Students
EDST8208 – Teaching English in the Primary School 3
2025 – Session 1, In person-scheduled-weekday, North Ryde
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
A/Prof. Emilia Djonov
Contact via iLearn
25WW, B514
by appointment
Unit Convenor/Marker
Dr. Catherine Martin
Contact via iLearn
|
|---|---|
| Credit points |
Credit points
10
|
| Prerequisites |
Prerequisites
EDST8207 or EDST8507
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| Corequisites |
Corequisites
|
| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
This unit builds on knowledge and skills developed in EDST8206 and EDST8207. The unit extends students' understanding of teaching principles and strategies for promoting the language and literacy skills of diverse learners across the later primary school years, including students with English as an Additional Language or Dialect (EAL/D). Building on EDST8207, the focus of EDST8208 moves from 'learning to read' and 'learning to write' to 'reading to learn' and composing effective written and multimodal texts for a range of purposes and audiences. The unit also examines research-informed ways teachers can use oral language interactions and a range of quality children's literature and everyday texts in Stage 2 and Stage 3 classrooms. The pedagogic emphasis is on a continuous cycle of explicit, systematic, and evidence-based instruction in vocabulary, comprehension, and the composition of written and multimodal texts across the curriculum for students of all capabilities. Collegial, co-operative configurations and relationships underpin work in this unit, and autonomous learning scaffolds skills and reflective capacity needed for continued development as a teacher of English in primary schools. |
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: Explain and evaluate the role and value of language, literacy and children's literature across the curriculum in later primary school (Yr 3 – 6) contexts.
- ULO2: Analyse and evaluate syllabus & research-informed literacy strategies for students from diverse backgrounds in the later years of primary school.
- ULO3: Design and critique creative, evidence-based learning experiences that support the reading and writing development of students in the later years of primary school.
- ULO4: Apply knowledge of differentiated literacy instruction to cater for diverse learners.
- ULO5: Develop strategies for and engage in research and reflexive practice to ensure quality student outcomes and nurture evidence-based practice.
General Assessment Information
General Submission Information
Please format assessments using 12-point font and 1.5 spacing. All assessments must be submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. It is the responsibility of all students to ensure that their submitted work is in a format compatible with Turnitin software for plagiarism checking. Submissions must meet the required file type and formatting specifications outlined in the assessment guidelines. Failure to submit work in an acceptable format may result in delays in processing your submission and potential penalties for non-compliance with assessment requirements. If you are unsure about the file format or have technical difficulties, it is your responsibility to seek assistance before the submission deadline. Students should be careful to check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file. It is not the responsibility of unit staff to contact students who have failed to submit assessments. If you have any missing items of assessment, it is your responsibility to contact the unit convenor. Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. Word limits are strictly applied. Work above the word limit will not be marked.
Use of Artificial Intelligence (AI)
Students should be aware of and apply the University policy on academic integrity (see: https://policies.mq.edu.au/document/view.php?id=3). Any student suspected of using unauthorised AI in an assignment will be referred to the Faculty of Arts Discipline Committee. Penalties can include reduced marks for an assessment, being awarded '0' for a task, failing an entire unit, being excluded from a course of study. Please see each assessment task description/rubric for expectations about AI.
Special Consideration / Late Penalties
Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day an assessment is not submitted, up until the 7th day (including weekends) (see: https://students.mq.edu.au/study/assessment-exams/special-consideration). Applications for extensions must be made via Service Connect. After the 7th day, a mark of 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11:55pm. A 1-hour grace period is provided to students who experience a technical issue. This late penalty will apply to non-timed sensitive assessments (incl. essays, reports, posters, portfolios, journals, recordings etc). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special Consideration application. A Special Consideration outcome may result in a new question or topic.
Marking
All assessments are marked using a rubric.
Marking of all assessments is moderated by the Unit Convenor.
University Policy on Grading
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading System and University Assessment Policy.
To attain a pass or higher grade in Professional Experience a student must obtain a satisfactory in both the Professional Experience component and a pass or higher grade in the academic component. For Professional Experience units the Professional Experience Evaluation Report is marked as Satisfactory or Unsatisfactory. The Macquarie Teaching Performance Assessment (MQTPA - in final WIL/PEx units) is marked as Not met, Met or Exceeds.
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed because 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 Service Connect.
Withdrawing from this unit
If you are considering withdrawing from this unit, please seek academic advice via Service Connect before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact your course progression.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Task 1 | 50% | No | 23:55 06/04/2025 |
| Task 2 | 50% | No | 23:55 01/06/2025 |
Task 1
Assessment Type 1: Report
Indicative Time on Task 2: 40 hours
Due: 23:55 06/04/2025
Weighting: 50%
Report (3000 words)
Selection and justification of multimodal text choices. Based on a unit of work in a given KLA and for a nominated class, students use data and other evidence to select and justify the suitability of a range of disciplinary texts for a specified case study.
A) Selection and annotations: Students will select and complete research and syllabus-supported annotations of excerpts to demonstrate the suitability of chosen texts.
B) Syllabus and scholarly justifications: Students will substantiate their choices with at least 10 relevant academic readings. Students should also explain the teaching strategies they would use to teach the texts. Students should also consider integration with other KLAs.
On successful completion you will be able to:
- Explain and evaluate the role and value of language, literacy and children's literature across the curriculum in later primary school (Yr 3 – 6) contexts.
- Analyse and evaluate syllabus & research-informed literacy strategies for students from diverse backgrounds in the later years of primary school.
- Design and critique creative, evidence-based learning experiences that support the reading and writing development of students in the later years of primary school.
- Apply knowledge of differentiated literacy instruction to cater for diverse learners.
- Develop strategies for and engage in research and reflexive practice to ensure quality student outcomes and nurture evidence-based practice.
Task 2
Assessment Type 1: Learning plan
Indicative Time on Task 2: 40 hours
Due: 23:55 01/06/2025
Weighting: 50%
Adaptation of published unit of work (3000 words)
A) Adaptation & annotations: Students will adapt a published unit of work to support learners with diverse abilities to understand how meaning is constructed through a range of language modes in disciplinary texts.
B) Research-informed justification. Students will elaborate and justify their differentiated teaching with reference to Syllabus and academic readings.
On successful completion you will be able to:
- Explain and evaluate the role and value of language, literacy and children's literature across the curriculum in later primary school (Yr 3 – 6) contexts.
- Analyse and evaluate syllabus & research-informed literacy strategies for students from diverse backgrounds in the later years of primary school.
- Design and critique creative, evidence-based learning experiences that support the reading and writing development of students in the later years of primary school.
- Apply knowledge of differentiated literacy instruction to cater for diverse learners.
- Develop strategies for and engage in research and reflexive practice to ensure quality student outcomes and nurture evidence-based practice.
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
Prescribed and recommended readings
Compulsory text:
Derewianka, B & Jones, P. (2023). Teaching language in context (3rd ed.). Oxford University Press.
Some literary texts for children will also be set as compulsory readings, and advised on iLearn.
Highly recommended text:
Thomas, D., & Thomas, A. (Eds.) (2021). Teaching and learning Primary English. Oxford University Press.
Additional recommended texts:
Adam, H. (2021). Transforming practice: Transforming lives through diverse children's literature. Primary English Teaching Association Australia.
Beck, I.L., McKeown, M.G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). The Guildford Press.
Carnine, D.W., Silbert, J., Kame’enui, E.J., Slocum, T.A., & Travers, P.A. (2017). Direct instruction reading (6th ed.) Pearson. [Chapter 21: Direct instruction in content area reading, pp. 234–275]
Cremin, T. (2023). Teaching English creatively (3rd ed.). Routledge.
Derewianka, B. (2020). Exploring how texts work (2nd ed.). Primary English Teaching Association Australia.
Flint, A.S., Kitson, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., Rogers, J., & Ware, S. (2020). Literacy in Australia: Pedagogies for engagement (3rd ed.). Pearson.
Graham, S., MacArthur, C.A., & Hebert, M. (Eds). (2018). Best practices in writing instruction (3rd ed.). Guildford Press.
Hammond, J., & Miller, J. (Eds.) (2015). Classrooms of possibility: Supporting at-risk EAL students. Primary English Teaching Association Australia.
Harper, H., & Feez, S. (Eds.)(2021). An EAL/D Handbook: Teaching and learning across the curriculum when English is an additional language or dialect. Primary English Teaching Association Australia.
Henderson, R. (Ed.)(2019). Teaching literacies: Pedagogies and diversity (2nd edition). Oxford University Press.
Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning (2nd ed.). Primary English Teaching Association Australia.
Humphrey, S. & Vale, E. (2020) Investigating model texts for learning. Primary English Teaching Association Australia.
Johnston, R. R. (2017). Australian literature for young people. Oxford University Press, Australia.
McDonald, L. (2017). A literature companion for teachers (2nd ed.). Primary English Teaching Association Australia.
Milton, M. (Ed.) (2017). Inclusive principles and practices in literacy education. Emerald Publishing Limited.
Morgan, A-M., Comber, B., Freebody, P. & Nixon, H. (2014). Literacy in the middle years: Learning from collaborative classroom research. Primary English Teaching Association Australia.
Richardson, J.S., Morgan, R.F, & Fleener, C. (2012). Reading to learn in the content areas (8th ed.). Cengage Learning.
Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Equinox.
Simpson, A., White, S., Freebody, P., & Comber, B. (2013). Language, literacy and literature. Oxford University Press.
Stuart, M., & Stainthorp, R. (2015). Reading development and teaching. SAGE.
Wing Jan, L. & Taylor, S. (2020). Write ways. (5th ed.). Oxford University Press.
Wolsey, T.D. & Lapp, D. (2016). Literacy in the disciplines: A teacher’s guide for Grades 5 – 12. Guilford Press.
Zbaracki, M. (2015). Writing right with text types. Oxford University Press.
Information about the unit iLearn site
This unit has a full web presence through iLearn. 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. Assistance is available from IT Helpdesk: via email onehelp@mq.edu.au or Ph: 9850 4357 or 1800 67 4357. On Campus: Ground floor at 18 Wally’s Walk.
Lectures
Lectures will be available on the web through the Echo360 component. You must listen to and view all lectures. PowerPoint slides will be available in the Echo360 section. You are encouraged to create your own notes, however, rather than only downloading slides.
Structure
The unit structure can be found in the university timetable: Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au)
The unit will be delivered using a combination of lectures and tutorials. There will be a weekly 1-hour lecture. All lectures will be recorded and available in Echo360. Weekly 2-hour tutorials/workshops will be held for 'weekday attendance' [internal] students, while 'infrequent attendance' [external] students will have one full-day on-campus session and one full-day online session (divided into manageable sections).
In tutorials and at the on-campus session and online session (as relevant to their enrolment mode), 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. Students are required to participate in small group activities and whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. Sometimes short 'homework' tasks will be set, which also need to be completed as tutorial preparation. The weekly program for the unit of study with the accompanying readings/ preparation will be available on the unit iLearn site.
Unit Schedule
Module 1 Introduction: Language, literacy and children’s literature
This module will provide an orientation to the unit, and revisit some of the key knowledge that students are expected to bring to this unit from earlier ones, with a focus on this knowledge as foundational for supporting students to engage with and create effective imaginative, persuasive and informative texts in Years 3-6.
Module 2 Reading for learning and student engagement
This module helps students understand the explicit teaching and assessment of reading comprehension appropriate to learners in Years 3-6. Based on research evidence related to teaching reading, students develop ability to design units of work and teaching plans that incorporate children’s literature alongside other quality multimodal texts and the effective use of literacy teaching strategies, including ICT that cater to learner diversity.
Module 3 Writing in the later primary school years
This module draws on research evidence about writing pedagogies to help students understand the explicit teaching of writing appropriate to the level of young learners. It also develops students’ knowledge of a range of resources and strategies, including ICT to support literacy learning and provide additional support to cater for student diversity.
Module 4 English teaching for all capabilities, and revision
This unit focuses on understanding the pervasive nature of literacy and its role in everyday situations, and the importance of home and community literacy practice. It will raise students’ awareness of specific strategies to cater for students of diverse abilities, including students with EALD (English as an Additional Language or Dialect).
For further details, please refer to the iLearn site, where a detailed unit schedule with readings will be made available.
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:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Assessment Procedure
- Complaints Resolution Procedure for Students and Members of the Public
- Special Consideration Policy
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 connect.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
Academic Integrity
At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
The Writing Centre
The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.
- Workshops
- Chat with a WriteWISE peer writing leader
- Access StudyWISE
- Upload an assignment to Studiosity
- Complete the Academic Integrity Module
The Library provides online and face to face support to help you find and use relevant information resources.
Student Services and Support
Macquarie University offers a range of Student Support Services including:
- IT Support
- Accessibility and disability support with study
- Mental health support
- Safety support to respond to bullying, harassment, sexual harassment and sexual assault
- Social support including information about finances, tenancy and legal issues
- Student Advocacy provides independent advice on MQ policies, procedures, and processes
Student Enquiries
Got a question? Ask us via the Service Connect Portal, or contact Service Connect.
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.
School of Education Procedures
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Attendance for Master of Teaching (Primary and Secondary) units
Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional qualification. All students must meet the 80% attendance requirement.
Activities completed during tutorials or on campus days are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards. Attendance at all tutorials or on-campus days is expected and the roll will be taken.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through eStudent. Please do not contact the unit convenor requesting a change.
Academic Progression Policy
This unit is a part of a professional course listed on Schedules 2 and 3 of the Academic Progression Policy. This course has additional requirements that are applicable for the full duration of the course, including course-specific Inherent Requirements, Fitness to Practice requirements and other compulsory course requirements. It also has rigorous academic progression standards. Inability to meet these requirements may result in a withdrawal of offer of admission and/or permanent exclusion from the course in accordance with the General Coursework Rules.
Communication
It is the student’s responsibility to check all electronic communication on a weekly basis. Communication may occur via:
- Official MQ Student Email Address
- The Dialogue function on iLearn
- Other iLearn communication functions
Attendance and Participation
See the University timetable for information about when classes begin in this unit. Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au)
Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is expected as the [[insert ITE degree title here]] is a professional qualification. Activities completed during weekly tutorials (DAY or ONLINE DAY mode) or on campus days (INFQ mode) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements. Attendance at all tutorials and/or on campus days is expected and will be recorded. Make up tasks may be given if attendance is missed to ensure all content is covered to meet accreditation requirements.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-Student. Please do not contact the unit convenor to request a change.
Infrequent Attendance Students
Information about the dates of the on-campus sessions can be found in the university timetable. Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au)
- The on campus sessions are essential to student engagement and learning and attendance is expected. Failure to attend or not to have an approved Special Consideration may result in a Fail grade.
- Prior to the on campus sessions, students should have read the prescribed readings and listened to the lectures, summarise the main points, and make notes of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.
- 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.
- Further details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.
Unit information based on version 2025.03 of the Handbook