Students

EDST8212 – English Specialisation

2021 – Session 2, Infrequent attendance, North Ryde

Session 2 Learning and Teaching Update

The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.

This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.

Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.

Visit the MQ COVID-19 information page for more detail.

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Dr Kerry-Ann O'Sullivan
kerryann.osullivan@mq.edu.au
29WW 356
Credit points Credit points
10
Prerequisites Prerequisites
EDST8208 and EDST8211
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
A study of literature is a cornerstone to English teaching and learning in the NSW English syllabus. This unit focuses on developing knowledge of literature and how teachers can use literature in designing learning experiences that build multimodal and critical literacy skills in primary school children. It explores the skills required to communicate effectively through language, images and other modes and understand their role in creating and maintaining or subverting social values in today's linguistically and culturally diverse world. Through examination of a range of literary forms/genres, traditions and media (nursery rhymes and poetry, picture books, Aboriginal and Torres Strait Island literature, non-fiction, multicultural literature, adaptations of children's literature in film and interactive multimedia), the unit considers the potential of literature to support the teaching of all three strands of English in the Australian National Curriculum: language, literacy and literature.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Articulate and apply a research-shaped understanding of the role and value of literature across the curriculum in primary school contexts.
  • ULO2: Apply knowledge of, and evaluate teaching and assessment strategies, to design literature-based English learning experiences for primary school students.
  • ULO3: Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for literature-based learning experiences in primary school.
  • ULO4: Design differentiated learning to cater for diverse learners.
  • ULO5: Demonstrate effective communication strategies to report on rigorous investigation or scholarly inquiry into issues of critical relevance to the teaching of English in primary schools.

General Assessment Information

For full details of the 2 assessment tasks please see iLearn.

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc or .pdf format
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

 

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Please note:

  • Students should regularly save a copy of all assignments before submission,
  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

Assignment extensions and late penalties

  • In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see:https://students.mq.edu.au/study/my-study-program/special-consideration
  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.

 

  • Late submissions: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply - 10/100 marks of credit (10% of the total assessment weighting) will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted seven days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessment - e.g. quizzes, online tests. A zero result for the assignment will be recorded after the late submission period has ended if no task has been received.

 

  • If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
  • Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

 

Requesting a re-assessment of an assignment

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

Note:

  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.
  • The outcome of a re-mark may be a higher/lower or unchanged grade.
  • Grades are standards referenced and effort is NOT a criterion.

 

University policy on grading

Criteria for awarding grades for assessment tasks

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

 

Descriptive Criteria for awarding grades in the unit

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.

Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

 

The following generic grade descriptors provide university-wide standards for awarding final grades.

 

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

 

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of  the placement.

 

Withdrawing from this unit

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.

 

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Assessment Tasks

Name Weighting Hurdle Due
Task 1 Children's literature portfolio. Part A: Critical responses 25% No Monday 4th October 11.55pm
Task 1 Children's literature portfolio. Part B: Thematic bibliography and justification 25% No Monday 4th October 11.55pm
Task 2 Literature-focused unit of work and evaluative presentation 50% No 7th November 11.55pm

Task 1 Children's literature portfolio. Part A: Critical responses

Assessment Type 1: Qualitative analysis task
Indicative Time on Task 2: 20 hours
Due: Monday 4th October 11.55pm
Weighting: 25%

 

Task 1 is submitted in two parts.

Task 1 Part A: Two critical responses to assigned literature readings. Each response should be about 500 words, and be relevant to assigned texts and classroom discussion. The critical response should be based on textual and literary analysis, not just personal reflection (approx. 1000 words).

 
On successful completion you will be able to:
  • Articulate and apply a research-shaped understanding of the role and value of literature across the curriculum in primary school contexts.
  • Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for literature-based learning experiences in primary school.

Task 1 Children's literature portfolio. Part B: Thematic bibliography and justification

Assessment Type 1: Annotated bibliography
Indicative Time on Task 2: 20 hours
Due: Monday 4th October 11.55pm
Weighting: 25%

 

Task 1 is submitted in two parts.

Task 1 Part B: Thematic annotated bibliography of literary texts (1000 words)

 
On successful completion you will be able to:
  • Articulate and apply a research-shaped understanding of the role and value of literature across the curriculum in primary school contexts.
  • Apply knowledge of, and evaluate teaching and assessment strategies, to design literature-based English learning experiences for primary school students.
  • Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for literature-based learning experiences in primary school.

Task 2 Literature-focused unit of work and evaluative presentation

Assessment Type 1: Learning plan
Indicative Time on Task 2: 40 hours
Due: 7th November 11.55pm
Weighting: 50%

 

Task 2 has two components.

  • Unit of work. Based on key texts from the thematic bibliography from Task 1, students design a unit of work for a primary school class, focused on building knowledge of literature and critical and multimodal literacy skills. (2000 words)
  • Multimodal presentation to provide evaluation for continued professional learning, improved student learning and peer engagement. (10 mins)

 
On successful completion you will be able to:
  • Articulate and apply a research-shaped understanding of the role and value of literature across the curriculum in primary school contexts.
  • Apply knowledge of, and evaluate teaching and assessment strategies, to design literature-based English learning experiences for primary school students.
  • Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for literature-based learning experiences in primary school.
  • Design differentiated learning to cater for diverse learners.
  • Demonstrate effective communication strategies to report on rigorous investigation or scholarly inquiry into issues of critical relevance to the teaching of English in primary schools.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Required and recommended texts

Required: 

  • Callow, J. (2013). The shape of text to come. Newtown, NSW, Australia: Primary English Teaching Association Australia.​
  • McDonald, L. (2017). A literature companion for teachers (2nd ed.). Sydney, Australia: Primary English Teaching Association Australia.
  • There are peer reviewed articles as required readings in LEGANTO on iLearn (linked to the Library). 

Recommended texts will be suggested and listed on ilearn in the RESOURCES section.

 

Information about the unit iLearn site

This unit has a full web presence through iLearn. 

Students will need regular access to a computer and the Internet to complete this unit.

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies.

Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.

Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures weekly if you do not attend these ‘live’.

PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.

Access and technical assistance

Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. You will need to enter your student username and password.

Please do NOT contact the Unit Convenor regarding iLearn technical help.

No extensions will be given for any technical issues. Allow enough time for your submissions.

Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

This unit requires students to use several ICT and software skills:

  • Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks. 
  • Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
  • Uploading of assessment tasks to iLearn.

Structure

The unit comprises a weekly lecture, a weekly online tutorial with one on campus full day session. In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. There will be a supporting website for the unit providing additional readings, links and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au

Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the unit with the accompanying readings/ preparation is available on the unit iLearn site.

 

Unit Schedule

This Unit has the following required learning and attendance components:

  • A weekly lecture available online
  • A weekly online tutorial Tuesdays at 11am.  Attendance is required: weeks 31-32 (1 & 2) and weeks 40 to 45 (8 through to 13).
  • One on campus day, Wednesday 22nd September, 9am to 3pm. Attendance is required.

EDST8212 is structured in 5 Modules:

  1. Literary tales to tell       Weeks 1 & 2 
  2. Words, sounds and images     All day On campus session after the 6 weeks of professional experience 
  3. Textual patterns, forms and features      Weeks 8 & 9
  4. Many voices, many texts          Weeks 10, 11, & 12
  5. Creating and sharing stories     Week 13

A program with details of the weekly focus and required readings will be posted in ilearn.

We will have a 'book club' operating in the Unit for shared reading of children's literature

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

School of Education Procedures

In addition, the following policies and procedures of the School of Education are applicable in this unit.

Attendance

The online tutorials begin in Week 1 of Session 2.

Attendance: NESA Accreditation of the MTeach degrees stipulates 80% attendance which we, as unit convenors need to monitor.

Attendance at all synchronous activities (such as scheduled in person sessions or Zoom tutorials), viewing of lectures, completion of class tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional NESA accredited qualification.   All MTeach students must meet 80% of this attendance requirement.

ALL STUDENTS:

In addition to the required weekly online sessions: 

  1. The on-campus session on Wednesday 22nd September 9am to 3pm is essential to student engagement and learning and attendance on this day is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit. Please see attendance requirements (above) in this unit guide.
  2. Prior to the on-campus session, you should have read the prescribed readings and listened to all the lectures. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.
  3. Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.

Unit Expectations

  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

Electronic Communication

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via:

  • Official MQ Student Email Address
  • the dialogue function of ilearn
  • Other iLearn communication functions

 

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to help you improve your marks and take control of your study.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

If you are a Global MBA student contact globalmba.support@mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

5Rs Framework

5Rs Framework

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.

Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.

In this unit EDST8212, you will learn through using the 5Rs framework in the following important ways

  • resilience: exploration of subject construction & links to professional identity construction; working through the nature of group engagement & our 'book club' activities;
  • reflexive: attitudes to reading/ image of self as a reader & viewer examined; shaping of professional action emerging from self explorations; evaluative component to be included in assessment;
  • responsive: central to textual exploration and being responsive to a richness of ideas & forms; peer discussion and activities and resources to consider and respond to various issues including diversity & Aboriginal perspectives through looking at textual representation; assessment tasks will include implications for professional practice;
  • ready to learn: independent textual selections, wide reading & 'book club' participation; engagement with Professional Association activities included in unit;  and
  • research engaged: assessment tasks will be informed by a critical examination of research literature to provide an analysis of, and selection if relevant classroom textual material - justification of choices; student participation in a research project is included.

 

Unit information based on version 2021.02 of the Handbook