Course coordinator
Mrs Skye Playsted
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- 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 Literacy and English courses in the Master of Teaching (Primary) degree. Three interrelated aspects of the teaching profession provide a developmental framework for the courses: knowing yourself as a Literacy/English teacher; knowing your students; and knowing the disciplinary content of the subject English as well as the place of literacy teaching and learning within other curriculum areas. In this course, students will develop a repertoire of teaching strategies and practices related to the teaching of writing and children’s literature; identify a range of assessment techniques and strategies suitable for diverse contexts; and build their knowledge of key concepts related to literacy and the discipline of English.
For preservice teachers enrolled in the ‘standard’ Master of Teaching (Primary) Program, this course provides an introduction to school life through a 5-day (one week) block of professional experience and these preservice teachers are required to have a valid Blue Card for the Blue Card for the duration of the placement.
For preservice teachers enrolled in the ‘Turn to Teaching’ Internship Program, a professional experience placement is not part of this course.
EDUC7550 provides a comprehensive introduction to key aspects of the English learning area in the primary years of schooling. In the course, you will develop a repertoire of practices and strategies related to the teaching of writing and children's literature. You will identify and use a range of assessment techniques suitable for diverse contexts and build knowledge of key concepts related to the discipline of English. With the use of the Australian Curriculum: English, you will plan high-quality, intellectually rigorous writing activities and explore contemporary approaches for assessing student writing. Your completion of this course will be informed by key frameworks and approaches including the four resources model, the writing rope, and genre-based pedagogy. Strategies and resources utilised throughout EDUC7550, including embedded Information Communication Technologies (ICTs), are designed to enable you to demonstrate attainment of the Australian Professional Standards for Teachers (APST) at the graduate level. Specifically, the course's teaching and learning activities and assessment tasks target the following standards: 1.3, 2.1, 2.2, 2.3, 2.5, 3.1, 3.3, 3.4, 3.5, 4.1, 5.1, 5.2, 5.3, 5.4, 6.2, andﾠ6.4.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Students are required to hold a current 'Blue Card' authorised by the School of Education.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC4702
Restrictions
Entry to the Master of Teaching (Primary) program
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
EDUC7550 is taught and assessed at Masters level. It is offered in a two-hour lecture and one-hour tutorial format.
Aims and outcomes
EDUC7550ﾠaims to build your knowledge and skills in planning for, teaching, and assessingﾠwritingﾠand children's literature experiencesﾠin primary school English contexts.
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate research-informed knowledge, understanding and analysis of literacy teaching and assessment strategies and their application in teaching the primary school English Curriculum in ways that enhance inclusive participation of all students including those from diverse backgrounds (linguistic, cultural, religious and socioeconomic). (APST: 1.3, 2.1, 2.2, 2.3, 2.5, 3.1, 3.3, 5.1)
LO2.
Identify teaching strategies that include a range of verbal and non-verbal communication strategies and resources including ICTs that support inclusive student participation and engagement in English Curriculum primary classroom activities and learning. (APST: 3.3, 3.4, 3.5, 4.1)
LO3.
Demonstrate the capacity to effectively engage in assessment moderation and interpret student assessment data to evaluate student learning, provide timely and appropriate student feedback, and modify teaching practices to improve student learning. (APST: 5.2, 5.3, 5.4)
LO4.
Demonstrate an understanding of the relevant and appropriate sources of professional learning for primary school English teachers and provide justification for continued professional learning in light of implications for improved student learning and teaching in the English Curriculum Learning Area. (APST: 6.2, 6.4)
LO5.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional, and academic conventions.
Assessment
Assessment summary
'Standard' MTeach students (i.e., those not enrolled in the Turn to Teaching Internship)
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Notebook/ Logbook |
1A Policies & procedures for professional experience
|
Pass/fail |
7/03/2025 2:00 pm |
| Reflection | 2 Critical Reflection | 30% 1500 words |
14/03/2025 2:00 pm |
| Essay/ Critique, Product/ Design |
3 Assessing and Teaching Children's Writing
|
30% 1500 words equivalent |
11/04/2025 2:00 pm |
| Creative Production/ Exhibition, Essay/ Critique, Presentation | 4 Quality literature book trailer and rationale | 40% 1500 words equivalent |
16/05/2025 2:00 pm |
| Notebook/ Logbook |
1B Field experience placement log
|
Pass/fail, 1,000 words |
13/06/2025 2:00 pm |
Turn To Teaching Internship Program students
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | 1 Critical Reflection | 30% 1500 words |
14/03/2025 2:00 pm |
| Essay/ Critique, Product/ Design |
2 Assessing and Teaching Children's Writing
|
30% 1500 words equivalent |
11/04/2025 2:00 pm |
| Creative Production/ Exhibition, Essay/ Critique, Presentation | 3 Quality literature book trailer and rationale | 40% 1500 words equivalent |
16/05/2025 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
'Standard' MTeach students (i.e., those not enrolled in the Turn to Teaching Internship)
1A Policies & procedures for professional experience
- Hurdle
- Mode
- Written
- Category
- Notebook/ Logbook
- Weight
- Pass/fail
- Due date
7/03/2025 2:00 pm
- Learning outcomes
- L02, L05
Task description
Before you begin your 5-day field experience placement it is important that you read the School of Education’s “Policies and Procedures for Professional Experience” document and sign and date the following statement to indicate that you will abide by these policies while representing the University of Queensland during your placement.
I, ..............................................have read and understood and will abide by the Policies and Procedures for Professional Experience Placements
.....................................................(Signature)....................................(Date)
Hurdle requirements
You must sign and date the statement to pass AT1 Part ASubmission guidelines
You must submit the assessment electronically via the assignment link on the course website.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
2 Critical Reflection
- Mode
- Written
- Category
- Reflection
- Weight
- 30% 1500 words
- Due date
14/03/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
For this task, you are required to write a critical reflection about your personal literacy skills and your professional responsibilities as a primary school teacher of English. Your critical reflection should be written to address the following three parts:
- Part 1: Draw on the Australian Curriculum documents and the research literature to provide a definition of literacy and state its importance
- Part 2: Draw on the Australian Curriculum documents and the research literature to explain teacher roles in developing primary school students’ literacy skills
- Part 3: Reflect on your personal literacy skills and outline one (or more) key experience in your literacy development. Then, plan for your continuing professional development as a teacher of literacy. Consider professional organisations in primary English and more general groups as well as supportive policies and guidelines.
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment.
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.
3 Assessing and Teaching Children's Writing
- Team or group-based
- Mode
- Written
- Category
- Essay/ Critique, Product/ Design
- Weight
- 30% 1500 words equivalent
- Due date
11/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
This assignment will enable you to develop your knowledge of teaching and assessing writing. While this is an independent task, you will engage in a moderation process with a partner for part of the assignment. The task is split into three parts.
Part A: Assessing writing
- To begin, you and your partner will select a sample of a primary school student’s writing as listed on Blackboard. Your sample may be an imaginative, informative, or persuasive text. You should have the same sample as your partner if possible.
- Separately from your partner, analyse your selected writing sample for its macro (structural) and micro (linguistic) choices. Drawing on information taught in the course and the Australian Curriculum: English, write annotations that identify strengths and weaknesses in the writing sample.
- Prepare a short piece of written feedback for the student who wrote your writing sample, including positive comments and areas for improvement. Also, include a statement about the purpose of timely and appropriate feedback to students.
Part B: Moderation
- You and your partner will then moderate each other’s analysis, annotations, and student feedback. You may wish to change and improve your work in response to the moderation.
- Keep a record of your discussions and draw on this to write a brief explanation about what your moderation process involved, and how it supported your judgements of student learning.
Part C: Planning and assessing a writing activity
- Using your analysed student writing sample from Part A, identify one macro (structural) or micro (linguistic) choice that could be improved the student’s writing and plan a suitable activity aimed at a small group of students with similar needs.
- Select one Content Description from your student’s year level in the Australian Curriculum: English that relates to your identified choice for improvement.
- Select a mentor text to support your writing activity.
- For your writing activity, include:
- One or more achievable yet challenging learning goal(s), communicated through learning intentions and success criteria in student-friendly language.
- A description of how you will teach your identified macro (structural) or micro (linguistic) writing choice using the teaching and learning cycle, your selected mentor text, and other appropriate resources including effective use of Information and Communication Technology. Ensure your teaching strategies cater for the needs of students from diverse backgrounds.
- An indication of how you will assess student learning.
This assignment is considered the equivalent of a 1500-word essay.
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment.
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.
4 Quality literature book trailer and rationale
- Mode
- Activity/ Performance, Oral, Product/ Artefact/ Multimedia, Written
- Category
- Creative Production/ Exhibition, Essay/ Critique, Presentation
- Weight
- 40% 1500 words equivalent
- Due date
16/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
For this task, you are required to:
- Create a multimedia book trailer to persuade preservice teachers to read a piece of quality literature that is inclusive of diversity. Instructions for preparing and uploading your book trailer will be provided on Blackboard.
- Write a rationale in two parts. In the first part, justify why your picturebook would be useful for teachers in one or more stage of primary school (e.g., early, middle, and/or upper primary). Specific points to write about include:
- The text's ideological messages (i.e., historical, social, and cultural contexts) that make it inclusive of diversity - with links to relevant content descriptions in the literature strand of the Australian Curriculum: English.
- The text's literary concepts (i.e., character, theme, plot, point of view, and setting) - with links to appropriate content descriptions in the literature strand of the Australian Curriculum: English.
- In the second part of the rationale, focus on the semiotic tools used in the images that you included in your book trailer. How did the illustrator use these semiotic tools to communicate the book's theme?
- Present your book trailer and key parts of your rationale to your peers.
This assignment is considered the equivalent of a 1,500-word essay.
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment.
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.
1B Field experience placement log
- Hurdle
- Mode
- Written
- Category
- Notebook/ Logbook
- Weight
- Pass/fail, 1,000 words
- Due date
13/06/2025 2:00 pm
- Learning outcomes
- L02, L05
Task description
This course requires pre-service teachers to complete five days of supervised professional experience in a primary school. An attendance and participation template will be provided. It must be completed and signed by the supervising teacher for each of the five days spent in the school. Satisfactory participation involves observation of literacy/English roles and responsibilities in the school, and of lessons in any learning area at any year level. Observations may be guided by the following questions:
- To what extent is there any planning for embedding writing instruction across other curriculum areas?
- Who is responsible for leading literacy/English development and curriculum planning in the school?
- How does the school prepare students for NAPLAN or other literacy tests?
- What literacy learning opportunities can be observed in lessons in at least two different learning areas?
Hurdle requirements
You must submit your professional experience placement log/observations to be able to pass AT1 Part BSubmission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If there are make up days to complete due to absence during the professional experience, please contact course coordinator to negotiate submission of log.
Turn To Teaching Internship Program students
1 Critical Reflection
- Mode
- Written
- Category
- Reflection
- Weight
- 30% 1500 words
- Due date
14/03/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
For this task, you are required to write a critical reflection about your personal literacy skills and your professional responsibilities as a primary school teacher of English. Your critical reflection should be written to address the following three parts:
- Part 1: Draw on the Australian Curriculum documents and the research literature to provide a definition of literacy and state its importance
- Part 2: Draw on the Australian Curriculum documents and the research literature to explain teacher roles in developing primary school students’ literacy skills
- Part 3: Reflect on your personal literacy skills and outline one (or more) key experience in your literacy development. Then, plan for your continuing professional development as a teacher of literacy. Consider professional organisations in primary English and more general groups as well as supportive policies and guidelines
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment.
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.
2 Assessing and Teaching Children's Writing
- Team or group-based
- Mode
- Written
- Category
- Essay/ Critique, Product/ Design
- Weight
- 30% 1500 words equivalent
- Due date
11/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
This assignment will enable you to develop your knowledge of teaching and assessing writing. While this is an independent task, you will engage in a moderation process with a partner for part of the assignment. The task is split into three parts.
Part A: Assessing writing
- To begin, you and your partner will select a sample of a primary school student’s writing as listed on Blackboard. Your sample may be an imaginative, informative, or persuasive text. You should have the same sample as your partner if possible.
- Separately from your partner, analyse your selected writing sample for its macro (structural) and micro (linguistic) choices. Drawing on information taught in the course and the Australian Curriculum: English, write annotations that identify strengths and weaknesses in the writing sample.
- Prepare a short piece of written feedback for the student who wrote your writing sample, including positive comments and areas for improvement. Also, include a statement about the purpose of timely and appropriate feedback to students.
Part B: Moderation
- You and your partner will then moderate each other’s analysis, annotations, and student feedback. You may wish to change and improve your work in response to the moderation.
- Keep a record of your discussions and draw on this to write a brief explanation about what your moderation process involved, and how it supported your judgements of student learning.
Part C: Planning and assessing a writing activity
- Using your analysed student writing sample from Part A, identify one macro (structural) or micro (linguistic) choice that could be improved the student’s writing and plan a suitable activity aimed at a small group of students with similar needs.
- Select one Content Description from your student’s year level in the Australian Curriculum: English that relates to your identified choice for improvement.
- Select a mentor text to support your writing activity.
- For your writing activity, include:
- One or more achievable yet challenging learning goal(s), communicated through learning intentions and success criteria in student-friendly language.
- A description of how you will teach your identified macro (structural) or micro (linguistic) writing choice using the teaching and learning cycle, your selected mentor text, and other appropriate resources including effective use of Information and Communication Technology. Ensure your teaching strategies cater for the needs of students from diverse backgrounds.
- An indication of how you will assess student learning.
This assignment is considered the equivalent of a 1500-word essay.
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment.
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.
3 Quality literature book trailer and rationale
- Mode
- Activity/ Performance, Oral, Product/ Artefact/ Multimedia, Written
- Category
- Creative Production/ Exhibition, Essay/ Critique, Presentation
- Weight
- 40% 1500 words equivalent
- Due date
16/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
For this task, you are required to:
- Create a multimedia book trailer to persuade preservice teachers to read a piece of quality literature that is inclusive of diversity. Instructions for preparing and uploading your book trailer will be provided on Blackboard.
- Write a rationale in two parts. In the first part, justify why your picturebook would be useful for teachers in one or more stage of primary school (e.g., early, middle, and/or upper primary). Specific points to write about include:
- The text's ideological messages (i.e., historical, social, and cultural contexts) that make it inclusive of diversity - with links to relevant content descriptions in the literature strand of the Australian Curriculum: English.
- The text's literary concepts (i.e., character, theme, plot, point of view, and setting) - with links to appropriate content descriptions in the literature strand of the Australian Curriculum: English.
- In the second part of the rationale, focus on the semiotic tools used in the images that you included in your book trailer. How did the illustrator use these semiotic tools to communicate the book's theme?
- Present your book trailer and key parts of your rationale to your peers.
This assignment is considered the equivalent of a 1,500-word essay.
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed UQ’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity. Always keep a copy of your submitted assignment.
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 provide evidence of understanding of the disciplinary knowledge associated with teaching English in the Primary Years of Schooling or the application of this knowledge to educational contexts; no understanding of the social and historical contexts of approaches to the teaching of English; no understanding of contemporary issues related to the teaching of English; lacks ability to use information and communication technologies for presentation and communicative purposes. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to provide sufficient evidence of understanding of the disciplinary knowledge associated with teaching English in the Primary Years of Schooling or the application of this knowledge to educational contexts; little understanding of the social and historical contexts of approaches to the teaching of English; little understanding of contemporary issues related to the teaching of English; lacks ability to use information and communication technologies for presentation and communicative purposes. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrates superficial understanding of the disciplinary knowledge associated with teaching English in the Primary Years of Schooling and limited ability to apply this knowledge to educational contexts;ﾠlimited understanding of the social and historical contexts of approaches to the teaching of English;ﾠlimited understanding of contemporary issues related to the teaching of English;ﾠlimited ability to use information and communication technologies for presentation and communicative purposes; quality of written or oral communication is poor. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding of the disciplinary knowledge associated with teaching English in the Primary Years of Schooling and adequate ability to apply this knowledge to educational contexts;ﾠadequate understanding of the social and historical contexts of approaches to the teaching of English;ﾠadequate understanding of contemporary issues related to the teaching of English;ﾠroutine ability to use information and communication technologies for presentation and communicative purposes; written communication is largely free of errors which affect readability, oral communication is coherent. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of the disciplinary knowledge associated with teaching English in the Primary Years of Schooling andﾠsubstantial ability to apply this knowledge to educational contexts;ﾠsubstantial understanding of the social and historical contexts of approaches to the teaching of English;ﾠsubstantial understanding of contemporary issues related to the teaching of English;ﾠconfident and skilled use of information and communication technologies for presentation and communicative purposes; written and oral communication are clear and coherent with infrequent errors. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: As for 5, with frequent evidence of substantial reflection; ability to identify and analyse issues or problems; original and creative responses; concise, well-structured and error-free communication with some command and control of language and genres associated with the teaching of English in the Primary Years of Schooling. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: As for 6, with comprehensive and substantial reflection and synthesis of disciplinary knowledge of English and applications of this knowledge in educational contexts; significant ability to identify and analyse issues or problems; logical, convincing and well-supported arguments. Oral and written communication demonstrates professional control and use of language and genres associated with the teaching of English in the Primary Years of Schooling. |
Additional course grading information
For students completing the 'Standard' MTeach Primary Program (i.e., those not enrolled in the Turn to Teaching Internship), this course includes one pass/fail task (i.e., Policies and Procedures for Professional Experience Placements and Field Experience Placement Log). The implications of this task should be taken extremely seriously: should you fail this assignment, you will fail the course, regardless of the grades you are awarded for your other assessment tasks. Students in a Turn to Teaching Internship will not complete this pass/fail task.
Determining final grades: Final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula and the profile of individual grades across accumulated assessment tasks. Three assessment tasks in the course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows:
Example: A student receives the following three grades for the graded tasks:
- Critical Reflection: grade of 5 at 30% weighting
- Assessing and Teaching Children's Writing: grade of 6 at 30% weighting
- Quality Literature Book Trailer and Rationale: grade of 5ﾠat 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(0.3 x 5) + (0.3 x 6) + (0.4 x 5)ﾠ= 1.5 + 1.8 + 2 = 5.3
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).
Supplementary assessment
Supplementary assessment is not available for some items in 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
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
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 |
Teaching and learning primary English
Publisher: Oxford University Press ISBN: 9780190325732; 9780190325725 |
Additional learning resources information
As Master of Teaching students, it is strongly recommended that you complete further reading as you work through this course. The prescribed textbook has beenﾠselected because it:
- Provides a comprehensive overview of material required for this course
- Links to the Australian Curriculum: English
- Focuses on key theories, teaching strategies, and assessment practices for essential elements of writingﾠand children's literature
- Includes a range of teaching resources, including lesson plan overviews and suggested children's literature.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
All student activities
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Introduction Language, literacy, and culture; Introduction to the Australian Curriculum: English Learning outcomes: L01, L02 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Contemporary literacy theories Four resources model; Writing rope; SFL/Genre pedagogy; Multiliteracies; Critical literacy Learning outcomes: L01, L02 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Writing 1 Overview of writing; Grammar 1 Learning outcomes: L01, L02, L03, L04 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
Writing 2 Grammar 2 Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Writing 3 Written genres; Structural features (stages, phases) Learning outcomes: L01, L02, L04 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Writing 4 Teaching writing; Assessing writing Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Writing 5 Paragraphing; Punctuation; Handwriting and keyboarding Learning outcomes: L01, L03 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Children's literature 1 Overview of children's literature; Ideological meanings; Semiotics Learning outcomes: L01, L02 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 9 (28 Apr - 04 May) |
Lecture |
Children's literature 2 Features of literary texts Learning outcomes: L01, L02 |
Week 10 (05 May - 11 May) |
Lecture |
Children's literature 3 Multimodality; Multicultural children's literature Learning outcomes: L01, L02, L04, L05 |
Week 11 (12 May - 18 May) |
Lecture |
Children's literature 4 Genres of children's literature; Poetry Learning outcomes: L01, L02 |
Week 12 (19 May - 25 May) |
Lecture |
Student presentations Sharing book trailers and oral presentations Learning outcomes: L01, L03, L04 |
Week 13 (26 May - 01 Jun) |
Lecture |
Conclusion and review Reflection on course content Learning outcomes: L03, L04 |
Revision week (02 Jun - 08 Jun) |
Placement |
Professional Experience (Standard MTeach Students ONLY) Students part of the 'Standard' cohort will attend professional experience in a school. NOTE: Students part of the Turn to Teach Internship Program will NOT be required to attend this placement as part of their program. |
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 for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course: