EUB109 English, Literacies and Language 1
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB109 |
|---|---|
| Equivalent(s): | EAB510 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB109 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB510 |
| Coordinator: | Lesley Friend | lesley.friend@qut.edu.au |
Overview
This unit will develop your ability to teach English curriculum, literacy and language acquisition to young children, from birth to year 6. This unit develops your understanding of the effective use of children's literature in literacy teaching in prior-to-school and primary school settings. Early years literacy teaching and learning, including play-based pedagogies will be explored, with particular focus on birth to Year 3. The Early Years Learning Framework, Queensland Kindergarten Learning Guideline, and The Australian Curriculum will be used to explore the ways teachers assist children to build knowledge and skills with English, language and literacy as they transition from prior-to-school to formal school contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain the concepts and principles of how children learn about English and literacy, including those from diverse backgrounds.
- Draw on curriculum, frameworks and children's literature and digital texts to plan lesson ideas.
- Reflect on how English and literacy theories inform contemporary early years classroom practices.
- Describe the principles of selecting and using resources, including ICT, in innovative ways to engage students in their learning.
- Communicate in a written manner using the conventions of English.
Content
This unit will address key topics related to teaching literacy and English with a focus on prior-to-school and the early primary years. These include:
- Literacy as a social practice;
- Understanding the theories of English, literacy and language programs;
- Strategies to support inclusive student participation and engagement in English, literacy and language programs;
- Responding to the learning strengths and needs of students from diverse linguistic, cultural, religious and soico-economic backgrounds, including Aboriginal and Torres Strait Islander students;
- Strategies for planning and teaching young children using children's literature, including ICT;
- Literacy teaching strategies and their application in teaching areas; and
- Understanding language acquisition and classroom interaction processes.
Learning Approaches
In this unit, you will learn through engaging in
- multi-modal lectures
- online study materials
- workshops and
- online discussion forums/discussion sessions.
These activities will encourage you to discuss, question and problem-solve. You are also expected to undertake personal research, reading, writing, observation and collaborative learning activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers during group discussions;
- Ongoing formative feedback on learning activities (e.g., tutorial exercises and discussion forums);
- comments and a completed criteria sheet for the summative assessment;
- an exam mark and the option to seek verbal feedback if required.
Assessment
Overview
You will complete two pieces of assessment:
- Annotated bibliography and multimedia presentation - This will draw on your understanding of the place of children's literature across the English curriculum and prior to school frameworks.
- Essay - This will enable you to connect all that you have learnt in the unit including literacy, becoming a reader (including phonics), multiliteracies, digital texts, play and literacy, and English learning for diverse backgrounds.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Annotated Bibliography and multimedia presentation
This task requires you to select a range of books/texts that fit within the category of children's literature for children birth-8 years. You will then write an annotated bibliography of the selected books.
Drawing on the annotated bibliography's books/texts you will create a multimedia presentation. In the presentation you will take a position on the topic of children's literature in early years education with reference to theory and provide lesson ideas for how you can use children's literature across prior-to-school and the early years of school settings.
This task aims to support you in learning how to apply your knowledge, skills and understanding of the use of children's literature to plan and teach effective literacy and English lessons with young children.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Assessment: Essay
You will write an essay about literacy, children's literature, multiliteracies, digital texts, play and diverse learners, and reflect on what this means for your future teaching practice. In your essay, you will need to integrate literacy pedagogies and practice.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Woods, A., & Exley, B. (2019) Literacies in early childhood: Foundations for equity and quality. Docklands, VIC: Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Essay - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Essay - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Essay
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Annotated Bibliography and multimedia presentation , Essay - Curriculum, assessment and reporting
Relates to: Annotated Bibliography and multimedia presentation - Literacy and numeracy strategies
Relates to: Annotated Bibliography and multimedia presentation , Essay
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Annotated Bibliography and multimedia presentation - Select and use resources
Relates to: Annotated Bibliography and multimedia presentation , Essay
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Essay
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Annotated Bibliography and multimedia presentation , Essay - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: Annotated Bibliography and multimedia presentation , Essay - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: Essay - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Essay
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB109 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB510 |
Overview
This unit will develop your ability to teach English curriculum, literacy and language acquisition to young children, from birth to year 6. This unit develops your understanding of the effective use of children's literature in literacy teaching in prior-to-school and primary school settings. Early years literacy teaching and learning, including play-based pedagogies will be explored, with particular focus on birth to Year 3. The Early Years Learning Framework, Queensland Kindergarten Learning Guideline, and The Australian Curriculum will be used to explore the ways teachers assist children to build knowledge and skills with English, language and literacy as they transition from prior-to-school to formal school contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain the concepts and principles of how children learn about English and literacy, including those from diverse backgrounds.
- Draw on curriculum, frameworks and children's literature and digital texts to plan lesson ideas.
- Reflect on how English and literacy theories inform contemporary early years classroom practices.
- Describe the principles of selecting and using resources, including ICT, in innovative ways to engage students in their learning.
- Communicate in a written manner using the conventions of English.
Content
This unit will address key topics related to teaching literacy and English with a focus on prior-to-school and the early primary years. These include:
- Literacy as a social practice;
- Understanding the theories of English, literacy and language programs;
- Strategies to support inclusive student participation and engagement in English, literacy and language programs;
- Responding to the learning strengths and needs of students from diverse linguistic, cultural, religious and soico-economic backgrounds, including Aboriginal and Torres Strait Islander students;
- Strategies for planning and teaching young children using children's literature, including ICT;
- Literacy teaching strategies and their application in teaching areas; and
- Understanding language acquisition and classroom interaction processes.
Learning Approaches
In this unit, you will learn through engaging in
- multi-modal lectures
- online study materials
- workshops and
- online discussion forums/discussion sessions.
These activities will encourage you to discuss, question and problem-solve. You are also expected to undertake personal research, reading, writing, observation and collaborative learning activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers during group discussions;
- Ongoing formative feedback on learning activities (e.g., tutorial exercises and discussion forums);
- comments and a completed criteria sheet for the summative assessment;
- an exam mark and the option to seek verbal feedback if required.
Assessment
Overview
You will complete two pieces of assessment:
- Annotated bibliography and multimedia presentation - This will draw on your understanding of the place of children's literature across the English curriculum and prior to school frameworks.
- Essay - This will enable you to connect all that you have learnt in the unit including literacy, becoming a reader (including phonics), multiliteracies, digital texts, play and literacy, and English learning for diverse backgrounds.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Annotated Bibliography and multimedia presentation
This task requires you to select a range of books/texts that fit within the category of children's literature for children birth-8 years. You will then write an annotated bibliography of the selected books.
Drawing on the annotated bibliography's books/texts you will create a multimedia presentation. In the presentation you will take a position on the topic of children's literature in early years education with reference to theory and provide lesson ideas for how you can use children's literature across prior-to-school and the early years of school settings.
This task aims to support you in learning how to apply your knowledge, skills and understanding of the use of children's literature to plan and teach effective literacy and English lessons with young children.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Assessment: Essay
You will write an essay about literacy, children's literature, multiliteracies, digital texts, play and diverse learners, and reflect on what this means for your future teaching practice. In your essay, you will need to integrate literacy pedagogies and practice.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Threshold Assessment:
You must achieve a passing grade (4) on each individual assessment task to successfully pass this unit.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Woods, A., & Exley, B. (2019) Literacies in early childhood: Foundations for equity and quality. Docklands, VIC: Oxford University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Essay - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Essay - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Essay
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Annotated Bibliography and multimedia presentation , Essay - Curriculum, assessment and reporting
Relates to: Annotated Bibliography and multimedia presentation - Literacy and numeracy strategies
Relates to: Annotated Bibliography and multimedia presentation , Essay
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Annotated Bibliography and multimedia presentation - Select and use resources
Relates to: Annotated Bibliography and multimedia presentation , Essay
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Essay
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Annotated Bibliography and multimedia presentation , Essay - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: Annotated Bibliography and multimedia presentation , Essay - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: Essay - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Essay