Students

EDST3100 – Teaching English Language and Literacies in the Early Primary School Years

2025 – Session 2, Online-scheduled-weekday

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Co-Convenor
Michelle O'Dowd
Contact via Consultation via dialogue
Consultation via dialogue
Co-Convenor
Fay Hadley
fay.hadley@mq.edu.au
Consultation via dialogue
Tutor
Susan Markose
susan.markose@mq.edu.au
Contact via Consultation via dialogue
Consultation via dialogue
Tutor
Dragana Stosic
dragana.stosic@mq.edu.au
Contact via Consultation via dialogue
Consultation via dialogue
Credit points Credit points
10
Prerequisites Prerequisites
160cp at 1000 level or above including EDST2100 or EDST210 or EDST2601
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

This unit engages students in a study of English language and literacy pedagogy in the early primary school years, with a focus on "learning to read" and "learning to write". This unit covers evidence-based teaching instruction for promoting language and literacy skills across the transition to school and early primary school years. It emphasises the need for a continuous cycle of explicit, systematic, and evidence-based instruction for all students. It also introduces strategies for supporting children in learning to read and write through a range of quality everyday and literary texts, and in ways that consider children's oral language development and diverse linguistic and cultural experiences.

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 the role and value of language, literacy and literature across the curriculum in prior-to-school and school (K–6) contexts.
  • ULO2: Design explicit and systematic literacy and language learning experiences that are engaging and motivating to a broad range of students.
  • ULO3: Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for quality literacy learning experiences.
  • ULO4: Analyse significant issues in literacy education drawing upon current research, policies, curriculum and practices.
  • ULO5: Collaboratively demonstrate competence in personal use of language and literacy in a variety of forms, including ICT.
  • ULO6: Develop understanding of the requirements of a Graduate Teacher.

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).

Unauthorised use of generative artificial  intelligence

Occurs when a student uses material produced by a generative artificial intelligence in an academic exercise, without authorisation and submits it as their own work.

Unauthorised use of generative artificial intelligence may include using generative artificial intelligence to:

  • produce or retrieve information and then using that information in an academic exercise;
  • paraphrase text;
  • increase or enhance the quality of an academic exercise, beyond the purposes permitted within the academic exercise;
  • produce an answer for a task or quiz; and/or produce non-text-based work and then using that non-text-based work in an academic exercise.

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

Applications for extensions must be made via Service Connect.

Late submission penalty

Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day to late submissions, up until the 7th calendar day (including weekends). 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.

Important to note:

  • Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs) will be addressed by the unit convenor in a Special consideration application.
  • Students should not request an informal arrangement from their tutor, lecturer or Unit Convenor (or equivalent).
  • Where an application for Special Consideration is approved and the outcome is an extension to the due date of a task, submissions that are received after the new due date will be subject to late penalties that are calculated from the new due date. This only applies where the outcome is an extension to the due date – see the Special Consideration Policy for a schedule of all possible outcomes.

Marking

All assessments are marked using a rubric.

Marking of all assessments is moderated by the Unit Convenor.

Quiz 

The quiz is an individual assessment task and must be completed by each student individually. Similarities in responses between students will be checked and investigated for possible collusion.

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
ASSET survey 5% No 05/10/2025
Major assignment 1 50% No 16/09/2025
Major assignment 2 45% No 13/11/2025
Key Competencies Task 0% Yes 19/09/2025

ASSET survey

Assessment Type 1: Non-academic writing
Indicative Time on Task 2: 3 hours
Due: 05/10/2025
Weighting: 5%

 

Completing the Annual Student Survey of Education for Teaching (ASSET) forms part of the assessment for this unit. The survey is in 5 parts and students will be awarded 1% for completion of each part.

 
On successful completion you will be able to:
  • Develop understanding of the requirements of a Graduate Teacher.

Major assignment 1

Assessment Type 1: Lesson plan
Indicative Time on Task 2: 35 hours
Due: 16/09/2025
Weighting: 50%

 

Group component (Part A). In a group, students design a thematic sequence of four lesson plans that span across the six language and literacy modes for a group of target learners in K–2. The unit should align with the literacy profile of an assigned school. The unit must include a one-page unit overview and a 400 word rationale for the choice of texts and overall coherence of learning sequence.

Individual component (Part B). Students submit a summary and justification of resources mentioned in the one of the four lesson plans and planning for assessment. Students will provide research-referenced rationales for the specific literacy pedagogies applied in one of the four lesson plans. (700 words)

 
On successful completion you will be able to:
  • Explain the role and value of language, literacy and literature across the curriculum in prior-to-school and school (K–6) contexts.
  • Design explicit and systematic literacy and language learning experiences that are engaging and motivating to a broad range of students.
  • Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for quality literacy learning experiences.
  • Analyse significant issues in literacy education drawing upon current research, policies, curriculum and practices.
  • Collaboratively demonstrate competence in personal use of language and literacy in a variety of forms, including ICT.

Major assignment 2

Assessment Type 1: Portfolio
Indicative Time on Task 2: 31 hours
Due: 13/11/2025
Weighting: 45%

 

Extending on the design of the four lessons in Task 2 and based on a professional experience: submit two additional lesson plans designed with a focus on: (1) learning to read and (2) learning to write. The two lesson plans must include how students would cater for adjustment and extension of the individual learners in the class based on the professional experience classroom.

Students need to recommend and justify two additional learning resources to support the lesson plans. 

 
On successful completion you will be able to:
  • Explain the role and value of language, literacy and literature across the curriculum in prior-to-school and school (K–6) contexts.
  • Design explicit and systematic literacy and language learning experiences that are engaging and motivating to a broad range of students.
  • Critically reflect upon pedagogy and appropriate evidence-based teaching strategies for quality literacy learning experiences.
  • Analyse significant issues in literacy education drawing upon current research, policies, curriculum and practices.

Key Competencies Task

Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 1 hours
Due: 19/09/2025
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

 

Students demonstrate knowledge of phonics and phonological awareness. This is assessed by students completing an online quiz. This is a hurdle task and students repeat the task until they receive a 90% or higher grade for the quiz.

 
On successful completion you will be able to:
  • Explain the role and value of language, literacy and literature across the curriculum in prior-to-school and school (K–6) contexts.
  • Develop understanding of the requirements of a Graduate Teacher.

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

Resources

Fellowes, J. & Oakley, G. (2024). Language, literacy and early childhood education (4th ed.). Oxford University Press.

Students may use the previous edition of this textbook if that is what they already own from a previous unit of study.

Required and recommended texts

All other materials can be located on the iLearn site

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.

Unit Schedule

EDST3100 Weekly schedule – 2025, Session 2

 

Week starting date:

Lecture #

Lecture focus

Textbook reading

Fellowes, J. & Oakley, G. (2024). Language, literacy and early childhood education (4th ed.). Oxford University Press.

Module 1 Introduction: Language, literacy, and children’s literature

28 Jul

1
  • An introduction to the simple view of reading, the  simple view of writing, and the “Big Six Ideas” in reading development.
  • Short recording: ‘Learning from educational data’ (Preparation for assignment)

Fellowes & Oakley (2024).

o Chapter 10: Understanding reading.

If you are using the previous edition of this textbook (3rd ed. – 2020), the relevant chapter number is the same.

Module 2 Learning to read

This module develops an understanding of the explicit teaching of reading. It includes understanding the pervasive nature of literacy and its role in everyday situations, and the importance of home and community literacy practices. Based on research evidence related to teaching reading,  students develop their ability to develop units of work and teaching plans that incorporate the effective use of literacy strategies.

4 Aug

2
  • Vocabulary
  • Fluency

Fellowes & Oakley (2024).

o Chapter 13 Vocabulary for reading and writing.

o Chapter 16 Developing reading fluency

If using the 3rd edition of this textbook (2020), the relevant chapter numbers are 12 and 15.

11 Aug

3
  • Phonics (1)

Fellowes & Oakley (2024).

o Chapter 11 Phonological awareness (revision from your previous English unit).

o Chapter 12 Graphophonic knowledge and word identification

If using the 3rd edition of this textbook (2020), the relevant chapter is 11 (what was one chapter in the 3rd edition has been re-developed as two chapters in the 4th ed.)

18 Aug

4
  • Phonics (2)
  • Phonics for EAL/D students (Bonus short recording)

Module 3 Reading pedagogies for diverse learners

This module helps students understand the explicit teaching of reading appropriate to early year learners, with a focus on teaching and supporting English as an Additional Language and/or Dialect (EAL/D) students.

25 Aug

5
  • Comprehension
  • Engaging diverse learners  (Shorter recording)

 

Fellowes & Oakley (2024).

o Chapter 15 Reading for comprehension

If using the 3rd edition of this textbook (2020), the relevant chapter number is 14.

Module 4 Learning to write

This module helps students understand the explicit of teaching writing appropriate to the level of young learners based on research evidence related to teaching writing, and the feedback required to support learning. It also develops students’ knowledge of a range of resources and strategies to  support literacy learning and provide  additional support to cater for student diversity.

1 Sept

 

6
  • Learning to write (1) – concepts of writing instruction, some common text types for K­–2

Fellowes & Oakley (2024).

o Chapter 17 Introduction to writing

o Chapter 18 Writing purpose and text organisation

If using the 3rd edition (2020), the relevant chapter numbers are 16 & 17.

8 Sep

CHECK: HAVE YOU DONE THE HURDLE TASK BY 19/9 23:55?

7
  • Learning to write (2) – more on pedagogies for writing instruction, including for diverse learners

Fellowes & Oakley (2024).

o Chapter 21 Key strategies for teaching writing

o Chapter 22 Writing experiences and activities

If using the 3rd edition (2020), the relevant chapter numbers are 20 & 21.

15 Sep

8
  • Learning to write (3) – teaching writing conventions; organising writing instruction in the classroom

Fellowes & Oakley (2024).

o Chapter 19 The writing conventions

o Chapter 20 Spelling and handwriting

If using the 3rd edition (2020), the relevant chapter numbers are 18 & 19.

16 September - Major Assignment 1 Submit to Turnitin (23:55)

Complete the task by 19 September (23:55). Please note that this is a Hurdle Task

22 Sep to

5 Oct

MQ RECESS – No lectures or tutorials

This recess is intended for the purposes of flexible study time. Use it to further your Major Assignment 2 so that it is well-progressed if you are going on a professional experience placement in EDST3000 later this session.

Module 5 Conclusion and pulling it all together

This module helps students understand the literacy demands of the curriculum areas they teach, and develop effective teaching and formative, diagnostic and summative assessment strategies in reading and writing for K–2.

5 Oct

  • ASSET Survey

 

6 Oct

9
  • An overview of teaching English language and literacies in the early primary school years including assessment, planning, and instruction.

Fellowes & Oakley (2024).

o Chapter 23 Assessing and evaluating writing

o Chapter 27 Planning for language and literacy

Or 3rd ed. (2020) – see ch. 22 & 26.

13 Oct

10
  • Using a range of children’s literature; ways to organise and program for English and literacy learning in K–2.

Fellowes & Oakley (2024).

o Chapter 2 Children’s literature

Same chapter number in 3rd ed. (2020)

20 Oct to 7 Nov

(Weeks 11 – 13)

Professional placement in EDST3000 – no lectures or tutorials in this unit of study.

13 Nov

  • Major Assignment 2 Submit to Turnitin (23:55)

 

 

Suggestions for how to use this schedule

  • Print it out and hang it up in your study space and/or
  • Paste a copy into the front of your notebook for this unit of study.
  • Put the assessment due dates in your calendar/diary app.
  • Tick off lectures as you view them and make notes.
  • Tick off readings as you do them, and make notes.

 

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 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.

School of Education Procedures

In addition, the following policies and procedures for the Macquarie School of Education apply to this unit.

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 Bachelor of Arts/Bachelor of Education (primary) is a professional qualification. Activities completed during weekly tutorials (DAY or ONLINE DAY 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 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.

Student Support

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

Academic Success

Academic Success provides resources to develop your English language proficiency, academic writing, and communication skills.

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:

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.

Changes since First Published

Date Description
25/07/2025 Updated unit convenors and deleted on campus day info as the unit doesn't have them

Unit information based on version 2025.02 of the Handbook