EDUC2012 - English Education: Curriculum and Pedagogy

Rationale

The purpose of the task is to apply knowledge and understanding of English education curriculum/syllabus content and pedagogy by:

• drawing from EDUC2012 contemporary academic literature about English curriculum and pedagogy for Early Years Primary: Foundation/Kindergarten – Year 2 (LO1) to choose quality resources for English education in F-2

• demonstrating knowledge of the structure, content, and requirements of the Australian Curriculum F-6 English (v9.0) and NSW (2022) K-6 English Syllabus (LO2) through application to planned English learning activities to teach and assess English across: Speaking and listening,

 Reading and viewing (LO3)

The two EDUC2012 assessment tasks result in a portfolio of English learning activities that can be used in the F-6/K-6 classrooms and taught by another teacher.

1 Assessment Brief

Task Description

This assessment involves choosing a suitable high-quality children’s picture book and planning a portfolio of English learning activities for F-2 early years students based on the selected book.

Task Instructions

Portfolio Part i. Book rationale

• Select a suitable CBCA shortlisted Book of the Year: Early Childhood title for early years students 

• Provide an image and correct APA 7th reference for the book.
• Write an original rationale for selection of the book to explain

The selected book’s suitability for teaching the year/stage level content

The selected book’s suitability with connection to EDUC2012 unit readings (Modules 1-3)

Portfolio Part ii: English teaching activities:

• Create a teaching resource portfolio that includes two learning activities in each mode explicitly linked to the English Curriculum/Syllabus content (AUS v9.0 or NSW 2022 Syllabus) suitable for a year/stage level of F-2 / K-2 early years students using the selected book.

• The selected learning activities will develop:

 Speaking and listening

• Oral language development – interacting using learned vocabulary • Phonological/phonemic awareness

criteria (LISCs) for achievable challenges for all students.

• Identify strategies to support student participation during the use of the chosen children’s book.
• Identify strategies for differentiating teaching to meet the diverse learning needs ofstudents.
• Embed strategies to support the General capability: Digital literacy practice of digital safety and

 wellbeing (see: https://v9.australiancurriculum.edu.au/f-10-curriculum/general-

capabilities/digital-literacy?element=0⊂-element=0)

• Describe the learning activities so that another teacher could follow

Formatting and style

• Use the Word document planning template provided in support materials to complete the task
• Use accurate standard Australian English spelling throughout e.g. realise not realize
• Use Calibri size 10 font and 1.5 spacing in the planning template provided

Assessment Brief

Resources required to complete the assessment task (alongside EDUC2012 unit readings):

Portfolio should be submitted using the Turnitin activity titled Assessment 1: Portfolio in the

Assessments Tasks and Submission section on the Blackboard UNITCODE site. Only Microsoft Word

documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your

submission with your surname and initials, the assessment task's name, and curriculum/syllabus

NOTE: Academic Integrity breaches include unacceptable use of generative artificial intelligence (GenAI) tools, the use of GenAI has not been appropriately acknowledged or is beyond the acceptable limit as defined in the Assessment, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling (if you are repeating the unit, do not recycle elements of a previously submitted assessment), misrepresentation, collusion, cheating, contract cheating, fabricating information. At SCU the use of GenAI tools is acceptable, unless it is beyond the acceptable limit as defined in the

Assessment Brief

 Remember, just as if you Googled something, you still need to evaluate the information to determine its accuracy and relevance. GenAI can and does produce biased and false information. You must find reputable scholarly sources to support any of the ideas generated. This is a requirement for this assessment. Importantly, you cannot include content generated by GenAI in your assessment (even if you have paraphrased, summarised, or quoted the output) – instead, use that content as a stepping-stone towards finding the relevant and reputable academic literature needed for your assessment. You may use Grammarly Premium to help you undertake simple editing to improve the spelling and grammar of your written work.

ACKNOWLEDGING GenAI:

If you use GenAI tools, you must use these ethically, acknowledge their use, and keep evidence of how they were used. For general guidance on what this means, consult the Learning Zone resources AcknowledgingandReferencingGenerativeArtificialIntelligence(GenAI)useand Buildyourskills usingGenAI-PAIRFramework. TheSCULibraryGuide–GenAIcan also help you develop your AI literacy skills. If you use any GenAI tools (including Grammarly Premium and Copilot), you must acknowledge this usage. In this unit, you do this by including the SCU acknowledgement statement on the cover page of your assessment submission, ticking the appropriate boxes, and completing the table (if relevant). Importantly, if you use GenAI in this unit, you are also required to include an appendix as the final page of your Assessment submission, in which you clearly document the prompts you provided to these tools and the responses they generate in return (screenshots are acceptable). If no GenAI tools are used in the completion of your assessment, no appendix is required.  If you are not sure how to, or how much you can use GenAI tools in your studies, contact your Unit Assessor. If you use GenAI tools beyond the defined limits or without acknowledgment it may  result in an academic integrity breach against you as described in the StudentAcademicandNon-AcademicMisconductRules,Section3.

Measures for ensuring compliance:

Based on the Assessment,TeachingandLearningProcedures,Section3(clause 16), the following

 steps may be taken to verify your compliance with the defined limits of GenAI usage in this  assessment:

• Invited to attend a Zoom meeting with the Unit Assessor and asked to share your understanding of the assessment task/s and associated concepts; and/or

• Invited to share an explanation of the processes and a list of any digital tools that wereused.

This should not be considered an accusation of wrongdoing; however, if there is an unsatisfactory outcome, a formal academic integrity breach may be lodged for further investigation.

Suggested procedural safeguards for students:

The following are suggestions to safeguard yourself if you are asked to demonstrate your compliance with the assessment conditions:

• Ensure your use of GenAI is within the defined limits for this assessment task before usingit.
• If you are not sure, ASK the Unit Assessor prior to using the digital tool.
• If you use GenAI tools for learning, ensure that you DO NOT copy and paste entire sections of text. You may take the ideas but cannot copy.

4 Assessment Brief

• Keep a list of the digital tools and applications that you used to complete this assessment,  and clear evidence of exactly how you used it (see the above GenAI may be used for this assessment within defined limits section of this document for more details).

• Take screenshots of your progress when completing your assessment (undertaking research as well as writing), include the date and time in the screenshot. Save these in case they are required.

Special Consideration Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via the MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. To apply - see SCUSpecialConsideration. For further information, please refer to the Special Consideration section of the relevantSCUPolicy. Late Submissions & Penalties According to SCU Policy, late penalties apply. Except when special consideration is awarded, late submission of assessment tasks will automatically lead to the imposition of a penalty. Penalties will  be incurred as soon as the deadline is reached.

• A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date.

• A further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.

For more information, see theAssessment,TeachingandLearningprocedurespolicy.

Assessment Requirements Summary

The task requires students to design a portfolio of English learning activities for F–2 / K–2 classrooms using a selected CBCA shortlisted picture book (Early Childhood category). The portfolio is divided into two parts:

Part I – Book Rationale

• Select a suitable CBCA shortlisted book.

• Provide an image and APA 7th reference.

• Write a rationale explaining:

  • Why the book is appropriate for the year/stage level.

  • How it connects with EDUC2012 readings (Modules 1–3).

Part II – English Teaching Activities

• Create two learning activities for each English mode:

  1. Speaking and Listening

  2. Reading and Viewing

• Explicitly link activities to the Australian Curriculum (v9.0) or NSW K–6 English Syllabus (2022).

• Activities must:

  • Develop oral language and phonemic awareness.

  • Include learning intentions and success criteria (LISCs).

  • Provide strategies for participation and differentiation.

  • Embed digital literacy strategies, especially online safety and wellbeing.

• Activities must be detailed enough that another teacher could implement them directly.

Formatting: Use the template provided, Calibri 10, 1.5 spacing, Australian spelling, APA referencing.

Mentor-Guided Process & Outcome

Step 1: Understanding the Task

The mentor began by helping the student carefully unpack the brief to avoid confusion. The student was guided to first focus on the book selection as the foundation for all activities. Emphasis was placed on aligning the choice with both curriculum requirements and EDUC2012 readings.

Step 2: Selecting the Book

• Mentor discussed shortlisted CBCA titles and their suitability for early years.

• Criteria included: engaging storyline, age-appropriate vocabulary, and potential to teach phonemic awareness.

• Together, the student finalized the book and prepared the APA 7th citation and image.

Step 3: Writing the Book Rationale

• Mentor guided the student in structuring the rationale:

  1. Why the book suits Foundation–Year 2 learners.

  2. How the book supports curriculum outcomes.

  3. Connections to academic literature from EDUC2012 (Modules 1–3).

• Mentor highlighted the need to show critical thinking, not just description.

Step 4: Designing the Learning Activities

The mentor helped design four activities (two per mode):

• Speaking & Listening: Activities to develop oral language, vocabulary, and phonemic awareness through role-play and shared discussions.

• Reading & Viewing: Activities using guided reading and visual analysis to strengthen comprehension.

• LISCs were included for each activity.

• Mentor ensured all tasks were linked to the Australian Curriculum v9.0 outcomes.

Step 5: Embedding Strategies

• Mentor encouraged inclusion of participation strategies (think-pair-share, group reading).

• Differentiation approaches (support for EAL/D learners, scaffolding, extension tasks) were detailed.

• Digital literacy was addressed by including safe use of digital storybooks and class discussion about online safety.

Step 6: Ensuring Academic Standards

• Mentor reminded the student to use APA referencing for both the book and supporting literature.

• Draft was checked for clarity, curriculum alignment, and Australian English spelling.

• Turnitin compliance was explained, and plagiarism risks highlighted.

Final Outcome

By following this step-by-step process, the student produced:

• A strong rationale justifying the book’s selection.

• Four structured, curriculum-aligned activities with clear LISCs.

• Evidence of differentiation and strategies for inclusion.

• Embedded digital literacy practices.

Learning Objectives Covered

• Demonstrated knowledge of Australian Curriculum F–6 English v9.0 and NSW K–6 English Syllabus (2022).

• Applied academic literature from EDUC2012 modules to practical teaching design.

• Created practical, implementable teaching activities for F–2 learners.

• Practiced curriculum planning, digital literacy, and inclusive teaching strategies.

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