primary years
LO4. use appropriate criteria in selecting a range of children’s factual texts, for use with readers and writers in the primary years
LO5. debate different methods for teaching reading with factual texts and consider the implications of different methods for a balanced literacy program in the classroom
LO6. demonstrate a range of skills needed to work with a child learning to construct written and visual texts in the primary years
LO7. effectively use a variety of literacy assessment strategies and learn how to interpret assessment data
LO8. demonstrate knowledge of a range of multimodal texts suitable for primary classrooms, their schematic structure and grammatical features, and critical understandings of how to develop coherent and sequenced lessons incorporating these texts using teaching strategies to support children with diverse literacy needs.

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

Responding to student feedback

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

Word count changed from 2000 words to 3000 words due to EDUP3006 being a 4 credit point unit)

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

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