Students

EDST8507 – Teaching Primary English 2: Languages, Literacies and Literature in the Early Years

2026 – Session 2, Online-scheduled-weekday

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Aysheh Ali
aysheh.ali@mq.edu.au
Contact via aysheh.ali@mq.edu.au
25BWW 515
Consultant
Emilia Djonov
emilia.djonov@mq.edu.au
Contact via emilia.djonov@mq.edu.au
Tutor
Joanne Rossbridge
joanne.rossbridge@mq.edu.au
Contact via joanne.rossbridge@mq.edu.au
Tutor
Kate Linder
kate.lindner@mq.edu.au
Contact via kate.lindner@mq.edu.au
Tutor
Susan Markose
susan.markose@mq.edu.au
Contact via susan.markose@mq.edu.au
Tutor
Jennifer Barr
jennifer.barr@mq.edu.au
Contact via jennifer.barr@mq.edu.au
Tutor
Anissa Gordon
anissa.gordon@mq.edu.au
Contact via anissa.gordon@mq.edu.au
Tutor
Andrea Salins
andrea.salins@mq.edu.au
Contact via andrea.salins@mq.edu.au
Tutor
Miriam Barnes
miriam.barnes@mq.edu.au
Contact via miriam.barnes@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
EDST8217 or EDST8206
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

This unit deepens students’ understanding of language, literacy, and children’s literature to support quality, research-informed and curriculum-aligned teaching of English in the early primary school years. Students will develop tools of analysis and critically reflective capacities for understanding and evaluating a variety of texts for and by children in Years K–2 and apply this knowledge to planning learning sequences and assessment in the Primary English learning area. There is an emphasis on critical engagement with research literature and the application of evidence-based pedagogies for understanding and creating texts and for literacy and language development.  Students will design purposeful and engaging learning sequences which make connections between multiple focus areas within the K–2 English syllabus.

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: Understand and apply research-informed knowledge of the roles of language, literacy and children’s literature across the curriculum in early primary school contexts.
  • ULO2: Apply evidence-based literacy strategies and pedagogical knowledge of differentiated literacy instruction to develop effective and engaging learning sequences to cater for a range of students in the early years of primary school.
  • ULO3: Design and implement effective learning experiences in English to support the reading and writing development and the study of a range of texts and modes for students in the early years of primary school.
  • ULO4: Reflect on and critique significant issues in English and literacy teaching drawing upon current research, policies, curriculum and pedagogical knowledge.
  • ULO5: Demonstrate professional communication in applying scholarship, knowledge and understanding of the concepts and content and of the assessment and reporting requirements in English K-2.

General Assessment Information

General Submission Information  

All written assessments must be submitted electronically. Please format assessments using 12-point font and 1.5 spacing. Submissions must meet the required file type and formatting specifications outlined in the assessment guidelines. 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.  

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. 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, with + or – 10% applicable. Work above the word limit will not be marked.   

Academic Integrity 

Students should be aware of and apply the University policy on academic integrity (see: https://policies.mq.edu.au/document/view.php?id=3).  

Artificial Intelligence 

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 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. 

A Special Consideration outcome may result in a new question or topic.  

Applications must be made via Service Connect.   

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 Groupwork/Individual Short Extension AI Approach
Task 1: Appreciating texts for English K–2 50% No 24/09/2026 Individual Yes Open
Task 2: English learning sequence design and justification 50% No 08/11/2026 Individual Yes Open

Task 1: Appreciating texts for English K–2

Assessment Type 1: Practice-based task
Indicative Time on Task 2: 40 hours
Due: 24/09/2026
Weighting: 50%
Groupwork/Individual: Individual
Short extension 3: Yes
AI Approach: Open

Students analyse language and visual resources in two prose texts for K–2, and interpret how these features contribute to making meaning.
 
Students use scholarly research to justify the importance of these kinds of texts for the classroom.
On successful completion you will be able to:
  • Understand and apply research-informed knowledge of the roles of language, literacy and children’s literature across the curriculum in early primary school contexts.
  • Design and implement effective learning experiences in English to support the reading and writing development and the study of a range of texts and modes for students in the early years of primary school.
  • Demonstrate professional communication in applying scholarship, knowledge and understanding of the concepts and content and of the assessment and reporting requirements in English K-2.

Task 2: English learning sequence design and justification

Assessment Type 1: Professional task
Indicative Time on Task 2: 40 hours
Due: 08/11/2026
Weighting: 50%
Groupwork/Individual: Individual
Short extension 3: Yes
AI Approach: Open

Students design a connected sequence of English and literacy learning experiences for diverse target learners based on one of the texts from Task 1. The learning experiences make connections between multiple focus areas from the English syllabus and include activities for understanding texts and for creating texts.
 
Students provide a research-based justification for key pedagogical approaches adopted in their learning sequence using curriculum, policy, and scholarly research. They reflect on and critique significant issues in English and literacy teaching relevant to the learning sequence and/or the focus text/s.
On successful completion you will be able to:
  • Understand and apply research-informed knowledge of the roles of language, literacy and children’s literature across the curriculum in early primary school contexts.
  • Apply evidence-based literacy strategies and pedagogical knowledge of differentiated literacy instruction to develop effective and engaging learning sequences to cater for a range of students in the early years of primary school.
  • Design and implement effective learning experiences in English to support the reading and writing development and the study of a range of texts and modes for students in the early years of primary school.
  • Reflect on and critique significant issues in English and literacy teaching drawing upon current research, policies, curriculum and pedagogical knowledge.
  • Demonstrate professional communication in applying scholarship, knowledge and understanding of the concepts and content and of the assessment and reporting requirements in English K-2.

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
  • Academic Success 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.

3 An automatic short extension is available for some assessments. Apply through the Service Connect Portal.

Delivery and Resources

Delivery

This unit is offered in the following attendance modes:

  • In person-scheduled-weekday
  • Online-scheduled-weekday

Resources  

All required and recommended texts can be found here Teaching English 2: Language, Literacies and Literature in the Early Primary Years.   

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

Module

Timing

Content

Module 1

Weeks 1(30) – 2 (31)

Framing Subject English and literacy K–2 – contexts and possibilities

Module 2

Week 3 (32)

Oral Language in K – 2 English

Module 3

Weeks 4 (33), 5 (34) & 6 (35)

Understanding and creating story texts K–2

Module 4

Weeks 6 (35), 7(36) & 8 (37)  

Understanding and creating factual and persuasive texts K–2

Module 5

Weeks 9 (40)  – 10 (44)

Planning for learning and assessing English/literacy in K–2

 

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). 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.  

  There is an attendance requirement in this unit. Initial Teacher Education (ITE) degrees must ensure that teacher education students meet unit learning outcomes, course learning outcomes and the Graduate level of the Australian Professional Standards for Teachers. Since units are within an accredited ITE degree, Macquarie School of Education is required to demonstrate these outcomes and standards have been taught, practised and assessed. To meet ‘taught, practiced and assessed’ accreditation requirements, ITE units have mandatory attendance, with an expectation of at least 80% attendance at tutorials. Please see your unit iLearn site for details of how to meet attendance requirements in this unit. 

 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.   

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.  

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 https://students.mq.edu.au/support/technology/service-desk. 

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.

Unit information based on version 2026.02 of the Handbook