Course coordinator
Dr Amy Rouse
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course is part of a suite of courses within the Bachelor of Education (Primary) degree. This course culminates preservice teacher preparation for learning and teaching Language, Literature and Literacy - the three interrelated strands of the Australian Curriculum: English Learning Area. Preservice teachers will develop their role as critical and reflective practitioners through setting professional learning goals and participation in and contribution to several professional learning communities that include peers and future teaching colleagues. They will also be expected to demonstrate critical knowledge and communication skills to analyse, theorise, and reflect on learning and teaching English and literacy. Engaging students from diverse backgrounds such as Aboriginal and Torres Strait Islander and English Additional Language or Dialect students in intellectually challenging learning experiences will continue to be highlighted. Throughout the course preservice teachers will expand their disciplinary knowledge of English and Literacy, build a comprehensive resource portfolio for planning, teaching and assessment in subject English, and use current curriculum frameworks and policies to consider the relationship between theory and practice to inform their future work and practice
In this course, preservice teachers will begin to: develop their role as critical and reflective practitioners through participation in professional communities of educators; expand their disciplinary knowledge of English and literacy; prepare work that reflects current curriculum frameworks and policies; and understand how to engage students from diverse backgrounds in intellectually challenging learning experiences. At the same time, preservice teachers will be expected to demonstrate technical and communication skills to analyse, theorise and reflect about resources and developments in English and literacy that contribute to effective professional practice and research scholarship.ﾠ(APST: 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 5.1, 6.1, 6.2, 6.3, 7.1, 7.4)
Course requirements
Assumed background
EDUC4720 is an English and literacy course in the BEd primary program. It is assumed that preservice teachers have successfully completed the two previous English and literacy courses in the suite of offerings namely EDUC1730 and EDUC3710.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC1730; EDUC3710
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC4702
Restrictions
Entry to the BEd (Primary) and the BEd (Primary) (Honours) programs
Course contact
Course staff
Lecturer
Dr Amy Rouse
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
EDUC4720 is taught as a three-hour workshop to allow for self-directed learning and collaboration as part of a capstone experience for preservice teachers learning to teach English and literacy in the BEd program.
Aims and outcomes
EDUC4720 aims to equip preservice teachers not only with comprehensive contemporary knowledge and skills but also the ability to apply such knowledge and skills to teach the English and literacy curriculum effectively in primary school classrooms. Essential to this aim is the development of preservice teachers as professional educators - independently and collaboratively - who are critical and reflective practitioners.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Develop a resource portfolio with accompanying rationale for planning, teaching and assessment in English and Literacy based on critical knowledge and understanding of student learning and evidence-based curriculum frameworks in the English Curriculum Learning Area.
(APST: 1.2, 2.1, 3.3, 3.4, 4.1, 5.1)
LO2.
Demonstrate the ability to support inclusive student participation and engagement for all students across the full range of abilities including those with diverse backgrounds such as Aboriginal and Torres Strait Islander and English as an Additional Language or Dialect (EAL/D) students.(APST: 1.2, 1.3, 1.4, 1.5, 4.1)
LO3.
Demonstrate critical knowledge and communication skills to analyse, theorise and reflect on effective strategies and practices for learning, teaching, and assessment in English and Literacy in primary schools. (APST: 2.1, 2.5, 3.3, 4.1, 5.1)
LO4.
Identify professional learning needs, set goals, and develop plans for professional learning that include participation in and contribution to professional learning communities to evidence breadth and depth in professional knowledge, understanding, and expertise for learning, teaching, and assessment in English and literacy in primary schools. (APST: 6.1, 6.2, 6.3, 7.1, 7.4)
LO5.
Use knowledge of student learning in the English Curriculum Area and evidence-based curriculum frameworks to individually and collaboratively plan units of work and lesson sequences that include setting goals, suitable content, effective teaching strategies, a range of assessment approaches and appropriate resources to not only support inclusive student participation and engagement but also expand learning opportunities for all students including those with English as an Additional Language or Dialect (EAL/D) and diverse backgrounds. (APST: 1.2, 1.3, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.5, 5.1)
LO6.
Demonstrate clear, fluent and coherent communication skills consistent with personal, professional and academic conventions
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Professional learning plan | 15% 500 word equivalent |
21/03/2025 2:00 pm |
| Paper/ Report/ Annotation | Unit plan and lesson sequence | 45% 2000 word equivalent |
17/04/2025 2:00 pm |
| Essay/ Critique, Portfolio | Resource portfolio and pedagogical statement | 40% 2500 word equivalent |
9/06/2025 2:00 pm |
Assessment details
Professional learning plan
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 15% 500 word equivalent
- Due date
21/03/2025 2:00 pm
Task description
During the first three weeks, you will identify the strengths and weaknesses in your teaching of English and literacy in primary schools. From this process you will develop professional goal/s and a learning plan for achieving these goal/s throughout the semester. You will also participate in activities during class, a professional learning community, designed to help you share your goals and develop your learning to meet your professional needs throughout the semester.
Your professional learning plan will include:
- The strengths and weaknesses in the teaching of English and literacy that you have identified
- A clearly achievable goal to address at least one of these weaknesses over the semester
- A brief discussion of your thinking and reasoning that helped you select your goal and develop your plan which includes how you will participate in and contribute to professional learning opportunities throughout the semester (drawing on readings, classroom experiences, previous courses, supervisor feedback, workshop activities etc)
You will be assessed on your ability to clearly and succinctly explain:
- Your identified strengths in the teaching of English and literacy
- Your identified weaknesses in the teaching of English and literacy
- The area/s of weakness that you will focus on for further investigation and learning
- At least one learning goal related to this area of focus
- The thinking and reasoning that helped you develop your goal/s and plan for professional learning
Submission
Assessment Task 1 should be submitted on the due date by 2:00pm via the submission link in Blackboard. Preservice teachers are reminded of the School of Education’s policy regarding late submission of assignments (please see Section 5.3 of the ECP for EDUC4720). Please ensure all submitted materials are clearly identified with your name and student number on each page.
Submission guidelines
On Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Unit plan and lesson sequence
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 45% 2000 word equivalent
- Due date
17/04/2025 2:00 pm
- Learning outcomes
- L02, L03, L05, L06
Task description
PART 1 (20%)
In this task you are required to work in a group to use your knowledge of student learning in the English Curriculum Learning Area to collaboratively design a unit (macro) plan for an allocated year level in primary school. Your unit plan needs to be based on the teaching and learning cycle and draw on contemporary curriculum frameworks. Your unit plan needs to include:
- Contextual considerations (e.g., your students – prior experiences/knowledge); the school setting/context/priorities/imperatives)
- Curriculum connections (i.e., English Content Descriptions, other Learning Areas, Cross Curriculum Priorities, General Capabilities)
- Learning goals, learning experiences, teaching strategies and assessment approaches to expand learning opportunities for all students including those with English as an Additional Language or dialect (EAL/D) and diverse backgrounds.
- Resources both traditional and online and including ICT to engage all students in their learning and support teaching (e.g., literary & non-literary texts, kits, videos)
- Conceptual links (e.g.., Four Resources Model; Multiliteracies Pedagogy)
Your response will reflect your knowledge and understanding of the course content and relevant research, curriculum and policy documents as derived from the readings, lectures and tutorials.
Questions to Scaffold Unit Plan Development
Answers to the following questions may assist critical alignment among knowledge of curriculum, teaching, student learning and assessment as well as decision-making about planning:
- What content will enthuse/interest/motivate your students? Why? (relevance to students/English Curriculum/EAL/D students and students from diverse backgrounds)
- What are your goals for student learning? Why?
- How will your goals, learning experiences and teaching strategies expand learning opportunities for all students?
- What texts will you select to build/deepen knowledge and promote substantive classroom/student conversations?
- How will you select and use resources to engage all students in their learning?
- What concepts/frameworks will inform your thinking about planning?
- How will students demonstrate their learning and achievement throughout the unit? (What outcome tasks will students produce and what assessment strategies – formal/informal, diagnostic, summative – will you use throughout the unit to enable student learning?)
You will present/display your group unit plan on one side of an A3 sheet of paper (references may be listed overleaf using the required APA style). Font size must be no smaller than 11. The nature of planning documents calls for economic use of words and space hence well-constructed notes/dot points are expected and appropriate exploitation of layout, headings, colour, tables, codes etcetera is encouraged.
PART 2 (25%)
Based on your group’s unit plan for an allocated year level in the primary school, you will develop a coherent sequence of three lessons. These lessons need to provide evidence of explicit teaching of key concepts in two of the following areas of the English Curriculum:
- Reading comprehension
- Guided writing
- Functional grammar
- Vocabulary development
Your lesson sequence needs to include:
- Student learning goals and lesson objectives
- Teaching strategies that support inclusive student participation and engagement
- Teaching strategies that include using ICT to expand curriculum learning for students
- Classroom organisation and management information
- Resources including ICT to engage all students in their learning
- A range of suitable assessment approaches – including formal/informal, diagnostic, summative – to assess student learning
- Ways to differentiate learning and teaching to cater for students with EAL/D and diverse backgrounds.
Submission guidelines
On Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Resource portfolio and pedagogical statement
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Portfolio
- Weight
- 40% 2500 word equivalent
- Due date
9/06/2025 2:00 pm
Task description
Throughout the semester you will collect a wide range of resources (20-30) that could be used in learning, teaching, and assessment in English and literacy. You need to focus on your professional learning goal but may include other resources you consider will assist you to become a highly effective English and literacy teacher. For the purposes of this assessment task, a resource is defined as a teaching aid, for example, an iPad app that has been designed to teach decoding skills to pre-schoolers, a board game that is designed for development of writing skills, a website that has lesson plans for the teaching of comprehension, an online digital storytelling tool, or an online digital educational game designed to teach grammar. A resource could also be a digital application or software that, although not designed for educational purposes, could be used in a classroom to enhance the teaching of English, for example, Minecraft, Google Tools or SecondLife.
It is expected that you will be able to describe and explain the strategies you might use with each resource to support inclusive student participation and engagement of all school students including across the full range of abilities and from diverse backgrounds (e.g., Aboriginal and Torres Strait Islander and English as an Additional Language or Dialect (EAL/D) students). Please note: It is a resource that you would use in the classroom. It is not a picture book or a piece of literature. It is not a text book.
You need to begin this collection as early as possible. We will share and plan some of these resources during workshops.
For this assessment task you will:
- Use an online curating tool to store your resource portfolio. Examples of curating tools include: Pinterest, Flipboard, Evernote, and Diigo. Use the categorisation tools (such as tags) to organise your portfolio. Think carefully about this organisation to ensure it is thoughtfully set out and user-friendly.
- Describe the resource portfolio including an online address (you do not submit the portfolio) and directions for navigation that show how it is organised.
- Describe the criteria you used to select and organise the resources. For example: Which key ideas/theories on your topic informed your selection? Why? Justify your selection with reference to the Australian Curriculum: English and literacy education literature/set text and refer to examples of your selected resources.
- Write a Statement of Pedagogical Practices in which you demonstrate your knowledge and understanding of learning, teaching, and assessment in your selected focus area across all the primary school years. In your Statement describe and explain how different resources (include at least six examples) in your portfolio enable strategies to support inclusive participation and engagement for all students across the full range of abilities including those with diverse backgrounds such as Aboriginal and Torres Strait Islander and English as an Additional Language or Dialect (EAL/D) students.
You will be assessed on your ability to:
- Describe your resource portfolio and its organisation and directions for navigation
- Describe and explain the criteria for categorisation when selecting and organising your resources
- Write a Statement of Pedagogical Practices which describes and explains how learning, teaching, and assessment occur in your focus area. Include an explication of how different resources (at least six examples) lend themselves to strategies to support inclusive participation and engagement for all primary school students. (750 to 1,000 words)
- Demonstrate appropriate technical and presentation skills, and communicate using appropriate text structures and linguistic features
This assignment is considered to be the equivalent of a 2,500-word essay.
Submission
This task should be submitted on the due date by 2:00pm via the submission link in Blackboard. Preservice teachers are reminded of the School of Education’s policy regarding late submission of assignments (please see Section 5.3 of the ECP for EDUC4720). Please ensure all submitted materials are clearly identified with your name and student number on each page.
Submission guidelines
On Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to demonstrate the skills, abilities and knowledge required to teach English and literacy |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Clear deficiencies in understanding the key concepts required for the teaching of English |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Lack of understanding and clarity in communication about knowledge and skills required to teach English/literacy |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate and satisfactory demonstration of knowledge skills and understanding required to teach English and literacy |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Substantial understanding skills and abilities demonstrated in relation to the teaching of English/literacy |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Evidence of originality in responses to assessment tasks that require significant understanding skills and abilities related to the teaching of English and literacy |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Substantial originality and insight in responses to assessment tasks that require significant understanding skills and abilities related to the teaching of English and literacy |
Additional course grading information
Determining final grades: The final grades are determined by considering the weighting of individual assessment items, through the use of a weighting formula and the profile of individual grades across accumulated assessment tasks.
All assignments will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Task 1: 15%
Task 2: 45%
Task 3: 40%
The formula with an example in brackets: (Student A receives, 6, 5, 5)
Grade for task 1 (6) x 0.15=0.9
Grade for task 2 (5) x 0.45=2.25
Grade for task 3 (5) x 0.40=2
Total = 0.9+2.25+2 = 5.15, rounded to nearest whole number = 5
The final grade would be rounded to the nearest whole number; in this case the grade would be 5.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
To avoid inflation or deflation of grades at the assessment level, the exact grade calculated from the rubric criteria scores will be manually recorded in the grade centre. The exact grades for each assignment (i.e., not the rounded grades) will be used to calculate the final course grade. Blackboard grade centre columns will be labelled accordingly.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Own copy required
You'll need to have your own copy of the following reading resources. We've indicated below if you need a personal copy of the reading materials or your own item.
| Item | Description |
|---|---|
| Book |
Literacy in Australia: Pedagogies for Engagement
by Flint; Amy Seely; Vicars; Mark; Muscat; Amanda; Bennet; Maria; Ewing; Robyn - 2024 Edition: 4th ed Publisher: John Wiley & Sons, Incorporated ISBN: 9781394183821; 9781394183838 |
Additional learning resources information
Hard or digital copies of the course text are recommended for preservice teachers to heighten achievement in the course and to add to their professional reference library.
Preservice teachers are expected to bring internet-connected devices such as a laptop, ipad etc to use during all lectures and workshops to maximise learning and participation. iPhones are not recommended for this purpose.
Additional readings will be posted on Blackboard for weekly topics, as appropriate.
Preservice teachers will benefit from participating in professional learning communities throughout this course and will be introduced to suitable English and literacy associations at national, state and local levels.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Workshop |
Introduction: Examining Literacy in the 21st Century APST: 1.2, 1.3, 1.5, 2.1, 2.3, 2.5, 2.6, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 1, Literacy in Australia (4th edition) Learning outcomes: L02, L03, L05, L06 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Digital Literacies and the AC:E APST: 1.2, 1.3, 1.5, 2.1, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 10, Literacy in Australia (4th edition) |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Oral Language APST: 1.2, 1.3, 1.5, 2.1, 2.3, 2.5, 2.6, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 3, Literacy in Australia (4th edition) |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Responsive and Relational Teaching APST: 1.2, 1.3, 1.5, 2.1, 2.3, 2.5, 2.6, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 7, Literacy in Australia (4th edition) |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Theories of Literacy Development APST: 1.2, 1.3, 1.5, 2.1, 2.3, 2.5, 2.6, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 2, Literacy in Australia (4th edition) |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Teaching Reading APST: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 4, Literacy in Australia (4th edition) |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Teaching Writing APST: 1.2, 1.3, 1.5, 2.1, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 5, Literacy in Australia (4th edition) |
Week 8 (14 Apr - 20 Apr) |
Workshop |
Literature and Becoming Literate APST: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.5, 2.6, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 6, Literacy in Australia (4th edition) |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 9 (28 Apr - 04 May) |
Workshop |
Effective Assessment APST: 1.2, 1.3, 1.5, 2.1, 2.3, 2.5, 2.6, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 9, Literacy in Australia (4th edition) |
Week 10 (05 May - 11 May) |
No student involvement (Breaks, information) |
Labour Day Public Holiday |
Week 11 (12 May - 18 May) |
Workshop |
Working with Struggling Readers and Writers APST: 1.2, 1.3, 1.5, 2.1, 2.3, 2.5, 2.6, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 8, Literacy in Australia (4th edition) |
Week 12 (19 May - 25 May) |
Workshop |
Diversity, Inclusion, and Student Agency APST: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.5, 2.6, 3.3, 3.4, 4.5, 5.1, 6.1, 6.2, 6.3, 7.4 Reading: Chapter 12, Literacy in Australia (4th edition) |
Week 13 (26 May - 01 Jun) |
Workshop |
Bringing It All Together: The Primary Literacy Classroom Course Wrap Up APST: 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.5, 5.1, 6.1, 6.2, 6.3, 7.1, 7.4 Reading: Malpique et al. (2023), Merga & Gardiner (2018) on Blackboard |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.